Small Group Learning Activities Research Articles

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

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

The Effectiveness of an Interactive Small Group Diabetes Intervention in Improving Knowledge, Feeling of Control, and Behavior

The objective of this study is to evaluate the effectiveness of a small group intervention in improving knowledge, feeling of control, and behaviors related to self-management of diabetes. The intervention includes educational content on diabetes self-management as well as discussion of attitudes, feelings, and motivations about living with diabetes. The authors randomized volunteers into an intervention group that participated in the small-group learning activity and a control group that received a diabetes self-care book. A survey was conducted by telephone before and after each intervention and the difference in change over time between the groups was assessed for each outcome. Compared to the control group, participants in the small-group activity reported significant changes on all three outcomes adjusting for demographic differences between the groups. Because facilitating the learning session does not require clinically trained personnel, this type of intervention could broaden the resources available to people with diabetes.

Promoting personal safety in community health: four educational strategies.

Nurse educators must confront the issue of nursing students' personal safety in community health practice, provide the necessary knowledge and skills, and document their actions. Learning opportunities are required to assist students to recognize and evaluate risks, and prevent their consequences. Thematic analysis of interviews with 56 public health nurses in Alberta, Canada uncovered knowledge, skill, and attitudinal components of risk assessment. Categories under the theme framing personal risk in work environments and the sub-themes framing for action and framing for no action provided a conceptual framework for planning educational strategies. Based on how these nurses framed their personal risk, 4 educational strategies are presented: a checklist, small group learning activities, a template for Web-based courseware, and a problem-based learning scenario.

An Action Research Project: Student Perspectives on Small-Group Learning in Chemistry

An action research methodology was used to learn what small-group learning activities meant to students in a physical chemistry course, to discover how the activities could be improved, and to learn how the students' perception of small-group learning changed. Through an analysis of field notes and a student questionnaire, two findings emerged that describe the students' perception of small-group learning activities. First, small-group learning activities provided a mechanism for students to develop a feeling of community in the classroom: through interacting with each other the students sensed that they could rely on and trust each other. Second, relationships were viewed as a positive force in learning, which promoted achievement through commitment and mutual goals. Students facilitated each other's learning by teaching each other, sharing approaches to problem-solving, and asking questions. Students most frequently recommended that student interactions be maximized during small-group learning activitie...

Qualitative Analysis of Collaborative Learning Groups in Large Enrollment Introductory Astronomy

AbstractLarge-lecture introductory astronomy courses for undergraduate, non-science majors present numerous problems for faculty. As part of a systematic effort to improve the course learning environment, a series of small-group, collaborative learning activities were implemented in an otherwise conventional lecture astronomy survey course. These activities were used once each week during the regularly scheduled lecture period. After eight weeks, ten focus group interviews were conducted to qualitatively assess the impact and dynamics of these small group learning activities. Overall, the data strongly suggest that students enjoy participating in the in-class learning activities in learning teams of three to four students. These students firmly believe that they are learning more than they would from lectures alone. Inductive analysis of the transcripts revealed five major themes prevalent among the students' perspectives: (1) self-formed, cooperative group composition and formation should be more regulated by the instructor; (2) team members' assigned rolls should be less formally structured by the instructors; (3) cooperative groups helped in learning the course content; (4) time constraints on lectures and activities need to be more carefully aligned; and (5) gender issues can exist within the groups. These themes serve as a guide for instructors who are developing instructional interventions for large lecture courses.

Empirical paper. Participation of deaf and hard-of-hearing students in classes with hearing students

This project identified key issues concerning participation of deaf and hard-of-hearing (D/HH) students in regular (mainstream) classes. In one study, qualitative data were collected from 40 participants in focus groups consisting of interpreters, teachers of the deaf, and notetakers. In a second study, repeated field observations were made of four elementary-level D/HH students who were participating in small-group learning activities with hearing classmates. Focus group comments indicated that regular classroom teachers, interpreters, teachers of the deaf, hearing classmates, and D/HH students contribute to active participation by the D/HH student. Focus groups identified specific barriers that interfered with participation of each of these groups of individuals, and they also identified specific strategies to facilitate participation. Qualitative analyses of field observation data yielded results consistent with the comments collected from the focus groups participants. The observations identified accommodations that regular classroom teachers, teachers of the deaf, and interpreters can make to promote integration of the D/HH student. A summary synthesis of the data presents 16 specific strategies for overcoming barriers to participation.

Student Perspectives of Small-Group Learning Activities

The purpose of this study was to understand what small-group learning activities meant to the students in an undergraduate thermodynamics course. Small-group learning activities (also known as cooperative- or collaborative-learning activities) were used throughout the course with one class session per week being entirely devoted to such activities. An analysis of field notes and a questionnaire completed by the students yielded three findings from the perspective of the students. First, these small-group learning activities created a learning community characterized by intellectual challenge, support, and encouragement producing a warmer classroom climate. Second, the interaction between students facilitated the development of interpersonal skills and communication skills which led to more meaningful learning. Third, these activities gave students the opportunity to focus on the material in order to draw connections between concepts. These findings allowed us to add breadth and depth to our understanding of positive small-group learning outcomes such as learning, achievement, and persistence and affirmed the importance of preparing students to work in groups.