{
  "issue_key": "vol07-no1-2019",
  "volume": 7,
  "number": 1,
  "season": "Spring/Summer 2019",
  "year": 2019,
  "sequence": 6,
  "type": "research-article",
  "section": "Research Article",
  "title": "The Impact of Collaborative Learning on HND Students",
  "subtitle": null,
  "slug": "the-impact-of-collaborative-learning-on-hnd-students",
  "corporate_author": null,
  "authors": [
    {
      "given_name": "Sisi",
      "family_name": "Wang",
      "credentials": "Ms.",
      "affiliation": "Programme Leader (HND-Hospitality Management), London Churchill College",
      "email": "s.wang@londonchurchillcollege.ac.uk",
      "orcid": null,
      "is_corresponding": true,
      "sequence": 1
    },
    {
      "given_name": "Abu Munsur",
      "family_name": "Hussain",
      "credentials": "Dr.",
      "affiliation": "Programme Leader (HND-Business), London Churchill College",
      "email": null,
      "orcid": null,
      "is_corresponding": false,
      "sequence": 2
    },
    {
      "given_name": "Rhyddhi",
      "family_name": "Chakraborty",
      "credentials": "Dr.",
      "affiliation": "Programme Leader (HND-Health and Social Care), London Churchill College",
      "email": null,
      "orcid": null,
      "is_corresponding": false,
      "sequence": 3
    },
    {
      "given_name": "Mehfuzul",
      "family_name": "Haque",
      "credentials": "Mr.",
      "affiliation": "Programme Manager (HND Provisions), London Churchill College",
      "email": null,
      "orcid": null,
      "is_corresponding": false,
      "sequence": 4
    }
  ],
  "abstract": "This paper aims to deliver the impact of collaborative learning and teaching on the HND learners studying in a Higher Education College in London, UK. The Higher National Diploma is the most significant component of formal professional development in a learner’s career that enables and enhances wider vocationally-focused opportunities for learning. The purpose of this paper is to present a primary example of how collaborative learning impacts positively and directly on the skills and abilities of learners to pursue future career options. The background research of the paper was conducted in the classroom during 2017-2018. In total, 25 learners from HND level four and level five were involved in the research project. Before collecting the data, the teachers shared the research information sheet with learners to seek their consent to be part of the background study. Excel 2018 was used to collect and analyse the data extracted. Analysis was undertaken in three categories: the impact of collaborative learning, the impact of group activities on the improvement of presentation/communication skills and the degree to which teamwork affected the confidence of learners. The findings of the paper are: (a) collaborative learning has improved the confidence of learners, (b) helped to develop critical thinking skills, (c) developed reading skills, (d) developed academic writing skills and (e) facilitated the development of soft skills requisite for career success, particularly in respect of leadership, interpersonal relationships and team-building. Findings support the authors’ view that a collaborative approach to learning exerts a positive impact on students’ prospects for the successful completion of higher national qualifications. Consequently, this approach should be adopted by all the teachers who are teaching at the higher national diploma level.",
  "keywords": [
    "Group Activities",
    "HND",
    "Collaborative Learning (CL)"
  ],
  "first_page": 14,
  "last_page": 25,
  "pdf_start": 16,
  "pdf_end": 27,
  "references": [
    {
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    },
    {
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    }
  ],
  "notes": [
    "¹ Programme Leader (HND-Hospitality Management), London Churchill College, Corresponding Author, Email: s.wang@londonchurchillcollege.ac.uk",
    "² Programme Leader (HND-Business), London Churchill College.",
    "³ Programme Leader (HND-Health and Social Care), London Churchill College.",
    "⁴ Programme Manager (HND Provisions), London Churchill College."
  ],
  "figures": [
    {
      "kind": "figure",
      "file": "figures/fig-01-p20.png",
      "caption": "Figure 1: Student’s Views on challenging could be that group activities are difficult or challenging but could be positive in a good way",
      "pdf_page": 20,
      "text_in_image": "Students' Views on Collaborative Learning Tools | I love them 6 | I don’t like it 0 | I find them boring 2 | I find them challenging in a positive way 17 | axis 0–18"
    },
    {
      "kind": "figure",
      "file": "figures/fig-05-p22.png",
      "caption": "Figure 3: CL in Developing Different Skills",
      "pdf_page": 22,
      "text_in_image": "CL in Developing Different Skills | grouped bars (Strongly Agree, Agree, Don't Know, Disagree, Strongly Disagree) for the seven Table 3 parameters | axis 0%–80%"
    }
  ],
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    "Reference 10 (Sheragy) includes an [ONLINE] URL — kept as printed. Cited but not in the reference list: Sorsby 2004, Kerry 2005, Giles and Boyle 2010, Kumar 2006 (list has Kumar 1999); 'Pantiz (1999)' in text vs 'Panitz' in list — as printed.",
    "Author name forms differ across the issue: byline 'Sisi Wang' / 'Abu Munsur Hussain'; Contents 'Sisy Wang' / 'Abdu Munsur Hossain'; Contributors 'Hossain'. Article-page forms used — editor to confirm."
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  "manifest_notes": "Byline 'Ms. Sisi Wang1, Dr. Abu Munsur Hussain2, Dr. Rhyddhi Chakraborty3, and Mr. Mehfuzul Haque4'; numbered footnotes 1-4 on pdf 16 give affiliations; footnote 1 marks Wang 'Corresponding Author'. NAME DISCREPANCIES: Contents (pdf 3 and back cover) 'Sisy Wang, Dr. Abdu Munsur Hossain'; Introduction 'Sisy Wang', 'Abu Munsur Hussain'; Contributors 'Sisi Wang', 'Dr. Abu Munsur Hossain'. Article-page forms used; Hussain vs Hossain needs editor confirmation (his own bio uses Hossain). Figures: Figure 1 bar chart 'Students' Views on Collaborative Learning Tools' (pdf 20, label 'Figure 1' above, caption below); Figure 3 grouped bar chart 'CL in Developing Different Skills' (pdf 22). There is NO Figure 2 (numbering jumps 1->3). Tables (ruled, captions above): Table 1 key aspects (pdf 21), Table 2 'Challenges of Team Activities/Presentation' (pdf 21), Table 3 skills Likert % (pdf 22). 'Appendix 1: Questionnaire' pdf 25-26 (single column; numbered questions with lettered options in two sub-columns plus blank Likert grid tables; ends 'Thank you for your participation!'). References come AFTER the appendix (pdf 27, two-column). Running footer switches from this article onward to 'Journal of Contemporary Issues & Management Studies' (sic).",
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