Group Learning Activities Research Articles

Bachelor studies for nurses organised in rural contexts – a tool for improving the health care services in circumpolar region?

Objectives: This article is based on a pilot study of Finnmark University College's off-campus bachelor programme (BA) for nurses, organised in rural areas. The objectives were to explore whether these courses had contributed to reduced vacancies; whether the learning outcome of the off-campus courses was the same as the on-campus programme, and how the education had influenced the nurses’ professional practice in local health services.Study design: In the study we used mixed strategies in data collection and analyses.Methods: Data about course completion, average age, average grades and retention effect were collected in 2009/2010 from 3 off-campus classes and their contemporary on-campus classes. Then 7 of the off-campus nurses were interviewed. A content analytical approach to the data was employed.Results: With retention of 93%, the off-campus BA course for nurses has been one of the most effective measures, particularly in rural areas. The employers’ support for further education after graduating seems to be an important factor for the high retention rate. Teaching methods such as learning activities in small local groups influenced the nurses’ professional development. Local training grants, supervision and a local learning environment were important for where they chose their first job after graduation.Conclusions: The study confirms that nurses educated through off-campus courses remain in the county over time after graduating. The “home-grown” nurses are familiar with the local culture and specific needs of the population in this remote area. The study confirms findings in other studies, that further education is an important factor for nurses’ retention.

Setting the stage for embodied activity: scientific discussion around a multitouch tabletop display

Multitouch tabletop displays are a promising technology for supporting small group discussion and learning activities. Based on a view of human activity as multimodal, distributed, and embodied, we examine the pedagogical affordances of interactive tabletop technology, how it supports small group scientific discussion, and compare it with use of traditional paper-based study materials. We analyse video data from a five-week study involving 20 students from a university neuroscience course. Our analysis illustrates subtle but important differences in how students exploit their hands, bodies, and environmental resources depending on the medium. Finally, we discuss several characteristics of multitouch tabletop displays that make them particularly well-suited for supporting embodied conceptualisations during science learning.

Supplemental Material for Taking It to the Classroom: Number Board Games as a Small Group Learning Activity

Supplemental Material for Taking It to the Classroom: Number Board Games as a Small Group Learning Activity

Group work in healthcare students’ education: what do we think we are doing?

Group learning activities (GLAs) are integral components of graduate and undergraduate programmes across disciplines. Students’ multidimensional perception of GLAs and preferred learning style influences learning outcomes. Educators need to be aware of the potential for negative learning experiences associated with group activities and provide structured support and feedback to students. Routinely gathered student feedback, revealing unanticipated themes related to group assignments, provided the impetus for the authors to examine the issue in greater depth. This discussion paper will explore the critical elements of successful group learning by comparing themes emerging from analysis of these student preferences related to group learning against evidence from the literature. Student learning style, goals and past experiences with GLAs are critical determinants of the final learning outcome. To decrease negative experiences in GLAs, we recommend: use of group work in formative rather than summative projects; building student confidence by providing a step‐wise introduction to GLAs with open discussion of the positive and negative consequences of conflict; and the use of effective role modelling.

Barriers to conducting clinical research in reproductive medicine: Latin America

Societies in Latin America are not scientifically driven and therefore, the allocation of human and economic resources to research is meager, as a reflection of this as well as other cultural and economic realities.

Effects of applying STR for group learning activities on learning performance in a synchronous cyber classroom

This study aimed to apply Speech to Text Recognition (STR) for individual oral presentations and group discussions of students in a synchronous cyber classroom. An experiment was conducted to analyze the effectiveness of applying STR on learning performance. Students' perceptions and behavioral intentions toward using STR were also investigated. The results revealed students of the experimental group performed significantly better compared to the control group students in two sessions of writing essays, intermediate test and post-test. Most of students perceived that STR was useful for individual presentations and for essays writing. Students also expressed they are willing to use the STR for learning in the future. However, the students who obtained transcripts with low accuracy rate and experienced delay in STR-text generation did not perceive the STR as easy to use and useful for group discussions. Meanwhile, the results of this study showed that the STR is beneficial to students' oral presentations and group discussions in a synchronous cyber classroom so as to improve their overall learning performance.

