Group Learning Activities Research Articles

Penggunaan Model Pembelajaran Problem Based Learning (PBL) Untuk Meningkatkan Minat Belajar Peserta Didik Pada Materi “Kemampuanku Terbatas” Berbantu Media Audio Visual Fase D Kelas VII Dalam Pembelajaran Agama Katolik di SMP Regina Pacis Belitung

This study aims to improve students' learning interest through the implementation of the Problem Based Learning (PBL) model, supported by audio-visual media, on the topic “Kemampuanku Terbatas” in Catholic Religious Education. This Classroom Action Research (CAR) was conducted at SMP Regina Pacis Belitung, Grade VII, involving 12 students. The focus of the research was to enhance students' engagement and learning motivation, which previously showed low levels of interest. The study was carried out in two cycles, each consisting of planning, action implementation, observation, and reflection. In the first cycle, the average score of students' learning interest reached 17.83, indicating sufficient participation but not yet optimal. Through the PBL intervention, using audio-visual media as a learning aid, the lessons became more interactive and engaging. In the second cycle, the average learning interest score increased to 20, with an average improvement of 2.17 points. These results demonstrate that the implementation of PBL, supported by audio-visual media, effectively enhances students' interest and engagement. The students became more active in solving problems and more motivated to participate in discussions and group learning activities. The visual media also contributed to a better understanding of the material. Based on these findings, it is recommended that the PBL model, complemented by audio-visual media, be applied in religious education to deepen understanding and increase students' learning interest.

Examining Intercultural Interaction Patterns in Active Learning Groups: Erasmus+ Building Bridges through Project Arts Example

The aim of this study is to reveal intercultural interaction patterns in active learning groups. The study group consists of 28 students between ages of 15-17 who continue their education in the 9th, 10th and 11th grades. The participating students in question are studying at fine arts high schools in Romania, Poland and Türkiye. These three schools came together to carry out joint activities with the scope of the “Building Bridges through Arts” Project supported by Erasmus+ Programme. Activities were carried out in active learning groups. Semi-structured interview questions were used in the study. As a result of the analysis of the interview questions, students expressed opinions that creating active learning groups helped them learn about different cultures, strengthen interpersonal interaction, create products together; encourage collaboration, facilitate making decisions together and enhance positive time management.

Improving Critical Thinking Skills and Collaboration Skills Using Problem Based Learning Models, DNGM Models, Wordwall Media and Dragon Games

The problem of this research is that there is still a lack of student activity in participatory learning as well as interaction and collaboration between students in group learning activities. In this research, Classroom Action Research (PTK) was carried out in three meetings. The subjects of this research were 25 class V students of SDN Antasan Besar 7 Banjarmasin. The measure of research success with learning completeness is that 80% of students achieved a KKM score above 80. The results of this research show that at Meeting I to Meeting III there was an increase in the acquisition of learning activities in the application of the learning model, resulting in the "Very Active" criteria at Meeting I, II and III. At Meetings II and III, learning activities increased to almost all very active. Students' critical thinking skills increased to almost all highly skilled at Meetings II and III. At Meetings II and III, students' collaboration skills increased to Almost All Skilled. Meanwhile, completeness of learning outcomes increased again to 100% at Meeting III. From the results of this research, it can be concluded that educators' activities experienced a very significant increase when implementing the PBL model supported by DNGM using Wordwall media and the Dragon Snake game, as well as student activities, critical thinking skills, collaboration skills, and learning outcomes.

Effectiveness of error-based active learning compared to conventional lecture-based method among undergraduate dental students: A randomized controlled trial.

Dental education assumes an indispensable role in adequately equipping students for a successful career in dentistry. Error-based active learning, an innovative approach in dental education, is a combination of mistake-driven learning (MDL) and case-based learning (CBL) to provide a transformative learning atmosphere for students. While active learning has gained popularity in dental education, the effectiveness of error-based active learning remains unexplored. This study aims to evaluate the effectiveness of error-based active learning among final-year dental undergraduate students in comparison with the conventional lecture-based approach. A parallel-arm single-blind randomized controlled trial was conducted in a dental institute in India from November 2022 to December 2022. A total of 74 students were randomly allocated to two groups: Group A (n = 37) received error-based active learning and group B (n = 37) received conventional lecture-based learning approach. Atraumatic restorative treatment (ART) was chosen as the topic for the study. The knowledge of students was assessed at three intervals: baseline, post-intervention, and 4 weeks after the intervention, using a self-designed and validated questionnaire with Cronbach's alpha of 0.87 and a content validity ratio of 0.84. A standard survey questionnaire was employed to evaluate students' perceptions of the teaching methods. Error-based active learning group outperformed the lecture-based group significantly in the post-intervention test (20.92 ± 1.42 vs 16.97 ± 3.06), with better knowledge retention (18.30 ± 2.02 vs 14.05 ± 4.26) and positive feedback from the students. The error-based active learning approach proved superior to the conventional lecture-based method in enhancing and retaining knowledge regarding ART.

