Small Group Work Research Articles

What topics of peer interactions correlate with student performance in physics courses?

Research suggests that interacting with more peers about physics course material is correlated with higher student performance. Some studies, however, have demonstrated that different topics of peer interactions may correlate with their performance in different ways, or possibly not at all. In this study, we probe both the peers with whom students interact about their physics course and the particular aspects of the course material about which they interacted in six different introductory physics courses: four lecture courses and two lab courses. Drawing on social network analysis methods, we replicate prior work demonstrating that, on average, students who interact with more peers in their physics courses have higher final course grades. Expanding on this result, we find that students discuss a wide range of aspects of course material with their peers: concepts, small-group work, assessments, lecture, and homework. We observe that in the lecture courses, interacting with peers about concepts is most strongly correlated with final course grade, with smaller correlations also arising for small-group work and homework. In the lab courses, on the other hand, small-group work is the only interaction topic that significantly correlates with final course grade. We use these findings to discuss how course structures (e.g. grading schemes and weekly course schedules) may shape student interactions and add nuance to prior work by identifying how specific types of student interactions are associated (or not) with performance.

Making manifestos for urban history: creative collaboration in a conference workshop

Abstract This survey reflects on a creative workshop which the authors ran for the ‘The State of Urban History: Past, Present, Future’ conference (July 2023). ‘Making manifestos for urban history’ was an experiment to encourage small group work and co-operative outputs in a conference setting, allowing for an atypical ‘many-to-many’ model of participation. During the session, five groups each produced a manifesto poster addressing issues that they thought were important for the future of urban history. The survey sets out the form the workshop followed, considers those who were involved and comments on how successful the workshop was in fostering conference community and active learning. Feedback recorded at the end of the session indicated that it was indeed successful in both these areas. Overall, the workshop demonstrated that when urban historians work together across generations and continents, they produce work of real value, which is resilient and sustainable.

Involving the Engineering Students in Laboratory Work Through the Method of Experiment to Improve Academic Performance

Introduction. The relevance of the study of the indicated topic lies in the insufficient study of the influence of means and methods used in laboratory classes on the performance of engineering students. The problem of improving academic performance is closely related to the motivation of learning and students’ involvement in the work in the classroom. The discipline “Materials Science” is a basic discipline for the majority of engineering disciplines and allows to introduce the method of experimentation into laboratory classes to increase the involvement and, as a consequence, the performance of students of the specialities under consideration.Objective. Studying the relationship between student involvement in experimental work during classes and the level of mastering the educational program.Materials and methods. The author’s tasks in test form were used as methodological tools to assess the level of mastering the studied material. The methods of mathematical statistics were used to process the obtained data and to determine the level of learning achievement.Results. The sample consisted of 66 students from five engineering majors at Don State Technical. It has been found that the use of a demonstration experiment conducted by the teacher with explanations and visual aids during the laboratory practice has virtually no impact on the mastery of the topic. However, involving students in the stages of laboratory work leads to a statistically significant improvement in the level of mastering the subject and overall academic performance.Discussion. The developed methodology of laboratory works in the discipline “Materials Science” provides students’ involvement in the learning process and combines the practice-oriented approach with small group work. The student realizes the significance of their actions for achieving high quality of the overall result of the experiment, which leads to improved performance and supports intrinsic motivation to study the discipline. Students had the opportunity to be creative in performing the task and were given some autonomy in carrying out the experiment. It was found that when conducting laboratory works, the combination of pedagogical and andragogical approaches leads to better results than the pedagogical approach.

Speech analysis of teaching assistant interventions in small group collaborative problem solving with undergraduate engineering students

