Group Learning Research Articles

Application of a flipped classroom incorporating modified team-based learning in molecular biology laboratory teaching: a mixed methods study

BackgroundThe Flipped Classroom with Team-Based Learning (FC-TBL) approach has gained traction in medical education in recent years, yet a comprehensive assessment of its instructional efficacy remains limited. This study sought to elucidate the effectiveness of FC-TBL in molecular biology laboratory instruction and assess its influence on subsequent related courses’ learning outcomes.MethodsA total of 109 students were randomly assigned to either the traditional Lecture-Based Learning (LBL) group or the FC-TBL group. Students’ academic performance and satisfaction were gauged through final examinations and surveys, while the enduring impact of FC-TBL was evaluated using online assessments and tracking students’ scores in follow-up courses.ResultsThe findings indicate that FC-TBL significantly enhanced students’ academic achievements in molecular biology labs and garnered higher satisfaction rates among participants compared to traditional methods. Furthermore, in terms of sustained benefits, FC-TBL demonstrated a marked improvement in the learning outcomes of subsequent related courses.ConclusionIn conclusion, this study underscores the efficacy of FC-TBL in fostering both immediate and lasting learning effects, positioning it as a promising pedagogical model for adoption in laboratory instruction across various medical education disciplines.

Extending the Calgary Audit and Feedback Framework into the virtual environment: a process evaluation and empiric evidence

BackgroundThe Calgary Audit and Feedback Framework (CAFF) is a pragmatic, evidence-based approach for the design and implementation of in-person social learning interventions using Audit and Group Feedback (AGF). This report describes extension of CAFF into the virtual environment as part of a multifaceted intervention bundle to reduce redundant daily laboratory testing in hospitals. We evaluate the process of extending CAFF in the virtual environment and share resulting evidence of participant engagement with planning for practice change.MethodsWe describe an innovative virtually facilitated AGF intervention based on the CAFF. The AGF intervention was part of an intervention bundle which included individual physician laboratory test utilization reports and educational tools to reduce redundant daily laboratory testing in hospitals. We used data from recorded and transcribed virtual AGF sessions, post AGF session surveys and detailed field notes maintained by project team members. We used simple descriptive statistics for quantitative data and analyzed qualitative data according to the elements of CAFF.ResultsEighty-three physicians participated over twelve virtual AGF sessions conducted across four tertiary care hospitals during the study period. We demonstrate that all prerequisite activities for CAFF (relationship building, question choice and data representation) were present in every virtual AGF session. Virtual facilitation was effective in supporting the transition of participants through different steps of CAFF in each session to lead to change talk and planning. All participants contributed to discussion during the AGF sessions. The post AGF session surveys were filled by 66% of participants (55/83), with over 90% of respondents reporting that the session helped them improve practice. 46% of participants (38/83) completed personal commitment to change forms at the end of the sessions.ConclusionsVirtual AGF sessions, developed and implemented with fidelity to the CAFF approach, successfully engaged physicians in a group learning environment that led to change planning. Further studies are needed to determine the generalizability of our findings and to add to the literature on evidence-based virtual facilitation techniques.

Battling time restrictions with collective discourse: collaborative quizzes in a condensed human anatomy course

