Group Work Skills Research Articles

Planting a seed: Sustainable education for students with Additional Support Needs

Realities of climate change make meeting Sustainable Development Goals even more urgent, not least in terms of education. In Scotland's Curriculum for Excellence (CfE) these goals are promoted in the Learning for Sustainability initiative which aims to embed sustainability in education. While inclusion is claimed to be a non-negotiable aspect of CfE, the reality is that for many students with Additional Support Needs (ASN) (in Scottish education this term has superseded Special Educational Needs), access to a high-quality education is limited. This paper looks at a case study where urban gardening is used as a teaching tool for students with ASN. The City Works programme has grown out of nearly twenty years of work with ASN students, using urban gardening as a vehicle for developing citizenship, groupwork skills and a greater understanding of sustainability. Staff, students, and community gardeners were interviewed to ascertain their experience of the project and the value of a sustainable and inclusive education are discussed. Finally, it is argued that this educational approach should be developed further, in coordination with other educational professionals.

Enhancing College Students’ Online Group Work Perceptions and Skills Using a Utility-Value Intervention

College students’ perceptions of online group work can be negative, which creates challenges for implementing group work in online courses. Additionally, little research has examined group work skill development, despite calls for better preparing students for working effectively in groups. The purpose of the current study was to test the effectiveness of a utility-value intervention designed to enhance students’ perceptions of online group work and their group work skill use. Students (N = 68) were randomly assigned to view a video and answer an essay question on the usefulness and benefits (utility value) of online group work and group work skills (intervention) or on how online group projects were graded (control). Students in the intervention condition indicated online group work to be more useful and reported greater post-intervention group work skill use compared to students in the control condition. Students further reported their perceptions of the usefulness and costs of online group work, as well as their group work skills and insights, in open-ended items. Overall, the current study provides an effective and easy to implement intervention for improving college students’ perceptions of online group work and their group work skill use.

Using of Case Technology in Educational Systems as an Interactive Method

The case study method (analysis of specific situations) is one of the options for applying modern pedagogical technologies in the practice of education aimed at solving the problems of the SES. Analysis of specific learning situations (case study) is a teaching method designed to improve skills and gain experience in the following areas: identifying, selecting and solving problems; work with information - understanding the meaning of the details described in the situation; analysis and synthesis of information and arguments; work with assumptions and conclusions; evaluation of alternatives; making decisions; listening and understanding other people are group work skills.

The value of an online group for teaching group work skills

ABSTRACT This article examines third year social work students’ perceptions of the value of a mandatory, self-help online support group for teaching group work skills. Students overwhelmingly identified the group’s worth as lying in the mutual support received. They also felt that participating in a live group fostered the translation of group work theory and skills into a concrete environment. Experiential group work is the foundation of group work pedagogy in face-to-face classroom settings. This research suggests that this experience can be meaningfully replicated in a virtual context. Other course activities such as journaling and formal reflection and assessment of group process and dynamics support the integration of group work knowledge and skills promoted through the group experience. It is thus a teaching strategy that instructors of online group work courses might incorporate in the course curriculum.

ФОРМУВАННЯ SOFT SKILLS МАЙБУТНЬОГО ХОРЕОГРАФА У ПРОЦЕСІ НАВЧАННЯ У ЗВО

The paper studies the process of forming the soft skills of the future choreographer in the process of studying in the Free Economic Zone, which is an important element for ensuring future successful employment in the labor market. The interpretation of the essence of the category "soft skills" is analyzed and the main characteristics of soft skills are investigated. It is established that there are three categories of soft skills: social-communicative (communication skills, interpersonal skills, group work skills, communication ethics, work ethic, etc.), cognitive (critical thinking, problem-solving skills, innovative thinking, time management, etc.), personality attributes and components of emotional intelligence (emotional intelligence, honesty, optimism, flexibility, creativity, motivation, empathy, etc.). It is analyzed that the Standard of Higher Education in the specialty "Choreography" defines the full range of special competencies and learning outcomes of future choreographers. The process of forming soft skills in future choreographers through the analysis of the educational standard of their specialty is analyzed. A general overview of the educational components in the educational program "Choreography" from the standpoint of ensuring the formation of soft skills. The disciplines of the specialty "Choreography" are analyzed, which are aimed at the formation of various soft skills in future choreographers. The discipline "General Theory of Morality and Professional Ethics" is analyzed in the perspective of its ability to directly form the soft skills of the future choreographer, which contributes to the formation of communicative competencies. It is established that the most significant in the formation of communicative competencies are personal indicators in several areas: individual-personal, communicative, socio-psychological, moral and political. It is established that the communicative culture of students during the study of the discipline "General Theory of Morality and Professional Ethics" as an integrative personal education, where its structure distinguishes indicators: cognitive criterion, emotional value criterion, behavioral criterion. It is determined that after completing the training program, future choreographers on the basis of the competence approach should develop soft skills in three profile dimensions Creating (CREA), Performing (PERF) and Appreciating and Analyzing (APAN).

