Small Group Interaction Research Articles

Playful stances for developing pre-service teachers’ epistemic cognition: Addressing cognitive, emotional, and identity complexities of epistemic change through play

BackgroundTeachers who show more developed epistemic cognition teach better and promote more and better learning in their students. Studies indicate that teacher training impacts little on student teachers’ epistemic cognition development. One of the difficulties of epistemic cognition interventions is that, beyond the conceptual level, epistemic change implies identity challenge and emotional distress. Both benefit from a playful setting to be managed. We designed and implemented a university course as a socio-constructivist playful training experience. In a previous study, using growth curve analysis, we showed that this course promoted epistemic cognition development in student teachers. AimsIn this study we analyzed the experience of the course participants to characterize the lived process of change and to propose ways of understanding the relationship between a game-based course and epistemic change. ParticipantsTwenty-five female student teachers in their second, third, or fourth year of study participated in the study. MethodsBoth small and whole group interactions from 15 training sessions, and 8 individual interviews after the course, were recorded and qualitatively analyzed to explore the students’ experiences. ResultsThe analysis allows us to acknowledge changes in the students’ attitudes towards the course, their roles in the classroom, and conceptual understandings that we organized in four phases from initial bewilderment and resistance, to the active and applied integration of knowledge. ConclusionsWe discuss how different levels and layers of playfulness can sustain the difficulties student teachers’ face during their epistemic change process.

Digital learning in nursing education: lessons from the COVID-19 lockdown

BackgroundThe COVID-19 pandemic necessitated a swift transition to e-learning, significantly impacting nursing education due to its reliance on practical, hands-on experiences and the critical role nurses play in healthcare. Nursing students need to achieve high levels of clinical competence through experiences traditionally obtained in clinical settings, which e-learning had to replicate or supplement. Understanding the unique challenges faced by nursing students in e-learning environments is crucial for developing educational strategies that enhance learning outcomes and contribute to improved patient care. This study aimed to explore the experiences of nursing students and newly qualified nurses (as students) with e-learning during the COVID-19 lockdown, focusing on how it influenced their learning and professional development.MethodThis exploratory and descriptive study employed qualitative interviews with 31 participants, including full-time nursing students, part-time nursing students, and newly qualified nurses (as nursing students). Conducted online via Zoom during February and March 2022.ResultsThe findings suggest that integrating small group interactions and employing strategic pedagogical support can enhance e-learning effectiveness. However, barriers such as technological difficulties, psychological challenges, and social isolation were also identified. Understanding these unique opportunities and challenges can help educational institutions optimize e-learning strategies, ensuring nursing students are well-prepared for their crucial roles in healthcare.ConclusionThe rapid shift to e-learning due to the COVID-19 pandemic presented challenges such as technological, psychological and social aspects, but also opportunities to rethink and enhance nursing education delivery. Implementing appropriate pedagogical e-learning strategies, such as scaffolding and small group learning, can better prepare nursing students for their essential roles in healthcare. This study contributes to the body of knowledge on digital education and provides a foundation for future research aimed at optimizing e-learning in nursing education.

Mixed methods with social network analysis for networked learning

In our research we study small group interaction and meaning making in the context of a larger community of people and artifacts. Our research methodology combines social network analysis and content analysis in different ways. The primary purpose of this paper is to explore approaches and demonstrate the feasibility of mixed methods research combining network-level and content-level methods. We report our experiences from three case studies (Get Satisfaction, Canvas, r/place), which include individual variation (innovative approaches toward integration) and a common approach of “zooming in,” or shifting perspective between bird’s eye and detailed levels of interaction data during analysis (message content, dialogic structure, or visual artifact vs. patterns of users and their interactions). We show that the two sets of methods in combination can eliminate shortcomings of the separate methods used independently.

Playing Kioku Reduces Loneliness in Older Adults: A Pilot Study.