A study protocol for a non-randomised evaluation of a growth-based career construction psychosocial intervention for higher education students

BackgroundDespite promising emerging evidence on the protective properties and interrelationships of posttraumatic growth, career adaptability and psychological flexibility, no studies have reported interventions that promote these positive personal resources among higher education students. Nurturing these positive personal resources in future interventions is recommended to holistically address students’ developmental, academic and career-related challenges associated with major transitions. This paper describes (a) the rationale for and development of a tailored growth-based career construction psychosocial intervention, ‘Sailing through Life and My Career Path’ (SLCP) for higher education students; and (b) a mixed-method non-randomised pre-post study to evaluate the effectiveness of the proposed psychosocial intervention in achieving positive participant outcomes.Methods and analysisOver a 12-week period, higher education students will be recruited to take part in group and independent learning activities that are tailored to nurture positive personal resources to overcome challenges related to developmental, academic and career-related transitions. Quantitative data will be collected before and after the intervention and will be analysed using SPSS v26. Follow-up semi-structured interviews with participants (students), interventionists (group facilitators), and administrators will be conducted to explore perceptions of the intervention, to understand its process of change, and to determine its feasibility and acceptability in the higher education setting. All interviews will be transcribed and analysed using thematic analysis.DiscussionBy filling in a gap in existing intervention research and practice, the proposed study serves to generate new knowledge and insights by evaluating the effectiveness of a tailored psychosocial intervention that responds to the complex needs associated with major life transitions of higher education students.

“The genie is out of the bottle”: a qualitative study on the impact of COVID-19 on continuing professional development

BackgroundThe onset of the COVID-19 pandemic catalysed a monumental shift in the field of continuing professional development (CPD). Prior to this, the majority of CPD group-learning activities were offered in-person. However, the pandemic forced the field to quickly pivot towards more novel methods of learning and teaching in view of social distancing regulations. The purpose of this study was to obtain the perspectives of CPD leaders on the impact of the pandemic to elucidate trends, innovations, and potential future directions in the field.MethodsSemi-structured interviews were conducted between April-September 2022 with 23 CPD leaders from Canada and the USA. Interviews were audio-recorded, transcribed, and de-identified. A thematic analysis approach was used to analyse the data and generate themes.ResultsParticipants characterised COVID-19 as compelling widespread change in the field of CPD. From the interviews, researchers generated six themes pertaining to the impact of the pandemic on CPD: (1) necessity is the mother of innovation, (2) the paradox of flexibility and accessibility, (3) we’re not going to unring the bell, (4) reimagining design and delivery, (5) creating an evaluative culture, and (6) a lifeline in times of turmoil.ConclusionThis qualitative study discusses the impact of the pandemic on the field of CPD and leaders’ vision for the future. Despite innumerable challenges, the pandemic created opportunities to reform design and delivery. Our findings indicate a necessity to maintain an innovative culture to best support learners, to improve the healthcare system, and to prepare for future emergencies.

Cooperative Learning in an Interior Architecture Studio

Design studio in interior architecture education is rarely conducted as a group learning activity, despite the benefits of preparing students for team-based industry work environments. Students have learnt to be protective of their design ideas and are not always encouraged to share resources, although theories on social learning indicate a deeper learning experience is achieved through collaboration. The theoretical framework for cooperative learning, as a form of collaboration, is extensive and positively supports the virtues of group work as an effective learning activity. This paper describes an action research cycle of preparation, implementation and reflection of a cooperative learning project with third year interior architecture students. For the purposes of this research, cooperative learning is defined as a structured group work activity, with participants working together towards a series of common objectives. The main objectives were for students to experience a typical interior architecture work environment, to promote deeper learning and foster a culture of sharing ideas and resources.

Layanan Konseling Kelompok Dengan Teknik Diskusi Kelompok Untuk Meningkatkan Kepercayaan Diri

Education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have religious spiritual strength, self-control, personality, intelligence, noble morals, and the skills needed by themselves, society, nation and state.improving the quality in the implementation of education by improving the curriculum, facilities and infrastructure that support education and improving the learning process, one of which is by improving learning methods.There are various kinds of learning methods themselves, namely the discussion method. The discussion method is a process of activities carried out consciously by students to achieve goals carried out in groups or from the results of learning activities in groups with fellow students.The group discussion method has several benefits when implemented in educational institutions, one of which is increasing children's self-confidence, with the aim of growing and developing children's self-confidence, especially children's self-confidence in socializing. So that children can unleash their potential to the maximum and have the possibility to do better if supported by adequate training and facilities through the discussion method.