Assessment of Preclinical Learning on Oral Surgery Using Three Instructional Strategies

The purpose of this investigation was to evaluate three learning methods for teaching basic oral surgical skills. Thirty predoctoral dental students without any surgical knowledge or previous surgical experience were divided into three groups (n=10 each) according to instructional strategy: Group 1, active learning; Group 2, text reading only; and Group 3, text reading and video demonstration. After instruction, the apprentices were allowed to practice incision, dissection, and suture maneuvers in a bench learning model. During the students' performance, a structured practice evaluation test to account for correct or incorrect maneuvers was applied by trained observers. Evaluation tests were repeated after thirty and sixty days. Data from resulting scores between groups and periods were considered for statistical analysis (ANOVA and Tukey-Kramer) with a significant level of a=0.05. Results showed that the active learning group presented the significantly best learning outcomes related to immediate assimilation of surgical procedures compared to other groups. All groups' results were similar after sixty days of the first practice. Assessment tests were fundamental to evaluate teaching strategies and allowed theoretical and proficiency learning feedbacks. Repetition and interactive practice promoted retention of knowledge on basic oral surgical skills.

Evaluation of a Condensed Training Program to Introduce the Process of Continuing Professional Development

Objectives: Continuing professional development (CPD) is a novel approach to learning and developing as a professional. The purpose of this study is to administer, observe, and evaluate a condensed CPD training program to determine its effectiveness. Study method: The program consists of a 2-hour home study section with reflective components and a 3-hour live portion complete with active learning activities and group exercises. Pre- and post-surveys were administered to participants, with several questions being asked to determine their perception of the CPD process. Results: Of the 21 participants that attended the program, 99% indicated on the post-workshop evaluation that they were able to accomplish the pre-stated program objectives. Of the 19 participants who completed the pre- and post-surveys, 88% responded that the program time was just right for them. After the post-survey, 71% responded that they were very familiar with the concept of CPD as opposed to 11% on the pre-survey. Conclusion: A combined 2-hour self-study and 3-hour live interactive program is efficient and effective in training professionals on CPD.

What do students do in a F2F CSCL classroom? The optimization of multiple communications modes

This exploratory study analyzes how students use different communication modes to share information, negotiate meaning and construct knowledge in the process of doing a group learning activity in a Primary Grade 5 blended learning environment in Singapore. Small groups of students interacted face-to-face over a computer-mediated communication (CMC) technology called Group Scribbles (GS) to jointly complete a learning task. The lesson designers attempted to optimize the use of CMC technology and face-to-face (F2F) discussion in students’ collaborative learning, with the aim of harnessing the specific features of each medium. Building on notions from communication studies and from interaction analysis, we observed the construction and evolution of the interactions through analyzing the artifacts that were produced by a group of students – in verbal talk, gestures, and sketches drawn and text inscribed in GS. F2F and GS interactions intertwined to support collaborative learning. The findings from this study could inform design aspects concerning integrating and reinforcing the strengths of both communication modes when introducing computer-assisted collaborative learning (CSCL) in a F2F classroom.

Community‐based individual knowledge construction in the classroom: a process‐oriented account

AbstractThis paper explores the process of knowledge convergence and knowledge sharing in the context of classroom collaboration in which students do a group learning activity mediated by a generic representation tool. In analysing the transcript of the interactions of a group, we adapt the group cognition method of Stahl and the uptake analysis methodology of Suthers to understand how the members of the group did meaning making in their interactions, and how individual members did uptakes of their interactions and applied their new shared knowledge or understanding in new situations. The transcript is taken from our school‐based research using the Group Scribbles software technology which provides representation spaces for individual, group or class work to support collaborative practices. Our work contributes toward a methodology for explaining a process‐oriented account of a small group interaction through face‐to‐face communication over external shared representations.

Constructions of dignity: a pre‐requisite for flourishing in the workplace?

To explore the relationship between nurses' understanding of dignity and how it is enhanced and developed in their practice environment. Dignity is a ubiquitous concept in an era of healthcare reform yet is referred to almost exclusively in terms of the quality of care delivered to support the experience of the patient rather than the caregivers engaged in the relationships of care. This article focuses on dignity in the professional life of nurses in aged care. This is part of a doctoral study of the implementation of a palliative approach in residential aged care using emancipatory practice development methodology. Constructions of dignity were co-created with participants through creative reflective activities and subsequently analysed using reflexive methods and data from other sources within the study. Constructions of dignity and subsequent actions taken by nurses on their own behalf to articulate their experiences of transforming practice are interconnected with dignity enhancing relationships and emancipatory ways of working in practice development. Dignity enhancing ways of working in an active learning group and workplace have been interlinked with actions that promote person-centredness in developing a palliative approach to care.