AbstractThis descriptive study focuses on using voice activity detection (VAD) algorithms to extract student speech data in order to better understand the collaboration of small group work and the impact of teaching assistant (TA) interventions in undergraduate engineering discussion sections. Audio data were recorded from individual students wearing head‐mounted noise‐cancelling microphones. Video data of each student group were manually coded for collaborative behaviours (eg, group task relatedness, group verbal interaction and group talk content) of students and TA–student interactions. The analysis includes information about the turn taking, overall speech duration patterns and amounts of overlapping speech observed both when TAs were intervening with groups and when they were not. We found that TAs very rarely provided explicit support regarding collaboration. Key speech metrics, such as amount of turn overlap and maximum turn duration, revealed important information about the nature of student small group discussions and TA interventions. TA interactions during small group collaboration are complex and require nuanced treatments when considering the design of supportive tools. Practitioner notesWhat is already known about this topic Student turn taking can provide information about the nature of student discussions and collaboration. Real classroom audio data of small groups typically have lots of background noise and present challenges for audio analysis. TAs have little training in how to productively intervene with students about collaborative skills. What this paper adds TA interaction with groups primarily focused on task progress and understanding of concepts with negligible explicit support on building collaborative skills. TAs intervened with the groups often which gave the students little time for uptake of their suggestions or deeper discussion. Student turn overlap was higher without the presence of TAs. Maximum turn duration can be an important real‐time turn metric to identify the least verbally active student participant in a group. Implications for practice and/or policy TA training should include information about how to monitor groups for collaborative behaviours and when and how they should intervene to provide feedback and support. TA feedback systems should keep track of previous interventions by TAs (especially in contexts where there are multiple TAs facilitating) and the duration since previous intervention to ensure that TAs do not intervene with a group too frequently with little time for student uptake. Maximum turn duration could be used as a real‐time metric to identify the least verbally active student in a group so that support could be provided to them by the TAs.

Problem-Based Learning as a Teaching Method: An Experience at University Malaysia Terengganu (UMT)

Problem-Based Learning (PBL) stands as a pedagogical approach that stimulates students’ engagement by immersing them in learning experiences centred around real-world problems or scenarios. Under the guidance of tutors, students work in small groups to identify and resolve issues, drawing insights from various sources such as notes, books, journals, newspapers, and online resources. This paper aims to share the practical application of PBL in both compulsory and elective courses at the University Malaysia Terengganu (UMT). The purpose of this paper is to integrate Problem-Based Learning (PBL) in their instructional planning and manifest during the facilitation process of PBL as a teaching method. The experience of implementing PBL was witnessed in courses like “Islam and Leadership” with 49 students, Arabic language courses with 16 students and the compulsory course “Philosophy and Current Issues” with around 1200 students. This approach, facilitated by lecturer team, promotes collaborative learning activities, discussions, teaching, observation, and reflective practices. Student-centric PBL offers a positive impact on group collaboration, thereby improving the overall teaching and learning quality.

Recommendations for optimal interdisciplinary management and healthcare settings for patients with rare neurological diseases

BackgroundIn 2017, the German Academy for Rare Neurological Diseases (Deutsche Akademie für Seltene Neurologische Erkrankungen; DASNE) was founded to pave the way for an optimized personalized management of patients with rare neurological diseases (RND) in all age groups. Since then a dynamic national network for rare neurological disorders has been established comprising renowned experts in neurology, pediatric neurology, (neuro-) genetics and neuroradiology. DASNE has successfully implemented case presentations and multidisciplinary discussions both at yearly symposia and monthly virtual case conferences, as well as further educational activities covering a broad spectrum of interdisciplinary expertise associated with RND. Here, we present recommendation statements for optimized personalized management of patients with RND, which have been developed and reviewed in a structured Delphi process by a group of experts.MethodsAn interdisciplinary group of 37 RND experts comprising DASNE experts, patient representatives, as well as healthcare professionals and managers was involved in the Delphi process. First, an online collection was performed of topics considered relevant for optimal patient care by the expert group. Second, a two-step Delphi process was carried out to rank the importance of the selected topics. Small interdisciplinary working groups then drafted recommendations. In two consensus meetings and one online review round these recommendations were finally consented.Results38 statements were consented and grouped into 11 topics: health care structure, core neurological expertise and core mission, interdisciplinary team composition, diagnostics, continuous care and therapy development, case conferences, exchange / cooperation between Centers for Rare Diseases and other healthcare partners, patient advocacy group, databases, translation and health policy.ConclusionsThis German interdisciplinary Delphi expert panel developed consented recommendations for optimal care of patients with RND in a structured Delphi process. These represent a basis for further developments and adjustments in the health care system to improve care for patients with RND and their families.

