Colaborative integrated learning

Introduction: Collaborative learning comprises a set of teaching/learning methods in which students are stimulated to work together in order to fulfil a common learning goal. This approach has been adopted throughout a very wide variety of disciplines, curricula, school environments, teaching appro...

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Autor principal:	Raquel Guiné
Formato:	article
Lenguaje:	EN PT
Publicado:	Instituto Politécnico de Viseu 2020
Materias:	assessment risks learning outcomes innovative learning Special aspects of education LC8-6691 Public aspects of medicine RA1-1270
Acceso en línea:	https://doaj.org/article/80019ab4b44543ea8296989d9d972414
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spelling	oai:doaj.org-article:80019ab4b44543ea8296989d9d9724142021-12-02T15:45:05ZColaborative integrated learning10.29352/mill0205e.01.002510873-30151647-662Xhttps://doaj.org/article/80019ab4b44543ea8296989d9d9724142020-06-01T00:00:00Zhttps://revistas.rcaap.pt/millenium/article/view/18227https://doaj.org/toc/0873-3015https://doaj.org/toc/1647-662X Introduction: Collaborative learning comprises a set of teaching/learning methods in which students are stimulated to work together in order to fulfil a common learning goal. This approach has been adopted throughout a very wide variety of disciplines, curricula, school environments, teaching approaches or age groups. Objectives: The objective of this work was to discuss the advantages and drawbacks of using innovative learning tools or techniques to promote active learning from a real practice experience. Methods: The integrated learning on subjects in area of Food Engineering was analysed based on the learning outcomes, advances of collaborative work, difficulties found, problem solving strategies and learning assessment limitations. Results: The results obtained allowed concluding that the integrated project developed in the 3 different syllabus is beneficial and the students tend to engage in the requested activities with true commitment; this approach allows the development of complementary competences and far beyond simple knowledge; and finally, it prepares the students for real life experiences, while guarantying a fair evaluation of learning outcomes for all while still at university. Conclusions: This work highlighted the need to deepen the debate on this topic in order to improve students’ knowledge and learning skills. Raquel GuinéInstituto Politécnico de Viseuarticleassessment riskslearning outcomesinnovative learningSpecial aspects of educationLC8-6691Public aspects of medicineRA1-1270ENPTMillenium, Vol 2, Iss 5e (2020)
institution	DOAJ
collection	DOAJ
language	EN PT
topic	assessment risks learning outcomes innovative learning Special aspects of education LC8-6691 Public aspects of medicine RA1-1270
spellingShingle	assessment risks learning outcomes innovative learning Special aspects of education LC8-6691 Public aspects of medicine RA1-1270 Raquel Guiné Colaborative integrated learning
description	Introduction: Collaborative learning comprises a set of teaching/learning methods in which students are stimulated to work together in order to fulfil a common learning goal. This approach has been adopted throughout a very wide variety of disciplines, curricula, school environments, teaching approaches or age groups. Objectives: The objective of this work was to discuss the advantages and drawbacks of using innovative learning tools or techniques to promote active learning from a real practice experience. Methods: The integrated learning on subjects in area of Food Engineering was analysed based on the learning outcomes, advances of collaborative work, difficulties found, problem solving strategies and learning assessment limitations. Results: The results obtained allowed concluding that the integrated project developed in the 3 different syllabus is beneficial and the students tend to engage in the requested activities with true commitment; this approach allows the development of complementary competences and far beyond simple knowledge; and finally, it prepares the students for real life experiences, while guarantying a fair evaluation of learning outcomes for all while still at university. Conclusions: This work highlighted the need to deepen the debate on this topic in order to improve students’ knowledge and learning skills.
format	article
author	Raquel Guiné
author_facet	Raquel Guiné
author_sort	Raquel Guiné
title	Colaborative integrated learning
title_short	Colaborative integrated learning
title_full	Colaborative integrated learning
title_fullStr	Colaborative integrated learning
title_full_unstemmed	Colaborative integrated learning
title_sort	colaborative integrated learning
publisher	Instituto Politécnico de Viseu
publishDate	2020
url	https://doaj.org/article/80019ab4b44543ea8296989d9d972414
work_keys_str_mv	AT raquelguine colaborativeintegratedlearning
_version_	1718385816392171520

Colaborative integrated learning

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