Group Learning Environment Research Articles

Medical Student Education Roadblock Due to COVID-19: Virtual Radiology Core Clerkship to the Rescue

Rationale and ObjectivesMedical schools were upended by the COVID-19 pandemic, resulting in suspension of all in-person educational activities, and leaving clinical clerkships on hold indefinitely. A virtual curriculum and novel teaching methods were needed to fulfill curricular requirements. We developed a comprehensive virtual radiology clerkship and evaluated the efficacy of this novel method of teaching.Materials and MethodsA 4-week virtual radiology clerkship was designed to accommodate medical students who had not yet completed the required clerkship. The design included online flipped classroom modules, large group didactic lectures, and small group homeroom activities. Student performance was assessed via a standardized online final exam. Feedback from students was collected using online surveys. Student performance was compared to the in-person radiology clerkship.ResultsOne hundred and eleven medical students were enrolled in the virtual radiology clerkship. Final exam scores were similar to the in-person clerkship. Students indicated that small group homeroom activities had the highest overall satisfaction. Students recognized enthusiastic teachers regardless of class format. Exceptional course content and organization were also noted. Course weaknesses included didactic lecture content which was repetitive or too advanced, the limited opportunity to build personal connections with faculty, and scheduling conflicts with other competing school activities.ConclusionA completely virtual radiology core clerkship can be a successful educational experience for medical students during a time when remote learning is required. A small group learning environment is most successful for student engagement. Personal connections between faculty and students can be challenging in a virtual course.

Secondary Students’ Preferences for Various Learning Conditions and Music Courses: A Comparison of School Music, Out-of-School Music, and Nonmusic Participants

This study was an investigation of middle and high school students’ preferences for various music learning conditions and secondary music course offerings. The stratified random sample included students who were and were not enrolled in school music classes ( N = 827). Participants represented secondary school music students ( n = 369), students who only participate in music outside of school ( n = 254), and nonparticipants in music ( n = 204). The research questions for this study concerned students’ preferences for teacher role, group size, and repertoire in the music classroom as well as interest in six different secondary music courses. Findings showed out-of-school music participants and nonparticipants had a stronger preference for small group learning environments and repertoire choice when compared to school music participants. In-school and out-of-school music participants expressed similar levels of interest in four music course offerings and ranked them as follows: (1) piano/guitar class, (2) music composition with technology class, (3) popular music groups, and (4) music history/theory class. In-school and out-of-school music participants differed on only two course offerings: large ensembles and world music groups. In-school music participants expressed high interest in large ensembles, whereas out-of-school music participants conveyed a lower interest in large ensembles.

Practising lively geographies in the city: encountering Melbourne through experimental field-based workshops

ABSTRACT This article explores diverse ways of experiencing the city through an experimental field-based workshop supported by the Institute of Australian Geographers and this journal. The two-day methods practice workshop attracted 40 participants and aimed to train doctoral students and early career researchers in practices of observing, feeling, listening, mapping and visualizing the city. This paper aims to demonstrate how learning new methods that include Embodied Observation, Qualitative GIS, Locative Media Ethnography and Sonic Methodologies enabled 16 participants to encounter and experience the City of Melbourne in novel ways. The group learning environment and co-authored pieces that assemble diverse reflections demonstrate that the workshop is a form of innovative teaching and learning that has implications for Higher Education in Geography, but is yet to be explored more fully in the pedagogic literature. The experimental workshop has ongoing pedagogical benefits given the leadership, participatory and collaborative skills that unfolded when leading scholars, doctoral students and early career researchers came together to produce lively geographies of the city.

Cognitive, Motor and Social Factors of Music Instrument Training Programs for Older Adults' Improved Wellbeing.

Given emerging evidence that learning to play a musical instrument may lead to a number of cognitive benefits for older adults, it is important to clarify how these training programs can be delivered optimally and meaningfully. The effective acquisition of musical and domain-general skills by later-life learners may be influenced by social, cultural and individual factors within the learning environment. The current study examines the effects of a 10-week piano training program on healthy older adult novices’ cognitive and motor skills, in comparison to an inactive waitlisted control group. Fifteen participants completed piano training led by a music facilitator in small groups (max n = 4 per lesson class; two experimental, two waitlisted control groups). Data was collected using an explanatory sequential design: quantitative data from a battery of cognitive and motor tests was collected pre/post-test on all participants, with further post-test data from the waitlisted control group (n = 7). Qualitative data included weekly facilitator observations, participant practice diaries, and an individual, semi-structured, post-experiment interview. Bayesian modelling demonstrated moderate evidence of a strong positive impact of training on part A of the Trail Making test (TMT), indicating improved visuo-motor skills. Moderate evidence for negative impacts of training on part B of the Trail Making Test (and difference score delta) was also found, suggesting no benefit of cognitive switching. Qualitative results revealed that the group learning environment motivated participants to play in musical ensembles and to socialize. Motivation was optimal when all participants were happy with the chosen repertoire (participants reported they were motivated by learning to play familiar music) and when the facilitator observed that groups had formed cohesive bonds. Informed by these factors, exploratory analyses demonstrated strong evidence that a participant’s lesson class had an impact on post-test scores (TMT part A). These results not only demonstrate the extent of cognitive benefits of a short-term piano training intervention for older adults, but also the importance of considering the group dynamics in the learning environment.