Writing mathematics collaboratively in online workshops

This case study examines the changes that were made to workshops for first year mathematics students when moving from in-person to online in the 2020/21 academic year. In the workshops, students tackle unfamiliar problems in small groups, with a focus on group work and mathematical communication skills. Transitioning to online workshops presented several difficulties around how best to enable students to have meaningful mathematical discussions and collaborate in writing their solutions when working online. We discuss the changes and mitigations we implemented in order to move the workshops online and how this will inform future in-person workshops.

Extracurricular activities – An effective form of learning support at the Faculty of Political Education, Hanoi University

Extracurricular activities in universities have an increasingly important role in contributing to the overall achievement of education and training. In recent years, Hanoi University has regularly organized extracurricular activities for students associated the training contents. Typically, regarding modules of Political education, extracurricular activities are aimed at equipping students with vast and practical knowledge, promoting patriotism, and contributing to improving the quality of political, ideological and ethical education at the university. Besides, students are also provided with opportunities to improve their soft skills, group work skills and discipline, and to develop their independent thinking and cognitive ability.

Advantages of project-based learning

Represented thesis is about the advantages of project based learning (PBL). We highlighted the diverse works of PBL that helps students to develop communicational and group working skills. PBL is highly interesting and fun process. Students get on well independent working skills that develop students personally and socially. While PBL students transfer all these skills into practice and this transfer is the main goal of PBL. In my work, we share our experience about PBL as in face-to-face teaching as process as online teaching.

Relationship Between Group Work Competencies and Satisfaction With Project-Based Learning Among University Students.

There is a growing interest in improving the teaching–learning process at all levels of education, including higher education. In recent years, university institutions have been taking action to renew and modernize the way in which they teach and learn, making the process more dynamic and closer to the current social reality. Competencies such as the ability to work in a team have become essential for the successful implementation of innovative methodologies in which student participation is particularly relevant. Student acceptance is key to the success of any teaching methodology; however, the influence of group work skills on satisfaction with innovative methodologies such as project-based learning (PBL) has not yet been tested among university students. Thus, the objective of this study is to explore the association between group work competencies and satisfaction with PBL. A total sample of 359 students from two Spanish universities participated in the research. Our results reveal that there is a significant and positive relationship between competencies related to group work and satisfaction with PBL. In addition, a multiple regression analysis shows that the competencies “Conception of group work,” “Usefulness of group work,” “Planning of group work by teachers,” and “Group norms” increase satisfaction with the use of the PBL methodology. This work expands our knowledge about the role in increasing students’ satisfaction that is played by the ability of college students to work as a team. These findings could also guide teachers interested in new teaching methodologies.

Адаптивный туризм как форма социализации детей и подростков с расстройствами аутистического спектра

The need for the social adaptation of children and adolescents with autism spectrum disorders determined by its psychophysical development. The organization of basic and additional education of the presented category of chil dren should be carried out on the basis of adapted educational programs that consider specifics of child development. Adaptive tourism classes can fully apply to additional education programs. This direction includes a diverse list of areas of work with children, on the basis of which it is possible to make programs of special and developmental classes for children with ASD. One of the main directions is the development of socialization. Adaptive tourism programs, which include various effective teaching methods, contribute to the development of interpersonal relations, the for mation of group work skills, the development of behavioral peercommunication rules and norms, the development of leisure skills and successful adaptation in a children environment.

Драматизация как интерактивная технология в преподавании иностранного языка в 8-9 классах средней школы (на примере английского языка)

The paper reveals didactic potential of dramatization as a means to develop 8th-9th grade pupils’ foreign language competence. The article describes gaming technologies, identifies specific features of games-dreams and formal dramatizations, considers the problem of introducing different types of dramatization - improvisation, imitation, pantomime, etc. The authors propose theoretically justified and experimentally approbated model to introduce dramatization as an interactive technology into English language education of 8th-9th grade pupils, identify psychological and pedagogical conditions for introducing dramatization into foreign language education, and herein lies scientific originality of the study. The research findings are as follows: the authors clarify pedagogical notion “interactive game”, reveal multi-aspect potential of dramatization as a means to form learners’ foreign language competences, evaluate the results of introducing dramatization as a tool to develop 8th-9th grade pupils’ auditory-articulatory and rhythmic-prosodic skills, expressive language skills, creative thinking skills, group work skills.