Introduction: Playing together increases social connectedness, and it may be a tool to reduce loneliness. Research into the mental health benefits of board games is underdeveloped. Objectives: The study aims to examine the effects of the Kioku board game on well-being outcomes. The Kioku board game was developed in order to enable small group interactions with a focus on encouraging participants to create stories through mutual attention and interaction. We hypothesized that following a weekly intervention for 12 weeks, players would report a decrease in loneliness and an increase in well-being, compared with nonplayers. Methods: During the summer of 2022, participants in groups of 4-5 players, chose a cube word and narrated a story. A sample of 151 older adults (Mean age = 75.05 ± 6.46 years) recruited from seven community activity centers in Israel was assigned by block randomization to an intervention (n = 72) or a control group (n = 79), awaiting 4-6 weeks for future participation. Loneliness (UCLA loneliness scale) and well-being (World Health Organization 5-item scale) were evaluated at baseline and at 12 weeks. Results: A two-way repeated measures analysis of covariance (ANCOVA) (Group × Time) controlling for age, country of origin, and marital status revealed significant interaction effects for loneliness [F(1, 146) = 178.04, n2 = 0.549, P < 0.001] and well-being [F(1, 146) = 69.14, n2 = 0.321, P < 0.001]. Loneliness decreased in the intervention group (mean difference: 0.62 points, P < 0.001), and increased in the control group (mean difference: 0.18 points, P = 0.001). Well-being increased in the intervention group (mean difference: 0.79 points, P < 0.001) and decreased in the control group (mean difference: 0.20 points, P < 0.001). Conclusions: Our findings support the effectiveness of the Kioku board game intervention for decreasing loneliness and promoting well-being in older adults, who might still be coping with the effects of the COVID-19 pandemic.

LGBTQ+ People’s Perceptions of Interactions with Outgroup Members: Implications for Social Work Education and Practice

Abstract Engaging respectfully with individuals who identify as lesbian, gay, bisexual, transgender, queer, genderqueer, or gender-nonconforming (LGBTQ+) is an ethical imperative. To help social workers fulfill this obligation, this study explored the lived experiences of LGBTQ+ people regarding their interactions with people outside the LGBTQ+ community, and what LGBTQ+ people desire for future interactions. Narrative interviews were conducted with 11 LGBTQ+ social work graduate students and alumni to explore (a) their self-reported experiences engaging in one-on-one and small group interactions with outgroup members throughout their lives and (b) the meaning they gleaned from their life experiences across various domains (e.g., work, family, education) that might improve future interactions. Analysis produced six storylines that can be summarized as (1) unbalanced depictions of difference, (2) avoiding interactions, (3) managing positive treatment of an identity, (4) restricting certain perspectives, (5) focusing on differences, and (6) the importance of seeing humanity. The findings suggest several strategies for interacting with LGBTQ+ people in a more culturally sensitive way including discussing the LGBTQ+ community in a nuanced manner (as opposed to monolithically) and considering the level of attention paid to individuals’ sexual orientation and gender identity.

Leadership dynamics in musical groups: Quantifying effects of musical structure on directionality of influence in concert performance videos.

Music ensemble performance provides an ecologically valid context for investigating leadership dynamics in small group interactions. Musical texture, specifically the relative salience of simultaneously sounding ensemble parts, is a feature that can potentially alter leadership dynamics by introducing hierarchical relationships between individual parts. The present study extended previous work on quantifying interpersonal coupling in musical ensembles by examining the relationship between musical texture and leader-follower relations, operationalised as directionality of influence between co-performers' body motion in concert video recordings. It was hypothesised that the directionality of influence, indexed by Granger Causality, would be greater for 'homophonic' textures with a clear distinction between melody and accompaniment parts than for 'polyphonic' textures with less distinction between melody and accompaniment. This hypothesis was tested by using pose estimation algorithms to track instrumentalists' body movements in a string quartet and a clarinet quintet, and then applying Granger Causality analysis to their head motion to estimate directional influence between instrumentalist pairs for sections of the pieces that varied in texture. It was found that Granger Causality values were generally higher (indicating greater directionality of influence) for homophonic than polyphonic textures. Furthermore, considering melody and accompaniment instrument roles revealed more evidence for the melody instrument influencing accompanying instruments than vice versa, plus a high degree of directionality among accompanying instruments, in homophonic textures. These observed patterns of directional information flow in co-performer body motion are consistent with changing leader-follower relations depending on hierarchical relations between ensemble parts in terms of the relative salience of melodic material in the musical texture. The finding that automatic pose estimation can detect modulations of leadership dynamics in standard video recordings under naturalistic performance conditions has implications for investigating interpersonal coordination in large-scale music video datasets representing different cultural traditions, and for exploring nonverbal communication in group activities more generally.