Contexts and Prevalence of Classroom Discussion in Nordic Social Science Teaching: A Large N Observational Study

Classroom discussion constitutes a unique opportunity for student deliberation and is often believed to be a desirable attribute of Social Science teaching. Yet, despite its potential, large scale observational research on discussion in Nordic classrooms is scarce. To address this shortcoming, the present study investigated the prevalence and contexts of classroom discussion in a Nordic sample of 375 teaching segments (each lasting 15 min). The sample was gathered through video observations, and discussion was measured by an element from the Protocol for Language Arts Teaching Observations. Discussion was present in 39.2% of the investigated segments but was very unequally distributed across classes. While this study found classroom discussion to be most likely during small group work, in the middle of a 45-min lesson, and in schools with high achieving students, more research is needed to determine the sources of inequality in social science students’ opportunities for classroom deliberation.

Interactive seminar as a tool for developing professional competencies and enhancing students’ research activities in the discipline of life safety.

The article deals with the use of interactive seminar model for the development of professional competencies and activation of scientific activity of students in the discipline “Life Safety”. Traditional formats of seminars in higher education have their disadvantages. The interactive workshop model developed by the author, using the “Workshop” module in the Moodle learning management system, includes such elements as discussions, collective assessment, small group work, surveys, questionnaires and webinars. These activities promote critical thinking, collaboration, and active student participation. This model addresses the shortcomings of traditional seminars and improves the quality of research papers, deepens the understanding of compulsory disciplines and prepares students for scientific endeavors.

Estudante com perfil de dominância na Aprendizagem Baseada em Problemas: percepção dos docentes e discentes

ABSTRACT Introduction: Problem-Based Learning occurs through work in small groups, facilitated by tutors, and everyone is expected to contribute to the achievement of the learning objectives. The presence of a dominant profile student could lead to some imbalance in the group dynamics. Objective: to understand, from the perspective of collaborative learning, the meanings attributed by tutors and students to the presence of the dominant profile student in the tutorial group. Methods: two qualitative studies with tutors and students were conducted at a university in northeastern Brazil. The first aimed to understand the tutor’s perception of the presence of the dominant student in the tutorial group. Semi-structured interviews were used to collect information. The population consisted of tutors from the physiotherapy undergraduate course with more than two years facilitating tutorial groups. The second study aimed to understand the meanings attributed by students about the presence of the dominance profile in tutoring. Information was collected by focus group. The study population consisted of medical students from the first four years of the course. The process of analysis and interpretation was anchored in the theoretical assumptions of collaborative learning, which also served as a reference for the development of the interviews and focus group scripts. Bardin’s content analysis technique was adopted. The studies were approved by the Research Ethics Committee, CAAE: 26191119.5.0000.5569 and CAAE: 38005320.5.0000.5569. Results: tutors and students highlighted the diversity within the dominance profile. They characterized the student with this profile as collaborative, participatory and prepared. They also pointed out characteristics of impatience, difficulty in listening and accepting arguments contrary to their own. In addition, they reported intrusive behavior, silencing and limiting the participation of others. The tutors reinforced the difficulty in dealing with the dominant student, especially when giving feedback. The students reported that tutors, when facing the dominant student, did not perceive the lack of collaboration in the group and were insecure to intervene. Conclusion: the students expressed embarrassment and insecurity when faced with presence of the dominant student, leading to losses in the construction of group knowledge and individual performance, as well as disappointment in relation to the tutor’s performance. The tutors showed they recognize subtleties within the dominance profile, despite difficulties in adequately intervening.

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.

The Effects of Computer-assisted Language Learning (CALL) and Different Interaction Patterns on Vocabulary Development of EFL Learners

