Collaborative learning in a culturally diverse secondary vocational education. By K. Tielman (Fontys), P. den Brok (ESoE), S. Bolhuis (Fontys) and R. van de Sande (Fontys) This contribution discusses a descriptive study on the experiences of students and teachers in secondary vocational education regarding collaborative learning (CL) in a culturally diverse context. The study bridges two domains of research: research on culturally diverse learning environments - which has mostly concerned primary and general secondary education (e.g. de Haan (2005), Hajer (1996), Radstake (2007) and studies on CL. The present study adds to the existing literature not only by integrating these two domains, but also by its specific focus on Dutch secondary vocational education and by focusing on multiple sources of evidence (both cognitions and actions; both student and teacher perspectives). The study analyzes current practices and perceptions of teachers and students with CL in a culturally diverse, competence-based learning environment. The sample consisted of 27 students (with 12 different cultural backgrounds) and two of their teachers (a mentor and a coach/tutor). Teachers and students were followed while working on a project-based series of lessons. Data collection consisted of two steps. In the first step, small groups of students and their teachers were observed and videotaped (allowing for simultaneous analysis of both verbal and non-verbal behaviors) during collaborative learning tasks. Based on these observations, semi-structured interviews were conducted with 9 groups of 3 students and the two teachers, focusing on topics of collaboration, communication, participation, coaching and conflicts, all of which derived from CL characteristics mentioned by Johnson & Johnson (1994). In the second step, video-stimulated (recall) interviews were conducted with both teachers. The interviews were based on a-priori defined moments selected by the teachers themselves and/or the researcher. The data was qualitatively analyzed in an interactive process between theory and data using the computer program Atlas-Ti. Codes were partially based on CL characteristics from the literature (Johnson & Johnson, 1994) and partially on focal points emerging from the observations/interviews. To establish reliability of the coding process, parts of the data were coded by a second researcher, leading to an inter-rater reliability (Cohen's kappa) of 0.87, and a percentage of agreement between both researchers of 81.5 on 54 valid fragments. The findings suggest three major themes behind the data: 1) individual accountability of the students; 2) the importance of the teacher/coach role; and 3) the aspect of (absence of) cultural consciousness. The results of the study suggest that on the one hand students are mostly focused on their individual performance and that there is poor collaboration among classmates while working on collaborative learning tasks, while on the other hand teachers seem unaware of their own role in affecting students' behavior and the influence of cultural backgrounds of students in the CL process. Despite the limitations of this study (a small number of participants, one single school and only one sector of secondary vocational education), the results of the study suggests that teachers of culturally diverse classrooms of the secondary vocational education must become more aware of their own roles as adaptive coaches and models and of the influence of multiculturality on CL. The full paper discusses the results and suggestions in detail.
Digital game-based learning (DGBL) can be regarded as a promising teaching pedagogy to prepare students for challenges of the 21st century. However, the incorporation of digital games into K-12 curricula remains limited. Research suggests that a comprehensive understanding of barriers and motivational factors that teachers face when implementing DGBL is needed to ensure that teachers can receive the support required. To delineate suggestions for tailored curricula on game-based pedagogy in teacher education programs, we conducted a study to gain insight into in-service teachers’ perception of DGBL in relation to their previous experience in teaching with DGBL. To achieve our goal, we examined the factors that impede and promote the implementation of DGBL among in-service teachers who are presently pursuing master's level education programs, having in mind that this group of teachers is different from pre-service teachers. Data was collected using an online survey with open- and closed-ended questions. The sample consisted of in-service teachers (n=37) who were enrolled in a master’s course in math education. The data analysis conducted was of a qualitative nature. One significant finding derived from this study is that the level of pedagogical experience in utilizing games as a teaching tool appears to be a crucial factor in understanding the inclination of in-service teachers towards game-based pedagogy. Pedagogical factors were mentioned by teachers at all stages of experience with DGBL, and differences were observed between teachers at different stages. For instance, in-service teachers with experience with DGBL (intermediate and advanced stages) were concerned about being able to maintain focus on the math concepts, the need to adapt the game lesson to students, and the ways to evaluate student learning less experienced teachers were essentially concerned about ways to control the classroom during DGBL and whether the pupils would receive adequate practice in this learning mode. Differences were also noted for other factors between teachers at different stages. Advanced stage teachers did have concerns about game appropriateness for the intended learning; teachers with less experience were concerned about the lack of games (technical factors). Dealing with an existing curriculum and high workload were common aspects for teachers with no or some experience but only teachers with some experience mentioned obstacles related to school organization (structural factors). Teachers with few and some experience referred to the lack of knowledge and competence (personal factors) and that pupils would not take the lessons with games seriously (social factors). This research supports DGBL- practice (i) by adding new knowledge on the factors that can support or constrain the integration of DGBL and its implications for the development of curricula on game-based pedagogy; (ii) by providing suggestions to design and implement meaningful curricula on digital game-based pedagogy for teaching education and training programs.