DIFFERENTIATED USING BEHAVIORS IN THE LEARNING ENVIRONMENT ACCORDING TO THE SPATIAL CONFORMATION OF LEARNING COMMONS IN UNIVERSITY

1. Objectives In Japanese universities, the realization of a new type of group learning environment, based on the use of analogic and digital media, has been promoted: Learning Commons (hereinafter, "LC"). Recently, examples of LC built separately from university library have increased. In the previous report, we conducted surveys in libraries where the reading area and the LCs are integrated, aiming to clarify the seat choice behavior of individual and group users. However, it was still to define if all the users actually choose only one of those two types, or if some of them rather choose both types. For this reason, we tried to clarify the differentiated use behavior of reading areaff and LCs, aiming to acquire a useful knowledge for future learning space planning. 2. Research method We conducted a questionnaire survey and a behavior observation survey regarding the use status (addressed to users), and a questionnaire survey regarding the facility conditions (addressed to library staff). The surveys were conducted in four Japanese universities: Sugiyama Jogakuen University, Ritsumeikan University, Chubu University, and Kyoto Sangyo University, which have different LC installation types. All of those institutions have more than 6,000 students and multiple departments. The different LC installation types have been identified as “integrated open type” (Sugiyama Jogakuen Univ.), “integrated separate type” (Ritsumeikan Univ.), “distributed combined type” (Chubu Univ.), “distributed independent type” (Kyoto Sangyo Univ.). 3. Results We noted that, as for the actual conditions, LC facilities have been built outside the library building in those universities where the number of students is larger. Our hypothesis was that most of the single users tend to chose reading areas, and that most of the group users tend to chose LC; however, the results showed that around the 50% of the plural places users tend to choose both facilities, regardless of single or group use. The analysis of this portion of users’ behavior made clear that, between the reasons of their place choice, there are the possibility of using learning tools as PCs and copy machines, and the factor of nearness (LC facilities situated near the faculty building were largely used). In the “distributed type”, a large number of users chose both reading areas and LC because of the quiet environment. From this, it can be thought that by separating LC from the library building, it becomes possible to create various acoustic environments inside the vast surface obtained. Also in the “integrated open type”, where there are no partitions between reading areas and LC, and where, within the same floor, there is a differentiation of quiet and lively spaces, many users’ purpose was “to find a quiet environment”. This behavior could only mean that the concept of “quietness” is not only linked to the absence of sound. 4. Conclusions From those considerations, it seems necessary to provide a differentiation in the sound environment of the learning spaces. Even by planning spaces where there is a sort of “noisy” acoustic condition, it becomes possible to increase the place choice factors of the users.

Investigating the Effectiveness of Gamification on Group Cohesion, Attitude, and Academic Achievement in Collaborative Learning Environments

Although collaborative-learning as an instructional method has shown promising results since the 1970’s, a number of significant problems within collaborative learning environments have been encountered. These problems relate to aspects of group dynamics including group cohesion, participation, communication, collaboration, and trust. Although the literature suggests various instructional techniques to increase group cohesion and learners’ attitudes towards group learning environments, new methods and techniques should be explored in order to address and eliminate these problems. Gamification, which is the use of game elements and techniques in non-gaming environments, can be leveraged as a new method in order to increase group cohesion and group performance within collaborative learning environments. The aim of the current study is to investigate the effect of gamification (both online and face-to-face) on the attitudes of students towards group learning environments, their course, group cohesion, and their academic achievement. The study aims to promote learners’ collaboration in groups utilizing gamification elements. In this quasi-experimental design study, gamified (44 students) and traditional (48 students) groups were compared. Although no significant difference was established between the gamified and traditional groups in terms of students’ attitudes towards group learning environments and the course, the gamified group outperformed the traditional group in terms of group cohesion scores and team member evaluation scores.