The Impact of Small Group Interaction Techniques on Student Achievement in Reading Comprehension

Penelitian ini bertujuan untuk mengeksplorasi efektivitas pengajaran membaca dalam kurikulum bahasa Inggris di Universitas Nahdlatul Ulama Sidoarjo dengan menggunakan dua metode pengajaran yang berbeda: interaksi kelompok kecil dan metode konvensional. Pendekatan penelitian ini bersifat kuantitatif dengan fokus pada perbandingan kemampuan pemahaman membaca antara kelompok eksperimen dan kelompok kontrol. Studi ini menyelidiki apakah siswa yang diajarkan melalui interaksi kelompok kecil menunjukkan kemampuan membaca yang lebih unggul dibandingkan dengan mereka yang diajarkan menggunakan metode konvensional. Penelitian ini menggunakan pendekatan kuantitatif, mengungkapkan perbedaan yang signifikan dalam kemampuan pemahaman membaca secara keseluruhan. Nilai uji-t yang dihitung untuk pemahaman membaca umum adalah 7,85, melebihi nilai kritis p&amp;lt;.05 dengan uji satu sisi sebesar 1.671 (d.f.= 60). Berdasarkan analisis ini, dapat disimpulkan bahwa siswa di kelompok eksperimen menunjukkan keahlian yang lebih besar dibandingkan dengan mereka di kelompok kontrol, menunjukkan bahwa teknik interaksi kelompok kecil lebih efektif daripada metode konvensional di Universitas Nahdlatul Ulama Sidoarjo.

Social adaptation features of Chinese students to online learning in a university

The article presents the results of a search sociological study conducted in September-October 2023 on the problem of impact of online learning practices on the social adaptation of foreign students in a Russian university. The empirical objects were Chinese citizens studying at Lomonosov Moscow State University and currently located on the territory of Russia. In the research, the online questionnaire method provided answers to questions about the attitude of Chinese students to organisation of the educational process, to the practices of their interaction and communication in small study groups. It has been empirically proven that the attitude of Chinese students to any form of education depends on how much the issue of overcoming the language barrier and building intercultural communication has been resolved in a particular educational practice. At the same time, a positive attitude towards online learning is associated by Chinese students with the opportunity to study without having to stay in the territory of the Russian Federation, and a negative one is associated with communication problems, in particular, with the lack of direct communication with a teacher or supervisor. It was revealed that the most psychologically comfortable leaning forms for Chinese students are online classes. There is significant evidence of this category of students’ preference for a separate position, being inside their foreign cultural group and social circle. A more general project on the study of social well-being of students with special educational needs, has been specifically identified as a promising direction for the development of the research topic.