Project-based online learning experiences of pre-service teachers

Student-centered learning approach, which embodies shifting the focus of instruction from teacher to student, actively engages students in their own learning process by incorporating their learning skills and interests. With the developments in instructional technologies making online learning widespread, the student-centered learning approach has found the opportunity to transition from theory to practice. How project-based learning, which is one of the best application areas of student-centered learning, can be realized in online learning environments and the views of pre-service teachers about this experience are the research subjects of this study. Conducted as a descriptive case study, this study investigates the views and experiences of 55 Computer and Instructional Technologies Education Department students towards application of project-based learning in an online course. Data gathered through close-ended Likert type questionnaire, open-ended questionnaire and self-evaluation reports revealed that project-based learning method provided learners with gains in terms of comprehension of course content through hands-on experience, developing research skills, improving collaboration and group work skills, and creating something by making use of their imagination and creativity in a fun way.

Team formation on the basis of Belbin’s roles to enhance students’ performance in project based learning

This paper presents a method that instructors have designed and implemented to form balanced teams based on Belbin's roles, with the aim of boosting positive interdependence and individual accountability within the teams and improving their performance in a project-based learning environment. Students’ performance has been measured through the scores obtained during the project, individual exam and Individual Accountability Factor (IAF) and compared with cohorts of previous years, in which team composition was self-selected by students. Belbin teams (18/19–19/20) have performed significantly better than self-selected teams (16/17–17/18). Additionally, students’ feedback experience and opinion has been collected. Students belonging to Belbin teams acknowledge that they attend classes more regularly, they need less time for study outside the classes and they show a higher interest for the subject at the end of the course. They also agree that working on Belbin teams has helped them to mainly improve interpersonal relationships and social skills, followed by positive interdependence and individual accountability. This team forming method gives students the opportunity to identify their own strengths and weaknesses and understand the roles (behaviours) of their teammates as well as their strengths and weaknesses. Besides, it encourages learners to focus explicitly on group work skills.

Impacts of Covid-19 Lockdown in the Academic Life of Undergraduate Students: An Online Survey

The impact of COVID-19 lockdown can be widely observed in all sectors of the nation including education. An online survey was conducted to identify the impacts brought by the nationwide lockdown in the academic life of undergraduate students currently studying at different bachelor's levels and the ones who have completed final exams after the ease of lockdown. Particularly, the study explored both the positive and negative impact of COVID-19 lockdown. A structural questionnaire link using ‘Google form’ was circulated using messenger and E-mail from 20 April to 27 April 2021. A total of 98 students, from Tribhuvan University (60), Kathmandu University (16), Pokhara University (11), and Purbhanchal University (11) participated in the survey. The study found that around 42.86% of the students' academic life was affected negatively whereas only 2.04% reported positively. The majority of students pointed to delay in examinations as the primary negative impact followed by difficulty in learning due to excessive use of the internet, disturbance in pass out the pattern, loss of job, and issues of dropout. On the positive side, students have experienced an improvement in reading habits, development in the skills of self-study, virtual learning, group work, and digital competencies. Thus, the study concludes that students' academic life was impacted negatively than positively. Therefore, the study suggests universities, educational institutions, and relevant stakeholders come up with a concrete plan to respond to the impacts seen in the academic career of students unless the lockdown perpetuates other consequences.

Using project method for the purpose of educating future music teachers

The article discusses the specifics of applying project method to the educational process. The analysis of scientific materials that concern themselves with applying project method is carried out, their main principles are highlighted, and a project model is proposed. Studies conducted in the field of project method were used as materials for this work. During the research, methods of analysis, synthesis, comparison, deduction and induction were used. The research hypothesis is based on the assumption that applying project method to the training process of future music teachers will help students with improving their professional competencies, and increase the motivation to learn. The study proved that applying project method to the training process of educating future music teachers allows for better pedagogical training, motivating students to work more actively, display creativity, and identity. The project method allows students to receive skills of independent and group work, short and long-term planning, and self-assessment. General positive characteristics of applying project method to the training process of educating future music teachers proves the need to adopt this method in higher education institutions. This paper is intended for teachers and students who will implement creative projects while receiving music education.

