Active and Collaborative Learning: Practices, Problems and Prospects

Mohamed Hamada, PhD (Editor)
Software Engineering Lab, The University of Aizu, Aizuwakamatsu, Fukushima, Japan

Series: Education in a Competitive and Globalizing World
BISAC: EDU051000



Volume 10

Issue 1

Volume 2

Volume 3

Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick


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Active and collaborative learning provide a powerful mechanism to enhance depth of learning, increase material retention, and get students involved with the material instead of passively listening to a lecture.

Active learning is a learning style with students involved in the learning process as active partners: meaning they are “doing”, “observing” and “communicating” instead of just “listening” as in the traditional (lecture-driven) learning style. In active learning, students are much more actively engaged in their own learning while educators take a more guiding role.

Collaborative learning is a learning style in which a group of learners (two or more) study together in a collaborative environment. Collaborative learning is based on the model that knowledge can be created within a population where members actively interact by sharing experiences and take on asymmetric roles.

Active and collaborative learning approaches are thought to promote the processing of skills/knowledge at a much deeper level than passive and individual learning. This book covers a wide range of interesting topics related to active and collaborative learning. The first chapter covers the background and a comprehensive survey of active and collaborative learning. Chapters two, three, four, and five cover the use of active and collaborative learning in programming, web analysis, and social settings, respectively. Chapters six, seven, and eight cover the applications of active and collaborative learning in mobile and cloud computing related topics. The rest of the book (chapters nine, ten, and eleven) covers a wide range of the modern applications of active and collaborative learning in several medical and health related areas. (Imprint: Nova)


Chapter 1: Introduction to Active and Collaborative Learning
(Arreytambe Tabot, Kadir Tufan and Mohamed Hamada, Department of Computer Science, African University of Science and Technology, Abuja, Nigeria, and others)

Chapter 2: Worked Examples in an Introductory Programming Module
(Isabel C. Moura, University of Minho, Portugal)

Chapter 3: Metacognitive Awareness of Reading Strategies for Website Analysis in an EFL Active Learning Context
(Roy Debopriyo, Center for Language Research, University of Aizu, Aizuwakamatsu, Fukushima, Japan)

Chapter 4: Building a Better Nation: Capitalizing on Social Cognitive Theories for Collective Enhancement
(Huy P. Phan, School of Education, University of New England, Armidale, NSW, Australia)

Chapter 5: Active Learning by Peer Tutoring: A School-Based Approach for the Less Privileged
(Claus H. Reinhardt and Evelyne N. Rosen, Training College, Cologne, Germany, and others)

Chapter 6: Active and Collaborative Mobile Enhanced (ACME) Multimedia Learning Framework
(Kiemute Oyibo and Mohamed Hamada, Department of Computer Science, African University of Science and Technology, Abuja, Nigeria, and others)

Chapter 7: Enhancing Adaptive Mobile E-Learning by Using Cloud Computing
(Hazem M. El-Bakry and Mohammed Hamada, Information Systems Dept., Mansoura University, Egypt, and others)

Chapter 8: An Active Multimedia Learning System on Smartphones for Automata Theory
(Yusuf Sahabi Ali and Mohamed Hamada, Department of Mathematics, Ahmadu Bello University Zaria, Nigeria, and others)

Chapter 9: Teaching Cardiovascular Concepts with Equivalent Electronic Circuits: An Active Learning Approach
(Samo Ribariè, Andrej Bartoliæ and Marjan Kordaš, Institute of Pathophysiology, Faculty of Medicine, University of Ljubljana, Ljubljana, Slovenia, and others)

Chapter 10: Active Learning for Medical Students and Doctors in Training within the Hospital Setting
(James M.L. Williamson, Department of General Surgery, Royal United Hospital, Coombe Park, Bath, UK)

Chapter 11: Utilizing New Technologies for the Improvement of Problem-Based Learning in the Field of Medical Education
(Georg Kitz and Martin Ebner, Social Learning, Computer and Information Services, Graz Universitz of Technology, Austria)


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