Escaping binary gender roles: Gender diversity dynamics in a CSCL‐Escape game

AbstractBackgroundGender and gender diversity are group features affecting social interaction and are critical for gender‐inclusive and equitable education. As such, the role of gender and gender diversity is of particular relevance to computer‐supported collaborative learning (CSCL). However, up until now, research on this topic in CSCL remains scarce. Those studies that explore gender frequently utilise a binary gender view, investigating collaboration patterns in terms of differences between men and women despite the pitfalls of this binary view, e.g. the risk of reproducing gender stereotypes.ObjectivesThrough gender diversity modelling based on group communication analysis, this study used a novel approach to investigate the role of gender in CSCL. It explored how gender diversity in CSCL is associated with emergent roles in small group interaction, providing evidence about how gender diversity interacts with the dynamics of group communication in a unique CSCL scenario.MethodsIn this explorative study, we used group communication analysis (GCA) to identify emergent team roles in the communication of triads in a CSCL escape game, realised through a Minecraft computer game. We elaborated on the differences between the team roles with respect to gender‐diverse and non‐diverse groups of our sample (N = 123) to estimate the role of gender diversity in CSCL learning processes.ResultsThe clustering of the group communication resulted in four emergent team roles with distinct communicative patterns: learner, lurker, follower, and leader. Non‐diverse teams were more likely to be dominated by leaders, whereas gender‐diverse teams showed more egalitarian tendencies in their group communication. Further, in gender‐diverse teams, there were more learners, and interaction was more productive overall.ConclusionsGender diversity is an important factor for understanding group dynamics in CSCL. A main advantage of gender diversity modelling – as explored here – is a more nuanced understanding of the role of gender in group communication, in contrast to reproducing existing gender difference paradigms. The approach demonstrated in this study enables CSCL researchers to extend traditional measures of gender towards gender diversity as steps towards more gender‐inclusive and bias‐free education. Further, it yields the practical design recommendation of ensuring group diversity to enhance the likelihood of productive group communication.

Liking Predicts Judgments of Authenticity in Real-Time Interactions More Robustly Than Personality States or Affect.

We conducted three studies involving small group interactions (N = 622) that examined whether Big Five personality states, affect, and/or liking predict judgments of others' authenticity. Study 1 (n = 119) revealed that neither self-rated personality states nor affect predicted other-rated authenticity. Instead, other-rated liking was the only predictor of other-rated authenticity. Study 2 (n = 281) revealed that other-rated personality states and affect were significant predictors of other-rated authenticity, but other-rated liking was a more important factor in predicting other-rated authenticity than specific behaviors or affect. Based on these results, Study 3 (n = 222) examined whether experimental manipulation of likability had a causal effect on other-ratings of authenticity. Likable actors were indeed judged as more authentic. Together, this suggests that we judge people we like as more authentic and that likability may be more important than the "objective" content of behavior.

Rituals and Explorations in Students’ Mathematical Discourses: The Case of Polynomial Inequalities

The study is a qualitative case study that seeks to determine whether students’ mathematical discourses in solving polynomial inequalities are more ritualistic or explorative. A comprehensive analysis of students’ routines was conducted through the observations of what they said and did (write, draw, and so on) around task situations in a small group. This study’s participants were five 11th-grade students from a public high school. These participants were chosen using the maximum diversity method of sampling. The data for this study were obtained through small-group work. The small-group interactions lasted 80 minutes and were video-recorded with two cameras. The commognitive approach was used to analyze the student routines in this study. The criteria for analyzing routines were the performers’ agentivity /external authority, focus on the goal or the procedure, and flexibility. The findings of this study revealed that the students’ routines were neither purely ritualistic nor sheer explorative. Even those whose routines were ritualistic in all task situations thought about the procedure and asked logical questions about the task. In addition, the findings indicate that teachers can play an important role in encouraging students to engage in more exploratory mathematical discourse. This study contributes to the future research on students’ discourse in the context of inequality.

Проблема адаптации иностранных учащихся к практикам онлайн-обучения в российском вузе

The article presents the results of an exploratory sociological study conducted in September-October 2023 on the problem of the influence of online learning educational practices on the social adaptation of foreign stu-dents at universities in Russia. The empirical object of research was Chinese citizens studying at Lomonosov Moscow State University and currently located on the territory of the Russian Federation. The study, using an online survey, obtained answers to questions about the attitude of Chinese students to the organization of the educational process, the practices of their interaction and communications in small study groups. It has been empirically proven that the attitude of Chinese students to any form of education depends on the extent to which the issue of overcoming the language barrier and building intercultural communication is resolved in a particular educational practice. At the same time, they associate a positive attitude towards online learning with the opportunity to study without the need to be on the territory of the Russian Federation, and a negative one with communication problems, particularly the lack of direct communication with a teacher.