BackgroundUndergraduate medical education is currently undergoing a remarkable period of transformation. The exponential growth of medical knowledge, accompanied by societal changes and expectations for the upcoming generation of physicians, is placing immense pressure on academic institutions to reform their curricula, particularly foundational courses such as human anatomy. Consequently, instructors are grappling with the challenge of striking a balance between a new curriculum and maintaining the time-honored benchmarks of medical education.MethodsThis study proposes a 9,5-week medical gross anatomy course containing collaborative quizzes to improve the efficacy in a condensed pre-clerkship curriculum. It was hypothesized that the implementation of collaborative quizzes facilitates group learning while ultimately helping students to be better prepared for the NBME (National Board of Medical Examiners) unit examinations used as summative assessment within the course. During the four collaborative quizzes, medical and medical masters student groups rotated through twenty dissected donor stations, each containing a short clinical or anatomy-related multiple-choice question formatted in NBME style. Students individually answered the question first and then collaboratively discussed the question in their group. Success was measured by individual student outcomes of four collaborative quizzes, two NBME anatomy-focused unit examinations, and overall course evaluations.ResultsOverall, all students (n = 203) passed the course and performed well on collaborative quizzes and NBME anatomy-focused unit examinations. Analysis of the quizzes revealed that questions involving tagged structures, blood supply, and nerves resulted in the most answer changes after group discussion. Course evaluations proved the collaborative quizzes to be enjoyable and beneficial to identify lack of knowledge areas.ConclusionsTo address time constraints within the pre-clerkship curricula effectively, it is crucial for educators to explore smaller adjustments to core learning principles. Collaborative quizzes in the gross anatomy laboratory provided students with opportunities to assess their knowledge in a low-stakes setting while simultaneously benefiting from peer learning. The collection and analysis of quiz grades offered a method of identifying struggling students before their first summative examination, enabling timely academic support. In the future, the research team hopes to continue using this assessment and integrate content from various other pre-clerkship courses.

Teacher education in a virtual exchange between Brazil and the U.S.: Balancing preservice teachers’ guidance and affording autonomy

This paper shares a virtual exchange (VE) Scholarship of Teaching and Learning (SoTL) project between second language acquisition (SLA) teacher education courses at a university in the U.S. and in Brazil, developed with different groups of learners in 2022 and 2023. The main aims were to support and investigate preservice teachers’ (PSTs): 1) intercultural communicative competence (ICC), 2) language practices, 3) local and global perspectives, and 4) collaboration through information and communication technologies (ICT). This paper examines how professors balanced guidance and autonomy for PSTs as teams (each team with PSTs from Brazil and U.S.) asynchronously and synchronously engaged in informal communication and projects to study international and regional cultural norms for SLA. Qualitative analyses of surveys, interactions, and projects informed patterns of PST autonomy and situations that required more professor support and guidance. Most PSTs engaged consistently, thoroughly, and needed almost no support with tasks, such as their introductions and responses to questions about readings. Some PSTs needed more guidance from professors, such as one-one scaffolding (in-person or Zoom) or text message reminders, than others for arranging open-ended tasks among teams of PSTs and setting up relevant ICT, such as WhatsApp groups to facilitate desired communications. Results were utilized to determine modifications for future VE.

Transforming secondary teacher preparation for multilingual learners through translanguaging: Toward an integrated biliteracy and disciplinary learning framework

AbstractStudents designated as English learners and the broader group of multilingual learners continue to face restrictive learning environments in secondary classrooms despite existing research that demonstrates how integrating literacy development with authentic and relevant disciplinary learning benefits multilingual learners and all students. To address this issue, an interdisciplinary team of biliteracy and secondary content method scholars and teacher educators used funding through the U.S. Department of Education's National Professional Development Program to (1) articulate a cohesive framework that integrates biliteracy with disciplinary learning through research‐based instructional practices and (2) explore how English, math, and science secondary content method instructors apply this framework when working with preservice teachers. The researchers connected translanguaging pedagogy, content and language/literacy integrated approaches, and a practice‐based teacher education model to develop the Biliteracy and Content Area Integrated Preparation (BCAIP) Framework. They found that participating content area secondary method instructors made progress toward applying the BCAIP framework by building upon what they already do in support of diverse learners (i.e., foundational pedagogies) as they shifted toward biliteracy‐oriented pedagogy. The authors argue that situating translanguaging in a disciplinary learning context better positions secondary teacher educators to transform how they prepare preservice teachers to serve multilingual learners.

Cross-dataset micro-expression identification based on facial ROIs contribution quantification

Abstract In this work, we propose a novel cross-dataset micro-expression identification method based on facial regions of interest contribution quantification, where the training samples are from the source dataset and the test samples are from the target dataset. Specifically, a micro-expression video clip (i.e., a sample) is first sampled at intervals to capture an image sequence consisting of multiple consecutive video frames. Then, locate and crop the facial area in the image frame, and perform facial landmark detection on the cropped area. Next calculate the optical-flow field of the image sequence, and extract the improved Main Directional Mean Optical-flow feature. Finally, the learned group sparse model is used as the classifier to predict the label information of the unmarked target samples, so as to complete the category recognition of micro-expressions. Extensive cross-dataset comparative experiments on four spontaneous micro-expression datasets, CASME, CASME II, SMIC-HS, and SAMM, show that the recognition strategy proposed in this work is effective. Compared with several other advanced recognition methods, our method has better cross-dataset recognition performance, not only the classification accuracy is higher, but also the classification stability is better when faced with different target datasets and different micro-expression categories. It can be applied in many fields such as clinical diagnosis, interrogation, negotiation, and national security.