Background: Research on the integration of Computer-assisted language learning (CALL) in EFL contexts has witnessed a significant advance due to the modern changes in language education and technology over the last decades. However, the effects of CALL on vocabulary development through different interaction patterns have not been investigated by researchers.
 Purpose: Attempts have been made to assess the effects of CALL and Memrise software on the vocabulary development of intermediate EFL learners through the three interaction patterns: 1) pair-work interaction, 2) small-group-work interaction, and 3) individual content.
 Method: A total of 100 male and female Iranian EFL learners were selected through convenience sampling and assigned into three experimental and one control groups, each consisting of 25 learners. The Oxford Quick Placement Test was taken to assure the homogeneity of the participants. Then, a multiple-choice vocabulary test was taken as a pretest. The three experimental groups learned vocabulary through Memrise desktop software with three different interaction patterns, while the control group learned the same through the conventional pattern. A reshuffled version of the pretest constitutes the subsequent posttest.
 Result: The results of the comparison between all pretests and posttests indicated that there was a significant difference between the vocabulary scores of the pretest and the posttest of the experimental groups, indicating the efficiency of these treatments. It was revealed that the pair work was slightly more effective than small-group work and that these two types of intervention were more effective than individual-content interaction, where the latter was more effective than conventional instruction.
 Conclusion: According to the findings, students are advised to take advantage of CALL-based facilities and participate in interactive activities.

Join IJIC’s journey back in time: the development of impact measurement & participation in research over the past 10 years.

1 – Summary: Are you curious about the development of integrated care and the scope of the evidence in the International Journal of Integrated Care (IJIC) over the past 10 years? And would you like to know how impact measurements and participation in research has changed over time, and help shape what the direction should be for the next decade? Then come join our workshop! 
 2 – Why a workshop? Prior to this workshop, we worked on examining the development of integrated care as published in the IJIC by analysing its content over the past 10 years. We would like to show you the trends over time in terms of what has been published on impact of integrated care. And to what extent integrated care service users or other study participants were coproducers of the research. But most of all, we would like to discuss the implications of these findings with you. What do these insights mean for you, your academic field, your professional field and / or your lived experience community? And how should the IJIC editorial team respond to these insights.
 3 – Who is it for? Researchers, decision-makers and professionals working in the field of integrated care. We also warmly welcome care receivers and care givers to reflect on how to work together more in a participatory way. 
 4 – What are we going to do? We will organise an interactive session with short introductions and two rounds of group work. Our outline is:
 1.Introduction (10 min.)
 2.Short presentation: What were the trends of integrated care knowledge the past 10 years? How has integrated care impact been studied? (10 min.)
 3.Small group work: reflect on these findings and define some call to actions + suggestions for the future (20 min.)
 4.Collective reflections: share the best call to action + suggestion with the group (7 min.)
 5.Short presentation: To what extent were services-users part of the research process? (10 min.)
 6.Small group work: reflect on these findings and define some call to actions + suggestions for the future (20 min.)
 7.Collective reflections: share the best call to action + suggestion with the group (7 min.)
 8.Closing (6 min.)
 5 – How are we going to engage with the audience? By having several rounds of group work and collective rounds. During the short presentations, it is meant to be interactive so asking questions is encouraged.
 6 – How are we going to summarize the take home messages? We will write the best calls to actions + suggestions that are shared during the collective reflection rounds on flip-overs and summarise the main take home messages during the closing part of the workshop. We will provide some coloured cards for each participant on which they can write the most important take home message for themselves. The goal is to literally bring the message home and to change your own future doings. The main insights are used within an IJIC editorial reflection session.

A Practical Guide to Building, Evaluating and Refining a Multi-Sector Community-Based Integrated Care Model for Seniors