Displaying epistemic independence during mathematical problem solving in small group interaction

This study focused on Grade 6 students’ handling of differing proposals when discussing solutions to mathematical problems in small groups. Using conversation analysis, we analysed video recordings of naturally occurring student–student interaction. Findings show that students avoided criticizing peers’ proposed solutions, whereas they either advocated or rejected their own. Furthermore, rejections were immediately followed by conceding to someone else’s proposal, with the concession emphasized through the conceder’s affect-laden embodied actions. Students’ interactional work not only maintained their social relations but also offered opportunities to display epistemic independence. These findings imply that teachers should support students’ argumentation in the mathematics classroom in presenting critical reviews of peer’s differing proposals in ways that are not face-threatening.

How Do Students Receive Help from Teachers? Initiating Assistance in Small Group Classroom Interactions

Abstract How do teachers decide when and how to help their students if not explicitly asked to do so? Based on conversation analysis of 14 h of video-recorded small group interactions in secondary schools, we discovered that teachers and students orient to subtle actions built through embodied conduct, to decide whether or not assistance is needed. We also found that problem-solving can be initiated without disturbing students’ progress and that the teachers’ movement creates opportunities for students to recruit their assistance in small group classroom interaction. The study contributes to conversation analytic and educational research by showing that embodiment is crucial for receiving and offering assistance in classrooms. In addition, this article provides insights into how experienced teachers manage the subtle and negotiated aspects of supporting learning in classrooms, an important and recurring part of classroom management that has received little attention in previous research.

Developing mathematics teaching materials using maritime context for higher-order thinking in junior high school

Mathematics learning using high-order thinking skills is crucial for students. High-order thinking skills can be developed through learning materials with contexts relevant to the student's environment. This research aims to: produce maritime context mathematics teaching materials for higher-order thinking in Junior High Schools that are valid, practical, and have a potential effect on analytical and evaluation skills. The subjects of this study were 7th-grade students at SMP Tamansiswa Palembang, SMP Tamansiswa Mariana, and SMP Tamansiswa Sungai Buah. Data collection techniques include walkthroughs, interviews, observations, documentation, and tests. Data analysis is conducted qualitatively through descriptive methods. The research development of maritime context mathematics teaching materials for higher-order thinking at Junior High Schools has been validated based on content, construct, and language by expert reviews. During one-to-one interactions, students demonstrated their comprehension of the teaching materials and their ability to analyze and evaluate the student worksheets (SW) and questions. Practicality was observed during small group interactions, as students encountered no difficulties in solving problems on the SW and questions using analytical and evaluative skills. Furthermore, the field test demonstrated that the maritime context mathematics teaching materials have the potential to enhance students' analytical and evaluative abilities. In conclusion, this research has produced valid, practical, and potentially effective maritime context mathematics teaching materials for higher-order thinking at Junior High Schools, which can enhance students' analytical and evaluative abilities.

Preclinical medical student satisfaction of Team-based learning in Chiang Mai University

Introduction: Global medical and healthcare education systems are increasingly adopting team-based learning (TBL). TBL is an interactive teaching programme for improving the performance, clinical knowledge, and communication skills of students. The aim of this study is to report the learning experience and satisfaction of participants with the TBL programme in the preclinical years of the Faculty of Medicine, Chiang Mai University. Methods: Following the implementation of TBL in the academic year 2022, we asked 387 preclinical medical students, consisting of 222 Year 2 and 165 Year 3 medical students who attended the TBL class to voluntarily complete a self-assessment survey. Results: Overall, 95.35% of the students were satisfied with the structure of the TBL course and agreed to attend the next TBL class. The overall satisfaction score was also high (4.44 ± 0.627). In addition, the students strongly agreed that the TBL programme improved their communication skills (4.50 ± 0.796), learning improvement (4.41 ± 0.781), and enthusiasm for learning (4.46 ± 0.795). Conclusion: The survey findings indicated that students valued TBL-based learning since it enabled them to collaborate and embrace learning while perhaps enhancing their study abilities. However, since this is a pilot study, further investigations are warranted. Keywords: Team-based learning, Small group interaction, Medical education, Implementation