Flipped classroom approach for gymnastics learning in physical education: A quasi-experimental study

The flipped classroom (FC), a blended learning approach where students engage with lesson content remotely before in-person class, is increasingly recommended in different educational settings. Advancing its integration within genuine physical education (PE) settings, this research explores the effects of an innovative FC model on the learning experiences of secondary school students in gymnastics. This study presents data from 42 students, aged 17.42 ± 0.80 years, divided quasi-randomly between 19 in the flipped classroom (FC) group and 23 in the traditional approach (TA) group. Data were collected before and after a six-week intervention, assessing motor learning through gymnastics floor routines, knowledge acquisition in gymnastics via a custom-designed written test, and both autonomous (AMI) and controlled motivation indexes (CMI) through the “Situational Motivation Scale” (SIMS). During the intervention, physical engagement was quantified through direct observation as the number of gymnastics skill repetitions per session. Results showed that the FC group significantly outperformed the TA group in motor learning and knowledge acquisition, with p < 0.001. The FC group also exhibited a significant increase in AMI ( p < 0.001) and a decrease in CMI ( p < 0.01), opposite to the TA group. With mean repetitions ranging from 41 to 47.67 compared to TA group's 21.17 to 25.83, the FC model significantly enhanced phsycial engagement in the FC group ( p < 0.05 to p < 0.001). This research underscores the efficacy of the suggested FC model in boosting motor, cognitive, and affective outcomes in gymnastics. Recommendations for optimal implementation are discussed.

Personalizing Learning Paths: A Study of Adaptive Learning Algorithms and Their Effects on Student Outcomes

Background. In recent years, the demand for personalized learning experiences has increased, particularly in the context of adaptive learning algorithms that cater to individual student needs. However, there is still a lack of comprehensive studies that evaluate the effectiveness of these algorithms on student outcomes. This study seeks to address this gap by examining how adaptive learning algorithms can personalize learning paths and improve academic performance. Purpose. The research aims to explore the correlation between the implementation of these algorithms and student engagement, retention, and success rates. Method. To achieve this, a quantitative research method was employed, involving the collection of data from 200 students in an online learning environment. The students were divided into two groups: one using a traditional learning model and the other exposed to adaptive learning algorithms. Student outcomes, including engagement metrics, test scores, and retention rates, were tracked over a semester. Results. The results revealed a significant improvement in student engagement and academic performance in the group that utilized adaptive learning algorithms compared to the traditional learning group. Moreover, students in the adaptive learning group demonstrated higher retention rates and greater satisfaction with their learning experiences. Conclusion. In conclusion, the study suggests that adaptive learning algorithms play a crucial role in enhancing personalized learning paths, ultimately leading to improved student outcomes. These findings highlight the importance of integrating adaptive technologies in modern educational systems to foster more effective learning environments.

Experiences of transition processes from Grade 7 to Grade 8 in two South African schools: an exploratory study

This paper focuses on exploring the transition South African learners make from Grade 7 to Grade 8, with an emphasis on the experiences of all the role players in two school cultures during this transition phase. This qualitative exploratory research project was placed in a constructivist research paradigm. The data were analysed in an exploratory and interpretative way by identifying segments that were responsive to our research questions. The participants in the two purposively selected South African schools included a voluntary sample of teachers, parents, and learners in Grade 8 using the draw-and-write technique and focus group interviews with each learner group based on the interpretation of their drawings. Focus group interviews were also conducted with a small group of the parents and teachers of the Grade 8 learners in the two schools, and individual interviews were conducted with the school principals. Findings indicate some common ground but also qualitative differences between the two schools with specific reference to the quality of educational opportunities and socio-emotional challenges that may influence social inequalities in future.