The challenge in developing in mathematics teachers an inquiry stance to teaching

My main reaction as I reread the articles in this issue of the Journal of Mathematics Teacher Education while preparing to write this editorial was to reflect on the teacher education program in which I teach. I teach in a 1-year postgraduate program for prospective secondary teachers (who will teach students aged 12–18), which consists of a collection of units (courses) addressing various aspects of learning to teach. The mathematics education is covered in what we call ‘‘methods’’. There are four core units that are intended to address some issues common to the preparation of all teachers whatever their specialization. I teach one of these termed, simply, ‘‘Productive classrooms’’. I do recognize the irony in delivering a lecture to 300 students, the main focus of which is group learning. In my defence, the prospective teachers also have small tutorials in which I plan group learning activities including assigning specific roles to group members and having tutors simulate assessing the respective groups on their products. The hope is that the lecture will provide some perspectives on the purposes and practices of group learning and that the experience in the tutorial will alert the prospective teachers to the potential of group learning as a useful pedagogical approach. This structure is based loosely on a constructivist perspective, with the tutorial experiences seen as the key to interpreting the information presented in the large group lectures. I have a similar sense of discomfort and irony in the lecture delivered on the topic of constructivist approaches, even though this too is supported by tutorials that include structured experiences intended to enhance awareness of the power of constructivist approaches to teaching, whatever their specialist subject. I have a lingering uncertainty about the impact of this overall approach. Just recently, I delivered a carefully prepared lecture on approaches to classroom management, included in which I posed the following scenario: ‘‘A year seven girl (aged 12) comes to you in the schoolyard to tell you that some year nine boys have stolen her tennis ball. What do you do?’’ The lecture focuses on three different approaches (Restorative justice is perhaps the best known of these), all of which emphasize rights and responsibilities and strategies that can encourage the bullies to recognize the rights of the victims. As with the above

Team Based Learning Activities in the Academic Research Laboratory

Learning for entering the culture and practice of science takes place in three program‐embedded‐areas: laboratory‐centered, program centered, and peer‐centered. Additionally, group‐based work brings together skills at acquiring, communicating, and integrating information, while prospective employers support programs that allow the growth of interpersonal, organizational, and teamwork skills that will better prepare students for the scientific workforce. Team Based Learning (TBL) originated with Larry Michaelsen in the late 1970's. TBL is an especially powerful form of learning as it creates learning teams, which are distinct from other group learning activities. Based upon our preliminary studies and the current state of literature in the education field, we hypothesized that high efficiency learning teams could be created in the academic laboratory and be used to revitalize group meetings. Mentoring of undergraduate, graduate, and postdoc research teams performing research in the Stahelin lab now utilizes TBL for efficient scientific discovery. The outline, assessment, advantages and disadvantages for including these learning modules in productive academic research groups will be presented.

Tools for Teaching, 2nd edition (review)

