Collaborative Learning: Increasing Students' Engagement Outside the Classroom

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dc.contributor.authorHernandez, M. Rosario-© 2015 David Publishing Companyen_US
dc.identifier.citationUS-China Education Review Aen_US
dc.description.abstractSeveral factors, including the Bologna process, the embargo on university posts and a larger student population pursuing degrees, have contributed to radical changes in teaching, learning and assessment in Irish higher education in the last few years. Challenges to academics have resulted in curriculum reform and, most importantly, in innovative practices in which the curriculum is delivered and assessed. It was in this context that a collaborative component has been introduced into Level 2 Spanish language modules at University College Dublin. A small action research project has been undertaken to explore the students’ views about this innovative way of learning. This article addresses the extent to which collaborative learning outside the classroom contributes to the enhancement of student learning and it examines the obstacles encountered by the students during the semester. The discussion of the findings focuses on feedback from the students and on group reflections submitted via Blackboard, the university’s VLE (virtual learning environment).en_US
dc.publisherDavid Publishingen_US
dc.subjectCollaborative learningen_US
dc.subjectLearning tasksen_US
dc.subjectSelf-directed learningen_US
dc.titleCollaborative Learning: Increasing Students' Engagement Outside the Classroomen_US
dc.typeJournal Articleen_US
dc.statusPeer revieweden_US
dc.neeo.contributorHernandez|M. Rosario|aut|-
item.fulltextWith Fulltext-
Appears in Collections:Languages, Cultures and Linguistics Research Collection
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