Membangun Semangat Belajar Kelompok Pada Anak -Anak Di Panti Asuhan Cermin Kasih Abadi

Group study is one of the group activities most often carried out by students, namely group study. This activity is considered very useful because it has many benefits, such as increasing intelligence, teaching how to lead effective discussions and teaching how to interact with fellow students. This research aims to identify and implement effective strategies to create enthusiasm for group learning in orphanage children. This research involves the active participation of children in group learning activities, taking into account their individual needs. The author sees that by building enthusiasm for group learning in children at the orphanage, the mirror of eternal love shows that the formation of a positive learning environment, the application of interesting learning methods, and strong emotional support can increase the enthusiasm for group learning. Apart from that, this research also emphasizes the importance of orphanage caregivers in creating an environment that is conducive to learning. There are many ways to increase the learning enthusiasm of a group of children. The method used in the application of this program activity uses a casework method through general intervention stages consisting of Engagement Intake Contract, Assessment, plan/Planning, intervention, evaluation, Termination. The results of this activity are children's participation in group learning activities, better academic achievement and social interactions.

A Study on the Influence of Learning Motivation on English Learning ---Taking Different Age Groups as an Example

In today's society, English has become the official language of the world and is spoken by an increasing number of people. China, which is the world's most populous country, has made English a requirement for both compulsory education and college entrance exams. Having a good grasp of English is a crucial skill for study, further education, work, and life. Studying how to learn English effectively is crucial, and motivation is a significant factor that influences whether English can be learned effectively. Therefore, this study will explore the influence of motivation on English learning based on three empirical studies investigating the motivation of different age groups to learn English. The findings indicate that students' motivations for learning English vary depending on their age group. For example, lower-grade students are primarily motivated to learn English by intrinsic motivation, which is easily influenced and controlled by their parents. As a result, teachers can encourage this intrinsic motivation in their students by using cartoon illustrations in their lessons or meta-linguistic strategies. Middle school students' English learning comes mainly from extrinsic motivation rather than spontaneous formation, which requires teachers to improve students' intrinsic motivation to enhance their confidence and help them understand their position in their future career development. For elderly people, teachers need to create a comfortable classroom atmosphere and organize diverse cooperative group learning activities to motivate them to learn English from intrinsic motivation.

State of lifestyle medicine education in Saudi medical schools: A descriptive study.

Lifestyle medicine (LM) is a patient-centric, evidence-based clinical practice supporting adopting and sustaining of healthy behaviours and improving health-related living standards. Unfortunately, even in developed nations, medical curricula have largely ignored the LM concepts. Some LM components have been incorporated into the medical curriculum in the Kingdom of Saudi Arabia to determine the general status of teaching LM competency domains in undergraduate curricula in medical colleges. A cross-sectional, descriptive survey was conducted in English and distributed from January to March 2022. In this study, only administrative position holders were included. The administrative directors (such as deans, vice-deans, and program directors) play a significant role and are responsible for policymaking in medical education. There are 38 undergraduate medical programs across private and public medical colleges in Saudi Arabia. MCQs, OSCE, Essay, SEQ/SAQ, Assignments, and OSPE, were the assessment techniques of the LM domains. The response rate of the survey was 78.3%. Of all respondents, 61% were aware of LM domains. Twenty-four colleges teach one or more of the LM domains; the nutrition domain was the most common one. Mostly followed the traditional method (75%) and small group learning activities (71%). Programs also used large group learning activities and clinical teaching (35% each), followed by practical laboratory activities (19%) and other methods on very few occasions. The current study also shows that LM is not taught effectively in medical schools in Saudi Arabia, although the results illustrate an increased interest and awareness among administrators. This study identified the general situation of teaching LM in medical schools. These findings provide valuable insights for shaping the future direction of medical education.