Reviewed by: Tools for Teaching, 2nd edition Karen Haley Tools for Teaching, 2nd edition. Barbara Gross Davis. San Francisco, Jossey-Bass, 2009, 592 pages, $50.00 (softcover) The second edition of Tools for Teaching by Barbara Gross Davis is a great resource for college instructors at all levels. The new edition includes 61 chapters grouped into 12 sections that roughly correspond to the process of course development, enactment, and assessment. There are 12 new chapters that reflect the changes in higher education classrooms since the first edition was printed over 15 years ago, but the new edition is more than just new chapters, it is a complete revision. Incorporated into all chapters are the concepts of Universal Design, the use of technology in the classroom, and closer attention to learning outcomes and student learning. While technology is a key component of the revision, the book is written for instructors who teach primarily face-to-face and are self-directed. It is a sourcebook rather than a collection of essays to sit and read. You can pick up the book, pick a chapter from the table of contents, and jump right in. While some material seems to suit new instructors, there are always tips that can help the experienced instructor—maybe something that has been forgotten or deals with a new technology. The chapters are short and the layout provides easy access to information. The process and strategy suggestions are bolded and supported with narrative and bulleted lists, and each chapter includes updated additional resources. Part I, Getting Under Way, details the process of designing a course, creating a syllabus, and planning the first day of class. While the topics may seem self-evident to seasoned instructors, there are excellent reminders, such as the connection between learning outcomes and course materials and activities. The final chapter in this section addresses the timely issue of teaching during times of campus crisis or tragedy. Part II, Responding to a Changing Student Body, addresses attitudes and pedagogical considerations for including all students in the learning process—based on race, ethnicity, sexual identity, physical abilities, and reentry and transfer students (including veterans). The concept of Universal Design is particularly relevant as instructors create course materials to reach all students. Part III, Discussion Strategies, includes chapters on leading discussion, encouraging participation, asking questions, promoting critical thinking, and answering student questions. A lot of ideas are packed into these chapters, a reminder that we may get into a rut and forget to expand or revise our own toolkits of teaching. Part IV, Large Enrollment Courses, is particularly important for undergraduate instructors in large general education courses. The lecture, as a teaching technique, has been criticized; however, a large number of our undergraduate general education courses are lecture based, with large enrollments. [End Page 111] Davis outlines the strengths and limitations of lectures but also provides techniques and strategies to engage students. Creating a community in a large class has similar benefits as with a small class and many of the same small group techniques can be used for any class size. Part V, Alternatives and Supplements to Lectures and Discussions, provides a variety of topics that reflect the changes in technology and how students learn. Role playing has taken on new meanings through the use of virtual worlds, so the question is posed on how we can use technology to further student learning. Several chapters address group learning and group activities as well as case studies and undergraduate research. Finally, the section includes a great introduction to integrating service learning and civic engagement into the classroom and connecting activities to course goals and learning outcomes. Part VI, Enhancing Students’ Learning and Motivation, addresses a growing understanding of individual learning styles and how they may influence a student’s motivation to complete course assignments. A new chapter looks at the use of mobile devices (e.g., laptops, mobile phones, digital cameras, iPods) as learning tools to enhance student learning. Part VII, Strengthening Students’ Writing and Problem Solving Skills, presents ideas to improve student work through the design of effective writing assignments and homework. Writing across the curriculum is an underlying priority in this chapter, meaning that every course...

An innovative approach for promoting information exchanges and sharing in a Web 2.0-based learning environment

Although Web 2.0 technologies have been recognized as effective means of conducting group learning activities, a critical and challenging issue of Web 2.0-based learning is the lack of mechanisms for promoting information exchanges and sharing among participating students. To cope with this problem, an intelligent blog system is proposed in this article to assist teachers in conducting group learning activities on the Internet. In this system, a promotion mechanism is provided to encourage the exchanging and sharing of information and learning resources by collecting and analyzing the frequently asked questions and the historical contents selected from relevant discussion forums. On the basis of the experimental results, the system is proven to be able to fulfill the need of the students and the teachers and also very helpful for enhancing students' learning efficacy.

Usability Testing of a Collaborative and Interactive University on a Mobile Device

Abstract - The use of mobile devices for delivering learning tools is an attractive concept. Termed mobile learning (m-learning), this new technology allows people to participate in learning activities without being tied to a fixed location and provides users with convenient and flexible access to learning resources anytime and anywhere. While many m-learning applications have been developed to date, most provide tools to help studentsâ?? with specific learning tasks rather than a general interface to online courses. Few sup-port online learning communities or allow users to download multimedia learning content. These features would engage mobile users and enable them to interact with one another, thus allowing them to participate in group learning activities despite their changing location. In this article, we describe an m-learning system which we have developed which aims to incorporate these facilities. This system provides access to multimedia learning resources and supports mobile users in an interactive synchronous learning environment with their desktop peers. Details of the evaluation techniques which we utilised to appraise the system are provided and the results are presented. Feedback suggests that the features offered by our system are beneficial for collaborative m-learning.

Learning About Foodborne Pathogens: Evaluation of Student Perceptions of Group Project Work in a Food Microbiology Course

ABSTRACT: This study examined the experiences of students in an active learning group work exercise in an introductory food microbiology course involving the study of foodborne pathogens. Small groups were required to access, analyze, and present information regarding a single food poisoning bacterium. The presentations contained features and epidemiological information of the pathogen and also a review of a research journal article and a real food poisoning outbreak report involving the pathogen. Analysis of responses from a questionnaire that allowed direct comparisons to be made with other published group work studies revealed that this exercise was a positive learning experience. In particular, students noted improvements in communication, interaction, information acquisition, and organizational skills.