Background: Integrated care models that bring together health and social care services in the communities where people live are necessary to meet people’s needs in an effective, person-centred, and sustainable manner. However, designing, implementing, and evaluating these models remain challenging particularly given the complexity of need, services, and partnerships.
 Objectives: Over the last three years, we utilized a learning health system approach to design, implement, evaluate, and revisit our integrated care model that aims to integrate health and social care for seniors, with a focus on those facing socioeconomic or other challenges. The Community Wellness Hub is an alliance of health and social service providers that coordinate and deliver services to seniors. The Hub is located in affordable housing buildings and provides services to individuals who reside in the building and surrounding area. The aim is to enable members to lead healthy and fulfilling lives in the community by proactively addressing health and wellness needs and reducing health crises requiring acute care. Services provided are an intersection of three systems: health care, housing, and social care, spanning 15 organizations. 
 In this workshop, we share the journey of the Community Wellness Hub from inception to date. We will reflect on facilitators, challenges, and learnings in three main areas: building and implementing the hub, evaluating the implementation, and enacting the results of the evaluation.
 Proposed Audience: Proposed participants include policy makers, program designers, evaluators, quality improvement specialists, patients, and caregivers as well as researchers interested in designing and evaluating complex integrated care initiatives.
 Structure: 
 •The first 5-10 minutes of the workshop will be a round table introduction
 •Then 5 minutes for introducing the Community Wellness Hub and the agenda of the workshop to the participants 
 •The last 10 minutes will be for summarizing the lessons learned and take-home messages. Similarities and variations amongst jurisdictions will be reflected on based on the participants
 •Then the rest of the time will be divided into three equal parts. The first will cover the creation of the hub, then the evaluation and finally enacting of the evaluation results into actionable steps. Each of the three sections will start by an open question inviting the audience to work in small groups to answer this question. These questions are: what are the key elements when creating a hub model via a partnership that spans health, social and community care? How to evaluate the implementation of an integrated hub model? How to enact the evaluation results?
 •After each group discussion, we will connect to reflect on the various approaches. Following that the presenters will share the approach they used within the hub highlighting resources, methods, tools, and practical tips.
 Outcome: By the end of the workshop, participants are expected to have learned some practical tips around designing, implementing, evaluating and utilizing the evaluation results in the context of integrating health and social care that may be applied to their local programs or initiatives.

The Integrated Care Programme for the Prevention and Management of Chronic Disease: implementing a population health approach in Ireland.

The Integrated Model of Care for the Prevention & Management of Chronic Disease (MoC) provides a population health approach to the prevention & management of chronic disease (CD). This model is currently being rolled out across Ireland at scale. This workshop aims to explore the Irish experience of implementing integrated care as part of a population health approach to the prevention and management of CD.
 Our current, hospital-centric method of delivering health services is not sustainable, nor is it patient-centred. The MoC takes a generic, multi-morbidity approach to the prevention and management of four major CDs: type 2 diabetes; asthma; COPD; cardiovascular disease. It aims to shift care to the left by enabling GP-led primary care and empowering patients to self-manage their CDs.
 Aim: To describe our real-world experience of implementing at scale a MoC that places an emphasis on the delivery of a person-centred, equitable health service as we work to improve population health in Ireland
 Objectives:
 1. To describe our MoC, and the evidence underpinning it, which is currently being implemented across Ireland 
 2. To discuss our successes
 3. To discuss our challenges and potential solutions
 4. To describe importance of involving patients as partners in care 
 5. To discuss the future of integrated care in Ireland
 We anticipate that this workshop will appeal to a broad international audience and range of integrated care professionals (from primary care, community care to acute care, public health physicians, commissioners and health service managers) – as well as to patients themselves. It may be particularly relevant to those working in CD care.
 
 A.Presentations & Speakers (7 mins per presentation: 50% of workshop)
 1.Overview of the Integrated Model of Care for the Prevention & Management of CD (Dr. Sarah O'Brien) 
 2.Ensuring a population health approach to the delivery of care: delivering direct GP access to diagnostics as part of the Integrated MoC (Dr. Maria O'Brien) 
 3.The first report from the Structured CD Management Programme in General Practice (Dr. Orlaith O'Reilly) 
 4.Staff recruitment, retention and development: how to support the workforce in delivering integrated care (Maireád Gleeson)
 5.Involving patients in care: identifying and implementing PROMs as part of the MoC (Dr. Ellen Cosgrave)
 6.Building on the model: the development of an integrated virtual case management service for multimorbid patients with CD (Margaret Curran)
 B.Interactive discussion (50% of workshop): How can we ensure a population health approach to the prevention & management of CD to ensure no one gets left behind? (All)
 23 min small group work using post-its and flip charts, 20 min feedback and large group discussion
 C.Sum up of learning and closing remarks (5 min)
 •We are implementing an integrated MOC that takes a population health approach to the prevention and management of chronic disease
 •This model is already demonstrating evidence of positive impact
 •We must now build on this model, using data to support population profiling, stratification and the identification of unmet need, to deliver an integrated health service that is responsive to population need