Development and Validation of the Chinese Preschool Readiness Scale

ABSTRACTResearch Findings. A growing number of young children encounter group learning environment for the first time when entering preschool at age 3, yet their parents and teachers have no means to discern whether they are ready for this challenge. To address this uncertainty, this study developed and validated the Chinese Preschool Readiness Scale (CPRS), which assesses children’s readiness for successful adjustment to preschool. The scale was validated through EFA in Study 1, with 29 teachers who rated 288 children. The scale was further validated by ESEM and confirmatory factor analysis (CFA) in Study 2, with 46 teachers who rated 765 children. A five-factor CPRS was determined: self-care abilities and emotional maturity, cognitive and communications skills, social competence, learning dispositions, and classroom rules. The construct validity and internal reliability were satisfactory. Its concurrent validity was also established: (1) the CPRS scores were positively correlated with parent-rated self-regulation and (2) the social competence domain of CPRS was positively correlated with sensitive-cooperative behaviors and negatively correlated with anxious-withdrawn behaviors.Practice or Policy. The results supported further development and use of the CPRS to monitor children’s development upon entry at preschool. The findings also highlighted the need for more research on preschool readiness.

The Nature of the Facebook Group Learning Environment: Insights from University Students

Abstract The paper analyses the inherent features of the Facebook learning environment that were identified by university students enrolled in an English for Academic Purposes course. The presented case study is based on students’ subjective theories that have been reconstructed from semi-structured interviews and diaries. The research material involves qualitative data acquired from thirty-four university students. The identified characteristics relate to four areas, namely motivation, distraction, security, and structure. The dominant strengths and weaknesses of the discussed learning environment are singled out.

The Semantic Student: Using Knowledge Modeling Activities to Enhance Enquiry-Based Group Learning in Engineering Education.

This paper argues that training engineering students in basic knowledge modeling techniques, using linked data principles, and semantic Web tools - within an enquiry-based group learning environment - enables them to enhance their domain knowledge, and their meta-cognitive skills. Knowledge modeling skills are in keeping with the principles of Universal Design for instruction. Learners are empowered with the regulation of cognition as they become more aware of their own development. This semantic student approach was trialed with a group of 3rd year Computer Engineering Students taking a module on computer architecture. An enquiry-based group learning activity was developed to help learners meet selected module learning outcomes. Learners were required to use semantic feature analysis and linked data principles to create a visual model of their knowledge structure. Results show that overall student attainment was increased when knowledge modeling activities were included as part of the learning process. A recommendation for practice to incorporate knowledge modeling as a learning strategy within an overall engineering curriculum framework is described. This can be achieved using semantic Web technologies such as semantic wikis and linked data tools.

Development of “Learner Roles in Constructive Learning Environment” Scale

Introduction. This study aims to develop a scale to determine learner roles in constructive learning environment.Method. This study was conducted with 126 teacher candidates who study in Foreign Languages Department. For this study the teacher candidates were distributed into two groups. In the first group learning environments based on social constructivist approach, and in the second group learning environments based on traditional approach was constructed. After the learning processes both groups were administered a scale.Results. After the exploratory factor analysis the first factor was named active learner, the second factor was named social learner and the third factor was named autonomous learner. The explanation ratio of the total variance is 51,60%. The common factor variances of the scale items range between .353-.729; the item factor loadings range between .510-.858. The reliability coefficients of the factors range between .73 and .91. The internal consistency coefficient of the total scale is .92; split half reliability coefficient was found .85.Conclusion. Finally, it can be said that this scale, which is developed to determine the learner roles in constructive learning environments, can be utilized.

Acquisition of Tacting Using a Speech-Generating Device in Group Learning Environments for Preschoolers with Autism

Skinner (1957) described the tact as the most important verbal operant; however, there remains a disproportionate amount of research evaluating mand training compared to tact training for young children with autism. The current study sought to alleviate some of this disparity by evaluating the effectiveness of the iPad® and application Proloquo2Go™ as a speech-generating device, using a multiple baseline design, on the acquisition of a tact repertoire in three preschool aged children with autism. The procedures employed a time delay with full physical prompts, during a “circle time” routine. During the circle time routine, the classroom teacher would read the lift-the-flap children’s book “Where’s Spot?” and pause for five-seconds upon reaching the targeted animal for each respective student. During this time delay if the student independently selected the picture that corresponded to the animal, evoking the SGD’s digitized output, the teacher provided verbal praise. If the child did not respond or responded incorrectly, a full physical prompt was used to evoke the tact of the animal. Results indicated that all three participants acquired the ability to tact at least one animal at 100% independence, across three consecutive sessions, after an average of four training sessions. This skill was also found to maintain for those two participants for whom maintenance data were taken. These results extend the evidence base on the use of the iPad® and application Proloquo2Go™ as a SGD, as well as, the research based on tacting acquisition.