Collaborative, Case-based Learning: How Do Students Actually Learn from Each Other?

The value of collaborative, case-based, and problem-based learning has received increased attention in recent years. Several studies have documented veterinary staff and students' generally positive feedback on group learning activities, but one largely unaddressed question is how students actually learn from each other. This study examined how second-year veterinary students learned from each other during a collaborative, case-based learning project. Data were students' written reflections on their learning in the veterinary course and the specific learning experience, and a matched pre- and post-task questionnaire. Consistent with prior research describing veterinary students as individualistic learners, only a third of students spontaneously mentioned learning from each other as one of their most effective strategies. However, when prompted to describe a time when they felt that group members were really learning from each other, students reported highly valuable collaborative learning processes, which they explicitly linked to learning and understanding benefits. Questionnaire data were consistent, showing that students became more positive toward several aspects of the activity as well as toward group work in general. One unexpected finding was the lack of a relationship between students' self-evaluation of their learning and how well group members knew each other. These findings provide strong support for the educational value of collaborative, case-based learning. In light of other research evidence (using observation data) that the amount of time students actually engage in high-level collaborative processes may be rather limited, this article points to the need for veterinary teachers to better prepare students for group learning activities.

Computer-Based Simulation in Blended Learning Curriculum for Hazardous Waste Site Worker Health and Safety Training

Intended for the interest of individuals and organizations who provide adult/worker training and education, we present a discussion of a computer-based simulation training tool used as part of a hazardous waste site worker health and safety training curriculum. Our objective is to present the simulation's development, implementation, and assessment for learning utility from both trainee and trainer perspectives. The simulation is blended with other curriculum components of training courses and supports small group learning. Assessment included end-of-course trainee questionnaires and trainer focus groups to addressing simulation utility as a user-oriented learning tool. A majority of trainees reported simulation trainings as useful learning tools with numerous advantages that support a participatory, blended learning curriculum, and raise awareness of potential work site risks and hazards. Trainers reported that the simulation advanced training impact. Evaluation results indicate that the simulation successfully supports small group learning activities.

Impact of item clustering on interactive spaced education

residents (typically six) cannot attend LLLC becausethey are on vacation, on call or on evening shiftassignments. Those absent from LLLC miss thisongoing group learning activity and consequentlysuffer gaps in the learning threads. Finally, becausecase-prompted questions, concepts and learningpoints are often numerous and highly complex,substantial time is required for careful, deliberateexamination and synthesis of relevant evidence andideas. Also, as participants typically number over adozen, the time limitation of the conference (30-minutes) often prevents the complete resolution ofissues and full participation by every individual inattendance.What was done Two web-based technologies wereimplemented to enhance learner engagement withongoing LLLC sessions.1 A web-based ‘repository’ of daily LLLC proceed-ings (including links to relevant publishedevidence, case-related images, web media) wasestablished in late 2005 and made accessible to allresidents and faculty. Conference minutes wereoften drafted by a designated resident and editedby the faculty mentor.2 Piloted in the autumn of 2006, a password-protected website (blog) was introduced to allowongoing, asynchronous e-discussion of selectedLLLC topics and questions, at any time,regardless of assignment status or ability toattend morning conference.Evaluation of results and impact Resident usage ofthe blog was assessed for a 3-month period byexamining page view statistics and posted comments.Residents, including those unable to attend LLLC,participated in asynchronous e-discussion. Pages wereviewed and comments posted throughout the day,as well as during overnight and weekend on-callhours. Resident comments were consistentlythoughtful and substantive. The addition of aweb-based LLLC repository provided a permanentand growing record of conference ‘proceedings’,with links to a multitude of sources, and allowedaccess to a larger community of learners on a 24-hourbasis. However, the repository represents a staticsource, which is directed in one-way only fromparticipants to readers. The addition of a blogovercame this limitation by extending opportunitiesfor continued participation and contributions fromall residents, and thus expanding asynchronousgroup e-learning beyond the bounds of live morningconferences. Blending web-based tools withtraditional group learning leverages the advantages ofboth, and may better match current evolving anddiverse learning styles and strategies.