TEAM BASED LEARNING, AN OPPORTUNITY TO PROMOTE INTERPROFESSIONALISM IN GERIATRICS EDUCATION: A SYSTEMATIC REVIEW

Abstract Geriatric care is complex and requires high coordination between healthcare providers. Thus, interprofessional education remains a priority, and innovative teaching methods are needed. Team-Based Learning (TBL) - “an active learning and small group instructional strategy that focuses on higher-cognitive abilities through a sequence of activities including individual work, teamwork and immediate feedback through significant problems.” – appears as one of the most valuable solutions. Following BEME recommendations, this systematic review examined the current evidence on TBL in health professions education (HPE). PubMed, EMBASE, WoS, and Scopus were searched from inception till August 2023 using key terms/subject headings related to TBL and Geriatrics. Four studies published between 2013 and 2022 met our inclusion criteria. Two studies included solely nurses and the remaining two – students from different disciplines. One study was quasi-experimental, while others were cross-sectional. Studies involved undergraduate (n=4) and graduate (n=2) students. Geriatric care was the curriculum’s focus in two studies, while it was a component in the remaining two (covered in one or two modules). All studies followed the sequence of a TBL session. Although TBL was not preferred over traditional lectures for students (n=1), there was a gain in knowledge and skills in most of the studies (n=3). To analyze the quality of studies, the MERSQI was employed (Mean = 9.87, SD =1.31), but there was a lack of validity in assessment instruments and zero patient-reported outcomes. TBL is an opportunity to promote interprofessional education. However, further studies using better assessment methods and higher-level outcomes are needed.

Developing a good practice guide for group work that transcends disciplines

Collaborative and group-based learning provides a rich opportunity to enhance student outcomes (Prince, 2004). The Australian National University (ANU) Learning and Teaching Strategy (2022) outlines a goal to promote collaborative pedagogies and ensure students experience group and team-based learning activities. Group assessment is a means to achieve this by structurally valuing and prioritising students working with their peers on complex problems and long-term projects. A small-scale exploratory study (unpublished) conducted by the Centre for Learning and Teaching (CLT) found only 11% of undergraduate courses at the ANU in 2022 had any element of group assessment, emphasising the need to support educators to incorporate more high quality group work and assessment across programs. To address this need, we developed and delivered a digital good practice guide and training workshop that aims to support educators to create and facilitate group assessments that work best for their context. At the heart of the project was a partnership with staff from the School of Engineering who expressed a keen interest in sharing their experience, knowledge, and existing resources relating to the design and support of group work with the broader University. We saw this as an opportunity to enable and enhance sharing between educators and education support staff across discipline areas and colleges, overcoming silos that exist within the University. To maximise our reach and impact, we chose to co-design a digital resource with the School of Engineering promoted through online communication channels because it offers an accessible format that is available all educators at or outside of the ANU. Our good practice guide for group work and assessment responds to the diverse needs and contexts of educators, translating theory from the literature into practical recommendations. The guide is underpinned by the theoretical framework of social constructivism (Vygotsky, 1980), and was created using a human-centred approach to design. The partnership with the School of Engineering made this design approach possible as it established a pathway for us to engage directly with end users. Importantly, we also engaged with staff from across other areas of the University to ensure the content and design of the guide addresses the learning and teaching contexts relevant to their discipline (e.g. predominantly male or International student cohorts) and the emerging context of transdisciplinary courses. This poster will present the process and outcomes of the project from the initial research and discovery phase through to the design, delivery, and evaluation of the good practice guide and accompanying workshop. Alongside this, we will present a critical reflection on how the partnership and engagement with educators across disciplines affected the design and ultimate impact of the resources.

An advanced course sequence in eukaryotic cell and molecular biology: A year-long course where active learning and peer-led groups resulted in higher learning gains and significant course passing scores.

We developed an advanced, year-long course sequence in eukaryotic cell and molecular biology in order to increase conceptual understanding. Three years of historical data from a one semester, traditional-lecture, senior cell and molecular biology course (n = 237) were compared with 3 years of data collected from the year-long course sequence (n = 176). There were significant content gains for the students who enrolled in the course sequence when pre- and post-assessments were compared (p < 0.0001). There was an association between earning a C or better in the course sequence and 70% or higher in the post-assessment instrument (p < 0.05). Final course grades for Bio 135A were calculated from three open ended exams and the percentage of correct answers on the clicker questions. For Bio135B, final grades were calculated from three open ended exams, clicker responses, a seven-page literature review on an environmental carcinogen and its effects on signal transduction pathways, and a formal presentation of one of the research articles they used in the literature review. The students who took the second semester of the course passed at higher rates than the students who enrolled in the traditional-lecture course (p < 0.05). Clicker answers to the research problem sets and the final course grades correlated significantly for both semesters of the course sequence (p < 0.01). We conclude that conceptually-connected learning gains can be obtained when the content is taught in a format that includes short lectures and group work to solve research questions.