The impact of video dubbing app on chinese college students’ oral language skills across different proficiency levels

Oral language skills (OLSs) are essential for English language learners, but challenges remain in developing OLSs, especially in English-as-a-foreign-language (EFL) contexts where traditional teaching methods struggle to effectively engage students. In order to maneuver effective methods to improve Chinese students’ OLSs, the present study explores the use of an English video dubbing app in language learning tasks and investigates its effectiveness in improving OLSs. A mixed-methods approach was used to provide a robust and comprehensive empirical study, including two groups of learners with different proficiency levels. Results from pre- and post-tests, students’ reflection papers, and interviews indicated that the students’ high level of engagement in the dubbing tasks led to significant improvements in students’ OLSs. Particularly in speaking, significant improvements were observed in pronunciation, intonation, fluency, grammar, and lexical use. The study also examined the relationship between the learners’ English proficiency levels and their learning outcomes. The results showed that dubbing tasks had a more significant impact on improving pronunciation for students with lower proficiency levels, while those with higher proficiency levels showed greater improvements in fluency and grammar and lexical use. Pedagogical implications were discussed based on the findings.

The Application Of The Stad Type Cooperative Model To Increase Student Learning Motivation In Learning Pancasila Education In Class Vi A SDN 42 Kota Bengkulu

This study aims to analyze the application of STAD type cooperative model to increase students' learning motivation in Pancasila Education learning in class VI A SD N 42 Bengkulu City. Lesson Study is a collaborative approach that allows teachers to plan, observe and reflect on learning in groups, with the aim of improving teaching quality and student learning outcomes. In this study, various aspects such as planning, implementation, and reflection were observed to identify the constraints and impact of Lesson Study on students' learning motivation. Data were collected through observation, questionnaires, and interviews. This research is expected to provide theoretical and practical benefits for improving the quality of education, both for students, teachers, and schools.

Mobile learning in the classroom – Should students bring mobile devices for learning, or should these be provided by schools?

AbstractIn recent years, the importance of mobile devices has increased for education in general and more specifically for science and mathematics education. In the classroom, approaches for teaching with mobile devices include using student-owned devices (“bring your own device”; BYOD approach) or using school-owned devices from central pools (POOL approach). While many studies point out features of mobile learning and BYOD that are conducive to learning, a research gap can be identified in the analysis of effects of mobile device access concepts on teaching–learning processes. Thus, this study aimed to empirically compare BYOD and POOL approaches in terms of learning performance and cognitive performance (subject knowledge development, cognitive load, concentration performance). Furthermore, the analyses included specific characteristics and preconditions (gender, socioeconomic status, fear of missing out, problematic smartphone use). A quasi-experimental study (two groups) was conducted in year 8 and 9 physics classes (N = 339 students) in which smartphones are used for different purposes. The present data show no group differences between the BYOD and the POOL approach in the group of learners with respect to subject knowledge development, cognitive load, and concentration performance. However, individual findings in subsamples indicate that the POOL approach may be beneficial for certain learners (e.g., learners with low fear of missing out or learners tending toward problematic smartphone use). For school practice, these results indicate that organizational, economic, and ecological aspects appear to be the main factors in deciding about the mobile device access concept.

Exploring Blended Learning Models Enhanced by Mobile Interactive Technology in Higher Education

With the continuous advancement of information technology, mobile interactive technology has been increasingly applied in higher education, providing robust support for blended learning models. These models integrate the advantages of traditional classroom teaching and online learning, enhancing the flexibility and interactivity of the educational process. In recent years, research on mobile interactive technology and blended learning has expanded. However, most studies have primarily focused on the application of technological tools and platform construction, with limited exploration of specific interaction models and learning experiences. Furthermore, research on student learning objective identification and group stratification have been constrained, failing to effectively meet the needs of personalized learning. In response, this study explores the integration of interaction models and learning experiences within a mobile environment for university students in blended learning settings. Additionally, methods for identifying learning objectives and stratifying student groups based on mobile technology were investigated, aiming to provide theoretical and practical guidance for the implementation of blended learning in higher education.