Mnemonics are an Effective Tool for Adult Beginners Learning Plant Identification

Most beginners are introduced to plant diversity through identification keys, which develop differentiation skills but not species memorisation. We propose that mnemonics, memorable ‘name clues’ linking a species name with morphological characters, are a complementary learning tool for promoting species memorisation. In the first of two experiments, 64 adults in a group-learning environment were taught species identification using mnemonics, an educational card game and a text-based dichotomous key. In the second experiment, 43 adults in a self-directed learning environment were taught species identification using mnemonics and a pictorial dichotomous key. In both experiments, mnemonics produced the highest retention rates of species identification based on vegetative characters. The educational value of these findings is discussed for vegetative plant identification and broader applications.

Beyond bricks and mortar: a rural network approach to preclinical medical education.

BackgroundCountries with expansive rural regions often experience an unequal distribution of physicians between rural and urban communities. A growing body of evidence suggests that the exposure to positive rural learning experiences has an influence on a physician’s choice of practice location. Capitalizing on this observation, many medical schools have developed approaches that integrate rural exposure into their curricula during clerkship. It is postulated that a preclinical rural exposure may also be effective. However, to proceed further in development, accreditation requirements must be considered. In this investigation, academic equivalence between a preclinical rural community based teaching method and the established education model was assessed.MethodTwo separate preclinical courses from the University of Calgary’s three year Undergraduate Medical program were taught at two different rural sites in 2010 (11 students) and 2012 (12 students). The same academic content was delivered in the pilot sites as in the main teaching centre. To ensure consistency of teaching skills, faculty development was provided at each pilot site. Academic equivalence between the rural based learners and a matched cohort at the main University of Calgary site was determined using course examination scores, and the quality of the experience was evaluated through learner feedback.ResultsIn both pilot courses there was no significant difference between examination scores of the rural distributed learners and the learners at the main University of Calgary site (p > 0.05). Feedback from the participating students demonstrated that the preceptors were very positively rated and, relative to the main site, the small group learning environment appeared to provide strengthened social support.ConclusionThese results suggest that community distributed education in pre-clerkship may offer academically equivalent training to existing traditional medical school curricula while also providing learners with positive rural social learning environments. The approach described may offer the potential to increase exposure to rural practice without the cost of constructing additional physical learning sites.

Modernised approaches to pathology teaching at the university of western australia in a large class, small group learning environment

<h3>Introduction</h3> With increasing pressure on universities to teach larger classes, and with the recent trend to limit biomedical science teaching in medical schools, it has become necessary to find new and innovative methods to teach pathology. We addressed this with the development of state-of-the-art e-learning suites. <h3>Methods</h3> E-learning suites were developed to facilitate teaching large classes with students working in small groups. The suites comprise 29 collaborative learning desks, each accommodating six students, centred on computers with advanced multimedia technology. Teaching uses interactive, digital learning exercises to give students a practical diagnostic experience. Classes included interpretation of gross specimens, digitised morphology of histo-pathology and haematology specimens, immunohistochemistry, flow cytometry, numerical data (chemistry and haematology), blood transfusion and genetics. <h3>Results</h3> Feedback from a class of 309 students was that this approach was more engaging, collaborative and interesting than traditional methods. Teachers observed faster acquisition of knowledge and greater comprehension of disease processes. Fewer demonstrators were required than traditional wet laboratories and ‘bottle' tutorials yet maintained direct teacher/student contact. <h3>Conclusion</h3> Our new modern interactive learning environment has been successful in teaching pathology to large class sizes. This approach has met the needs of students and teachers and the demands of the changing academic environment.

