Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 475-487 |
| Number of pages | 13 |
| Journal | Education 3-13 |
| Volume | 42 |
| Issue number | 5 |
| Early online date | 13 Sep 2012 |
| DOIs | |
| Publication status | Published - 3 Sep 2014 |
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Keywords
- collaborative learning
- co-operative learning
- critical skills
- assessment
- multi-touch technology
Cite this
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Collaborative learning in the Scottish curriculum for excellence: the challenges of assessment and potential of multi-touch technology. / McKechan, Sandra; Ellis, Jennifer.
In: Education 3-13, Vol. 42, No. 5, 03.09.2014, p. 475-487.Research output: Contribution to journal › Article
TY - JOUR
T1 - Collaborative learning in the Scottish curriculum for excellence: the challenges of assessment and potential of multi-touch technology
AU - McKechan, Sandra
AU - Ellis, Jennifer
PY - 2014/9/3
Y1 - 2014/9/3
N2 - Scottish educational policy advocates the benefits of collaborative learning as a way of developing critical life skills, across the primary curriculum. In this paper, the rationale for collaborative learning, and specifically the Critical Skills (CS) approach, is considered along with an account of the perspectives of primary teachers implementing the methodology in their classroom. Based on the results of semi-structured interviews and an electronic survey, this article considers teachers’ opinion on the effectiveness of the CS approach, and highlights challenges relating to attaining, effectively retaining and analysing the evidence of impact gained via collaborative learning. It concludes that the latest technologies, including multi-touch technology, present scope to ease the challenge of assessing the collaborative process.
AB - Scottish educational policy advocates the benefits of collaborative learning as a way of developing critical life skills, across the primary curriculum. In this paper, the rationale for collaborative learning, and specifically the Critical Skills (CS) approach, is considered along with an account of the perspectives of primary teachers implementing the methodology in their classroom. Based on the results of semi-structured interviews and an electronic survey, this article considers teachers’ opinion on the effectiveness of the CS approach, and highlights challenges relating to attaining, effectively retaining and analysing the evidence of impact gained via collaborative learning. It concludes that the latest technologies, including multi-touch technology, present scope to ease the challenge of assessing the collaborative process.
KW - collaborative learning
KW - co-operative learning
KW - critical skills
KW - assessment
KW - multi-touch technology
U2 - 10.1080/03004279.2012.717959
DO - 10.1080/03004279.2012.717959
M3 - Article
VL - 42
SP - 475
EP - 487
JO - Education 3-13
JF - Education 3-13
SN - 0300-4279
IS - 5
ER -