Students’ perception and self-efficacy in blended learning of medical nutrition course: a mixed-method research

BackgroundThe blended teaching mode, which combines online and offline learning, has gained significant traction in higher education. This study aims to explore the impact of blended learning on students’ academic performance, engagement, and self-efficacy in a medical nutrition course.MethodsA mixed-method research design was employed, involving 110 undergraduate students enrolled in a blended learning medical nutrition course and a control group of 93 students from a traditional learning environment. Data collection included academic performance assessments, semi-structured interviews, and an anonymous questionnaire. Quantitative data were analyzed using t-tests and chi-square tests, while qualitative data were subjected to thematic analysis.ResultsStudents in the blended learning group demonstrated significantly higher self-efficacy, particularly in organizing their study plans, participating in interactive learning activities, and applying course knowledge. Academic performance was notably better in collaborative assessments, such as group discussions and exploratory projects, in the blended learning group compared to the control group. Qualitative analysis revealed that students appreciated the flexibility and engagement offered by the blended learning model, although they also faced challenges related to self-discipline and the learning environment.ConclusionsThe blended learning approach enhances student engagement, self-efficacy, and collaborative skills, particularly in group-based assessments. While students benefit from the flexibility and richness of learning resources, challenges related to self-discipline and learning environments need to be addressed to optimize the effectiveness of blended learning.

Exploring Linguistic Integration Strategies: Analysis of Spanish Programs for Adult Migrants Based on International Recommendations

The article examines the relationship between the characteristics of language programs for adult migrants and their educational effectiveness, using the OECD report Language Training for Adult Migrants (OECD, 2021) as a reference. This report offers conclusions from an international study on teaching practices, which has allowed the identification of a series of conditions that can help governments, institutions, and program providers improve the quality of language training aimed at this group of language learners. A qualitative study conducted in nine entities in the Community of Madrid offering Spanish programs for adult migrants is presented. The work included the participation of directors, academic coordinators, and Spanish teachers, who were interviewed using the semi-structured interview technique, totaling 14 participants. The main objective of the study was to assess whether the practices of these entities are aligned with the OECD recommendations (2021), identify achievements in implemented language training programs, and detect possible aspects that need to be adjusted in Spanish programs for adult migrants to ensure users' right to quality language training that facilitates their integration.

The effect of problem-based learning on improving problem-solving, self-directed learning, and critical thinking ability for the pharmacy students: A randomized controlled trial and meta-analysis.

This study aimed to comprehensively evaluate the effect of PBL on problem-solving, self-directed learning, and critical thinking ability of pharmaceutical students through a randomized controlled trial (RCT) and meta-analysis of RCTs. In 2021, 57 third-year pharmacy students from China Pharmaceutical University were randomly divided into a PBL group and a lecture-based learning (LBL) group. Mean scores were compared between the two groups for problem-solving, self-directed learning, communication skills, critical thinking, and final exam grades. Students' feedback on the implementation of PBL was also collected. A meta-analysis was subsequently performed. Two authors independently conducted a comprehensive search of two databases (PubMed and CNKI). Eligible studies with effective data were included and the valuable data were extracted for analysis. Quality of involved studies was assessed by the Cochrane Collaboration's tool. All analyses of statistics were conducted using the 'metafor' package in R software. The PBL group had significantly higher mean scores for problem-solving (8.43±1.56) and self-directed learning (7.39±1.19) than the LBL group (7.02±1.72 and 6.41±1.28, respectively). The PBL group also showed better communication skills (8.86±1.47) than the LBL group (7.68±1.89). The mean level of critical thinking was significantly higher in the PBL group than the LBL group (p = 0.02). The PBL group also had better final exam grades (79.86±1.38) compared to the LBL group (68.1±1.76). Student feedback on PBL implementation was positive. The outcome of subsequent meta-analysis including 8 eligible studies involved 1819 participants showed that the use of PBL significantly improved problem-solving ability (SMD = 1.12, 95% CI = 0.25-1.99) and PBL was also associated with better performance in self-directed learning (SMD = 1.55, 95% CI = 0.64-2.45). However, there was no significant difference in the final exam score in the PBL group compared to the LBL control group (SMD = 0.23, 95% CI = -0.08-0.53). This study found that PBL is an effective teaching method for pharmacy students.

