Titlebook: Collaborative Active Learning; Practical Activity-B Chan Chang-Tik,Gillian Kidman,Meng Yew Tee Book 2022 The Editor(s) (if applicable) and

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Chapter 2: Exploitation, Money, and Poverty,nd contributed actively as a team to resolve problems. The activities given to the students take into consideration the different roles instructors and students played in the CAL strategy. The outcome of this strategy concluded that students had better retention, improved grades, developed an enthus

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Introduction: Collaborative Active Learning—Strategies, Assessment and Feedback both the online and offline environments. Since CAL is already—and will continue to be—used by the students, lecturers should adopt these strategies as a pedagogical basis. To achieve effective results, the author provides some general guidelines in the design and implementation of CAL lessons in t

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Active Learning: An Integrative Reviewionships. However, the research focuses on the student undertaking active learning and the materials used. Devoid of research attention is the Lecturer/tutor, their identity as a facilitator of active learning, and as a learner in this area.

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Student Collaboration Through Assessment, Feedback and Peer Instructionf one or two members in a group. Unsurprisingly, there are students, particularly, the lower-performing ones may resist CAL approaches. The possible causes are these group of students are relatively weak in self-regulation and social interaction which are two essential components for the success of

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Collaborative Learning in Informal Spaces: Formulating a Pedagogical Project of Student-Centred Actiudents’ involvement in activity-based learning activities at formal and informal spaces within the CLIS framework gradually helped them to reinforce their sense of confidence in public articulations of their personal opinions, and provided an avenue for more holistic and interpersonal learning.

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Collaborative Active Learning (CAL) Approach in Finance: A Case of Business Strategy Pitch Presentatg the CAL strategy, the lecturer carefully scaffolded the unit materials to address the different stages of the experiential learning cycle. As the role-play progressed, the students applied the knowledge and skills they acquired from the unit to provide the firm with recommendations on financial ma

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