Integrating Social Robot in a Jigsaw Cooperative Activity: Insights from an International Workshop with Students from Universities in Germany and Israel

A Jigsaw activity represents an educational approach providing students opportunities to exercise collaborative learning targeting topics from across domains and levels including those addressing innovative technologies. This paper presents our efforts targeting a Jigsaw workshop addressing educational activities enhanced by Social Robots (SR). SR includes AI-enabled features becoming accessible through software affording to develop motivating and engaging cooperative learning processes. In light of these trends, we present a Jigsaw learning activity we conducted and supported by a Social Robot (SR). We conducted the activity as part of a mutual effort exercised by the authors of this paper in the framework of an Erasmus+ project in Social Robotics involving German and Israeli higher education Institutions. We examined this activity while focusing on various aspects corresponding to its interrelated phases and the educational interactions exercised by students. Results reveal a high potential for applying Jigsaw learning activities in groups of international students. The positive effects seem to be enhanced by choosing to focus the collaboration on an innovative learning environment such as social robots, designing the activity to maximize creativity, autonomy, and ownership, and addressing authentic application contexts to enhance the quality of the educational experience.

Implementasi Active Learning Dengan Tipe Kuis Tim dan Tipe Turnamen Belajar Pada Mata Pelajaran IPA

The purpose of this study was to determine the difference in science learning outcomes between students who used the Team Quiz type active learning method and the Learning Tournament type at Elementary School 4 Mangunjaya. The method used in this research is quasi-experimental by dividing the research group into two, namely the active learning group, the Team Quiz type and the Learning Tournament type. The results showed that there was a very significant difference between the team quiz type active learning method and the learning tournament type. These results can be seen from testing the hypothesis that the class that learns using the active learning method of the team quiz type has an average of 68.7 lower than the class that learns by the active learning method of the learning tournament type which has an average of 76.97. This research provides benefits for scientific developments, especially in the field of biology

Assessment of Improved Knowledge of Over-the-Counter Drugs Utilizing a Group Learning Activity

Assessment of Improved Knowledge of Over-the-Counter Drugs Utilizing a Group Learning Activity

Flipped classroom strategies and innovative teaching approaches in physics education: A systematic review

More and more educators are adopting the flipped classroom approach (FC) in their teaching, which entails using video-based learning outside of the classroom and interactive group learning activities inside. The aim of this review is to offer a summary of research on the use of flipped classrooms in physics education. A comprehensive analysis of 30 journal publications focusing on flipped classrooms in physics education was conducted. The analysis delved into flipped learning activities and psychological constructs utilized in these studies. Results indicate that compared to traditional classroom approaches, implementing FC in physics education has a positive impact on student outcomes.

Teachers’ and students’ perceptions of a sense of community in blended education

Universities have renewed interest in blended learning in preparation for post-COVID education. However, unsatisfactory social interactions hinder the quality of blended learning, despite its potential for flexible and personalized learning. In this situation, a sense of community would provide essential academic and social benefits. To develop a sense of community among students, we need to further understand students' and teachers' perceptions concerning this subject by exploring their experiences in blended learning. Therefore, we investigated this for three blended courses using a qualitative case study approach. We conducted: (1) classroom observation; (2) document analysis of course content, assignments, and assessments; and (3) individual interviews with teachers (n = 3) and group interviews with students (n = 18). The results showed the main factors that appeared to contribute to sense of community: group learning activities within courses, non-academic and extracurricular activities across courses, and the campus as a physical place integrating academic and social life after COVID. Further, we identified two obstacles: students valued group learning but struggled to manage group dynamics, and despite teachers' efforts to encourage learning autonomy, students viewed teachers as the ultimate authority in the learning process, which strained the student–teacher relationship. Additionally, this study revealed the limitations that digital tools have for promoting sense of community, as students questioned whether these tools have added value for supporting intricate and in-depth conversations. Finally, based on these findings, we provided practical recommendations for the future development of sense of community in blended learning.

Using a digital escape room to engage first year pre-registration nursing students in evidence-based practice learning: a case study

If health professionals are to deliver care which reflects the best evidence available, they need to develop an understanding of how to find, appraise and use research to inform their clinical practice.&#x0D; A digital escape room activity was designed for a first-year undergraduate module, to develop nursing students’ skills in the first three stages of evidence-based practice: developing a question, searching and appraising the literature. The escape room was hosted on the university’s virtual learning environment.&#x0D; The evaluation of the activity is based on the feedback from a digital survey used with three consecutive first year undergraduate cohorts (n = 83) and the staff involved in the design and delivery of the activity.&#x0D; Over 99% of students found the activity fun, with over 90% declaring that it was more engaging and motivating than other group learning activities. Almost 90% of students were looking forward to completing another DER type activity.&#x0D; The feedback indicates that both staff and students were motivated by the digital learning experience, with a positive impact on group engagement and students’ perception of learning.