Efforts to Improve Numeracy Literacy Skills of Grade V Students of Elementary School 067694 Medan Through Differentiated Learning

Improving the Numeracy Literacy Skills of Grade V students at SD 067694 Medan is the main objective of this Classroom Action Research. Some high-class students still have difficulty in using mathematical symbols, difficulty interpreting existing data, and making decisions from the analysis they have done. Several efforts have been made such as reading books 15 minutes before entering class, but the results have not been significant in students' numeracy literacy skills. So it is necessary to focus more on smaller subjects in this case the class, and class V was chosen because it does not interfere with the program and for preparation for graduation later. The instruments used in this PTK consist of numeracy literacy test instruments, student activity observation sheets and interviews. The first action taken is to apply differentiated learning based on students' learning styles (Audio, Visual, and kinesthetic), obstacles found in cycle I related to the devices used and students' inflexibility in participating in group learning. In Cycle II, adjusting the condition of the device, and adjusting the number of learning media used. Of the four indicators of numeracy literacy that have increased, the indicator that appears to have a significant increase is the indicator of drawing conclusions. After the actions of cycle I and cycle II were carried out, the students' conclusions were more argumentative and provided quite appropriate reasons. Then, when viewed from the students' learning styles, the activities carried out by students in cycle II were more focused than in cycle I. However, from both cycles, students with a kinesthetic learning style in each learning activity were increasingly active, when participating in learning with learning media.

ABCs of providing constructive feedback to students during small group learning activities.

ABCs of providing constructive feedback to students during small group learning activities.

Implementasi Prinsip Demokrasi Pancasila dalam Membangun Karakter Anak di Panti Asuhan

Pancasila democracy is a moral guideline that reflects the noble values of the nation that must be applied by every citizen to carry out aspects of life properly. Pancasila Democracy has an important effect on the welfare of national life. The implementation of Pancasila Democracy principles, especially the fourth principle emphasizes the importance of democratic decision-making through deliberation and consensus, which teaches children to respect opinions, be responsible, and work together to achieve common interests. Family is the first place for a child to build character. However, not all children get full support from their families. For some children who grow up in an orphanage environment, they view the orphanage as a facilitator in providing education and good role models. Therefore, foster parents have an important role in children's character education in orphanages. This study uses a qualitative approach with a literature study method by collecting literature sources related to the topic from journals, articles, and other information. The results of the study show that the principles of Pancasila democracy can be implemented by orphanage children by doing play activities, learning in groups, and learning to cooperate.

잠재전이분석을 활용한 청소년 학습 패턴의 변화유형 분석

This study aimed to classify latent profiles of learning patterns based on the time that adolescents in the 9th grade (middle school) and 10th grade (high school) spent on private tutoring, online and TV lectures, and self-study, and to examine how these patterns transitioned from middle school to high school. For this purpose, data from the 3rd and 4th waves of the 2018 Korean Children and Youth Panel Survey (KCYPS) were used. The study subjects included 2,157 students who responded to all relevant questions in both the 3rd and 4th waves of the survey. Data analysis included descriptive statistics, latent profile analysis (LPA), latent transition analysis (LTA), and one-way analysis of variance (ANOVA). The key findings of the study are as follows. First, at both the 9th and 10th grade time points, five distinct latent profiles of learning patterns were identified: the limited engagement group, the private tutoring-focused group, the moderate engagement group, the media-supported self-directed learning group, and the private tutoring and self-directed learning group. Second, 39.8% of students remained in the same profile between the 9th and 10th grades. Excluding those who remained in the same profile, the largest group of students transitioned from the “limited engagement group” to the “moderate engagement group,” followed by those who transitioned from the “media-supported self-directed learning group” to the “private tutoring-focused group.” The significance of this study lies in its identification of latent profiles of learning patterns based on the time invested in different learning methods and its examination of transitions across time points. These findings are expected to provide a foundation for appropriate educational interventions tailored to students' learning patterns.