Primary school students’ understanding of the manifestations of technology

Research on students’ perceptions and understanding of technology has shown that students have a narrow view of technology: for example, technology is often manifested in students’ descriptions as artefacts or objects. This study investigates the ways in which students’ understanding of how technology is manifested expands during a series of classroom activities in technology. The study was conducted at a compulsory primary school with eight-year-old students. The data (video and audio recordings) were collected in small-group interactions and in whole-class discussions. In the interactions, the students utilised self-taken photographs to visualise their understanding and perception of technology’s manifestations: object, activity, volition, and knowledge (Mitcham in Thinking through technology. The path between engineering and philosophy, The University of Chicago Press, 1994). Based on their prior knowledge, the students perceived technology as contemporary electrical artefacts. As they engage in a technology project, they develop and expand their understanding of how technology is manifested, as well as relate different manifestations to one another. The findings indicate that students achieve a more advanced understanding of technological manifestations compared to only discussing each manifestation of technology separately.

Canine Support Program: Student perceptions and preferences at a regional university and implications for health, well-being, and student support enhancements.

Canine Support Programs (CSPs) are a potential solution to growing university student support demands. While current studies focus on the impacts of CSPs, there is limited understanding of the views and expectations of tertiary students about CSPs. This study explored the perceptions and preferences of students in an Australian regional university about CSPs. A questionnaire with multiple choice and open-ended questions surveyed residential students' perspectives about CSP. Data were analysed using descriptive statistical tests and thematic analysis for open responses. Majority (98%) of participants (sample n = 48) would support a CSP on campus. Frequent, small-group interactions of ≥15 min involving physical contact were preferred. Dog disposition, welfare-trained handlers, and veterinary certification were important aspects of program safety. Participants strongly agreed a CSP would improve mental health and well-being, relieve stress, reduce feelings of homesickness, provide support, comfort, and enable social interactions. There is strong support among the study population for CSP to be established on campus. This study supports earlier research that CSP has benefit potential for new, stressed, and/or students who love dogs. The preferences of students should inform program design to enhance utility and impact. This aligns with Health Promoting Universities and College's Okanagan Charter principle of 'engaging student voices'. More institutional awareness and support for CSPs will be necessary for integration. SO WHAT?: This study reveals the need for tailored and creative student support beyond traditional offerings including those that focus on student well-being and social initiatives. CSPs can be utilised as an advocate, enabler, and medium for mental health promotion action and well-being support for tertiary students; thereby, contributing to the 'Health Promoting University' agenda in Australia. It also reinforces the need for a Health in All Policies approach to be incorporated into our tertiary education sector. Future actions should focus on improving institutional awareness, support, and sector implementation.

Social networks and health behaviors during the COVID-19 pandemic: a qualitative study among older adults in the Netherlands

AimSocial networks, all social relationships that people have, may influence people’s health behavior and well-being, which was evaluated in this qualitative study in older adults. Furthermore, we evaluated people’s needs for strengthening social networks.Subject and methodsFor this qualitative study, semi-structured interviews were conducted between May and July 2021 among 24 adults aged 60 years and older.ResultsRespondents provided information on social network structure (number and types of relations) and function (social support). They received informational support from friends, emotional support from their partner/spouse, and all types of support (including practical support) from family. Respondents stated that their health behavior was mainly influenced by a partner/spouse. Family and friends were mostly for socializing. To strengthen networks, in-person bilateral or small group interactions were preferred.ConclusionFamily and friends were important social supporters and positively influenced health behaviors. This study emphasizes the importance of social networks in health promotion.

Thin Slices of Initial Group Rapport Predict Social Bonding

Rapport plays a key role in small group interaction, yet there remain gaps in understanding the construct. The current study examined whether initial group rapport among triads of strangers could predict later social bonding and group emotion. Results indicated that initial group rapport reliably predicted subsequent social bonding and emotional experience across multiple measures. These findings support use of global thin slice rapport measures in small groups. Further, they suggest that rapport can be assessed reliably within the first minute of meeting and that ratings of group experience in just this first minute offer valuable insight into subsequent group formation.