A Novel Approach to Incorporating Evidence‐based Medicine Into an Emergency Medicine Clerkship

Despite the growing emphasis of evidence-based medicine (EBM) in the medical school curriculum, and the recognition of EBM's role in the practice of emergency medicine (EM), there are no current guidelines on how to teach EBM to fourth-year medical students during their EM rotations. The goal was to create a unique EM clerkship curriculum that teaches students to incorporate EBM into their clinical decision-making and complies with the core curriculum recommendations of the Clerkship Directors in Emergency Medicine (CDEM). Prior to a scheduled, case-based small group discussion, students are provided with a clinically relevant question to investigate. Case discussions are led by EM faculty with each case highlighting a core EM topic developed by CDEM. During the case discussion, the assigned clinical question is addressed and a plan of care is presented based on the tenets of EBM. Faculty members function as moderators for these discussions and provide individual feedback regarding search strategies, appraisal of the literature findings, and applicability to the patient population. This multifaceted approach to EBM through the incorporation of individual student literature searches, clinical vignettes, small group discussion with consensus building, and faculty moderation with timely feedback is an innovative educational technique. Future educational research must explore the efficacy of this curriculum and whether or not the model produces greater long-term understanding of EBM by students and if similar curricula can be executed at other institutions. The authors have developed a novel fourth-year EM clerkship curriculum that integrates EBM through the use of a highly interactive, faculty-led, small group-learning environment that encourages students to develop the necessary skills to integrate EBM into their clinical practice.

Exploratory Study on Collaborative Interaction through the Use of Augmented Reality in Science Learning

This paper reports the exploratory study's finding based on the participants’ behaviors while interacting with Augmented Reality based system in group learning environment. Technology has long been used to enhance group learning, often known as Computer-Supported Collaborative Learning (CSCL). Recent research in this area showed that technology somehow hinders the communication and interaction of group members. Therefore, as suggested by many researchers, introducing back the physical interaction could reduce these obstacles. Augmented Reality (AR) is the technology whereby the physical and virtual objects can co-exist in real time. The physical objects can be used to interact with the system. However, literature showed the number of the papers that explore the interaction and communication process which occurred while using AR to support group learning relatively low. Therefore, this paper is aimed to fulfill that gap. Conducting a science experiment on electricity topic was used as a case study. Eight groups of two students participated in this study. The primary data used in this study was collected from the analysis of video recording of students’ behavior as well as from the survey questionnaire on the user awareness of communication and interaction. The video were then annotated and coded to extract information by using Actogram2 software. Results showed that several types of natural interactions were exhibited. Both verbal and non-verbal communication cues were observed. Physical objects were the main interacting material that group members referred to and used. These results suggested the importance of incorporating physical objects in collaborative AR based system. Further, this study showed positive evidence to strengthen the raised conjuncture that AR could be one of the effective tools to support collaborative learning.

Identification of SEN: is consistency a realistic or worthy aim?

The SEN Green Paper and OFSTED have raised concerns about both variability in, and apparent over‐identification of, SEN. This article draws on the authors' research into teachers' experiences of identification of SEN. Findings, along with critical exploration of the current 2001 SEN Code of Practice guidance and proposals for reform outlined in the 2011 SEN Green Paper, suggest that an overemphasis on trying to secure consistency is misconstrued as a route to securing improved outcomes for pupils with special educational needs. The identification of SEN in schools requires assessing the dynamic interaction between the pupil's unique learning characteristics, the class group learning environment and the demands of meeting prescribed curricular learning outcomes. Such acknowledgement renders variability in SEN identification rates between schools as an expected consequence of local responsive planning and provision, rather than an anomaly to be eliminated.

On Becoming a Group Worker

Although agency-based adult English as a Second Language (ESL) classes provide the language skills that new immigrants and refugees seek, these classes often miss an opportunity to address their social and emotional needs. The author of this article, a second-year MSW student, traces how his approach to teaching ESL evolved as a result of studying group work. In this article, the author demonstrates how his new knowledge of social group work concepts (i.e., pregroup planning, stage theory, and mutual aid) enabled him to transform his ESL classroom into a group-learning environment where language skills were developed and social-emotional needs were met.

Analysis of Group Learning Environment on the Collaborative Knowledge Building Perspective--Case of the U.S. VMT Project

Computer Supported Collaborative Learning (CSCL) is the highlight in the computer and education area. U.S. Virtual math teams (Virtual Math Teams, Referred to as VMT) project’s main studying purpose is the computer supported group cognition, its collaborative learning environment is a typical environment. By the analysis of this online collaborative learning environment of this project, the paper proposes five aspects of the structure and function which mainly embodied in the group discussions and negotiation, knowledge representation, knowledge reasoning, knowledge co-construction and sharing, external support, and pointed its lack of supporting in the non-mission communication and ubiquitous learning, and the paper proposed the idea of adding micro-blogging function in VMT environment.

Thoughts on a general undergraduate modelling course and software to support it

ABSTRACT We introduce the idea of an introductory modelling course to be taught across the undergraduate curriculum. We suggest objectives for such a course and offer approaches for teaching it in an active learning and group-learning environment. We discuss the requirements for supporting software and introduce Nova, a novel platform that is currently under development.