Implementing Large-Group Consultation in Comprehensive School Counseling Programs

ABSTRACT Large-group consultation (LGC) is a tool in which professional school counselors deliver key expertise to faculty and staff in their schools while using their group work skills to facilitate meaningful learning. As part of a comprehensive school counseling program, LGC is an efficient, systemic strategy for school counselors to impact students’ academic, career, and social/emotional success. In this article, we present best practices when designing and implementing LGC. We also highlight two school counseling case studies to demonstrate the usefulness of LGC.

METHOD OF SPECIFIC SITUATIONS ANALYSIS (CASE METHOD) AS A PEDAGOGICAL TECHNOLOGY

The article focuses on the issue of using case method as an interactive way of training in the medical education. History as well as classification and types of case demonstration, alongside with the steps of case study implementation, interactivity and feasibility for the use of the method in training medical students at Latin and English classes are considered.
 The use of case study at the practical classes has been found to contribute to the development of students’ communication skills and ability to apply knowledge creatively. Besides, it develops group work skills as well skills in problem statement, search for the ways of addressing the problem, information collection and analysis, and rationale for one’s standpoint. Furthermore, it is an active training method that strengthens motivation and interest in studying a subject on the whole. A student gets accustomed to teamwork, as well as to stand his (her) ground and listen to different opinions. This is the moment the exchange of knowledge occurs. Case discussion provides combination of practical and theoretical aspects of a subject as well as clear understanding of what the previously gained knowledge is needed for.

Trial through Communication Games for Teamwork Skill Enhancement at First-year Students in Science and Technology Course

The Ministry of Education, Culture, Sports, Science and Technology (MEXT) of Japan had been promoted a “program of student employability” to cultivate a sense of sociality and independence in university education. Reflecting these trends, educational programs to improve the teamwork skills are in demand. At our university, first-year students are trained in group work skills and cooperative education. For this purpose, Career Planning and Career Design coursesare offered during first and second semesters of first-year education. Enhancement of teamwork skills at an early stage of education is deemed extremely important. In this paper, we report on a training program to enhance teamwork skills for first-year students of science and technology. Communication games were used to evaluate the importance of communication and teamwork. The effect of this trial was analyzed through a student questionnaire. As a result, weconfirmed that students experienced the importance of teamwork for the solving of problems through the trial of teamwork ability using communication games.

Keterampilan Peribadi Pelajar Sebagai Satu Bentuk Kemahiran Komunikasi dan Kepentingannya dalam Pasaran Dunia Pekerjaan

Students' Personal Skills as a Form of Communication Skills and Their Importance in the Job Market ABSTRACT This article discusses students' personal skills as a form of communication skills and their importance in the world of job markets. Communication skills have been identified as an element that helps graduates in improving their personality qualities. Humans communicate because they want to influence the understanding of others, attitudes and even actions of others whether they agree or not on an issue. In addition, communication is also a two-way process in which both parties must respond to a piece of information presented. Therefore, this study was conducted to analyze non-verbal communication skills as well as the level of personal skills of students at UPM and UMS. Data obtained through survey methods were analyzed descriptively and inferentially using descriptive mean analysis, correlation and regression. The findings show that students' awareness of non-verbal communication skills is at a high level. Similarly, the personal skills expressed by them, are also at a high level. While regression analysis found that non-verbal communication skills contributed variance on personal skills by 36.9 per cent. With good skills, students can improve their personal skills. The concept of self-skills covers three main elements, namely communication skills, leadership skills and also group work skills. Graduates who have these three elements will make it easier for them to build a good personality and help them bring themselves into the world of the job market. Keywords: Communication skills, personal skills, the concept of skills, importance of skills, core skills.

Teachers as learners – a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi

ABSTRACT This study explores pre-service and in-service teachers’ experiences in working as a learning community. Pre-service teachers (N = 60) and teacher educators (N = 9) from a Finnish university and in-service teachers (N = 27) from four local comprehensive schools worked together over six months. The teachers-as-learners continuous learning model was created and implemented in practice. The participants’ written reflections were collected to explore what they learned, what challenges they experienced and how they would further develop the model. The results showed that the pre-service and the in-service teachers reflected on their work somewhat differently. The former experienced learning group working, self-regulation, and pedagogic and didactic skills. The latter learned group working skills and new teaching methods. Both groups of teachers experienced challenges, one of which was named role confusion. The pre-service teachers experienced role confusion in terms of guided versus independent work. The in-service teachers’ role confusion led them to wonder whether they should provide the pre-service teachers with expert support or participate as equal group members. Both pre-service and in-service teachers reflected that the model would require active involvement of all teachers and teacher educators involved. The results provide implications for pre-service and in-service teacher education.