Face Ourselves: Striving for Antiracism in a Non-Profit

Advancing racial equity in workplaces requires ongoing and structural change. Organizations invested in this work need to view equity not as a checkbox, but as a continuous process of examination and change to organizational culture (Winters, 2020). In 2014, The Leadership Academy, a national education non-profit, began their journey to becoming an antiracist workplace. Through participatory action research methods, we focused on dismantling inequities and building empowerment, being iterative, and spurring staff’s greater awareness and action. Our journey has been undergirded by core elements of participatory research. We anchored ourselves in a commitment to supporting varying interests, perspectives, and styles of communication and participation. Here, we share what we produced and the practices we used, supported by lessons learned across our journey. We changed strategic plans, policies, and guiding values to be overtly antiracist, and we did so by supporting the voices and experiences of staff of color and spurring more involvement and accountability among white staff. These practices included affinity spaces, balancing small workgroups with whole-group discussions, and asynchronous work options. External facilitators were instrumental in helping us disrupt the structures and processes embedded in our organization; they held a mirror so we would truly face ourselves. We learned critical lessons about transparency, change management, flexibility, and relationships. Our antiracism journey at The Leadership Academy will never be done. Our dedicated, participant-led efforts yielded substantial shifts. We are eager to continue learning and pursuing deeper antiracist practices.

Implementation quality of cooperative learning and teacher beliefs—a mixed methods study

Cooperative learning (CL) refers to teaching methods in which students work in small groups to help one another learn and improve their learning outcomes. Often CL is described by five basic elements: (1) positive interdependence, (2) individual accountability, (3) promotive interaction, (4) social skills and (5) group processing. The positive effects of CL have been extensively documented. The quality of implementation, mostly determined by application of the five basic elements of CL, has been shown to be significantly related to the effectiveness of the methods. However, due to the complex demands that designing CL sequences places on teachers, the question of how and why they implement CL methods is not trivial. The present study used an explanatory mixed methods design with sequential phases (quantitative–qualitative) to investigate the implementation of CL in school practice. A survey, structured interviews with teachers and classroom observations rated on an observation scale including indicators of the basic elements of CL were used to gather data in a total of 49 German classrooms. Results show that the implementation quality of CL lessons was rather low. Only 7% of the observed teachers implemented the basic elements. Even group goals and individual accountability, the two most important elements of CL, were implemented in only 17% of the lessons observed. Survey results indicated that implementation quality is related to teachers’ evaluation of CL with regard to its appropriateness for different learning goals (r = .40*) and diverse students (r = .36*). Qualitative analysis of the teacher interviews analysed by thematic coding showed differences between teachers with high and low implementation quality regarding their beliefs. Teachers with high implementation quality see more value in social learning processes and feel more responsible for the success of CL. The results show a theory–practice gap and point to the relevance of beliefs for CL implementation.

ДИФФЕРЕНЦИРОВАННЫЙ ПОДХОД К ОБУЧЕНИЮ СТУДЕНТОВ ИНСТИТУТА ФИЗИЧЕСКОЙ КУЛЬТУРЫ И СПОРТА С РАЗЛИЧНЫМИ ПСИХОТИПАМИ НА ОСНОВЕ РАБОТЫ В МАЛЫХ ГРУППАХ

The paper discusses the necessity of taking into account individual typological characteristics of physical education students in order to optimize their education. The conducted research allows to adjust the learning process to the needs of the specified student group. The authors employ the hardware-software complex “Psychological tests” to conduct the study. The paper presents the analysis of the results of the pedagogical experiment on the implementation of a differentiated approach to teaching students of the Institute of Physical Education and Sport with different psychotypes through small group work.

Academic integrity and the role of learning development

Learning Development (LD) is a supportive function within an educational environment. Learning Developers walk alongside students to develop academic skills and practice, and guide individuals throughout their academic journey through a variety of empowering approaches. One such function is raising awareness of academic integrity within academia and the role individuals can play to uphold it. Academic integrity is concerned with six key principles: honesty, trust, fairness, respect, responsibility, and courage (ICAI, 2021). Across the UK, many institutions and LD practitioners have designed and delivered courses, quizzes, tutorials, and events to promote academic integrity. These range from whole institution activities through piecemeal touchpoints. Academic integrity sessions are designed to encourage individual and original work, building on the shoulder of others, giving credit where due and avoiding plagiarism and unfair practice. Emerging from a global pandemic and experiencing a technological revolution, such as ChatGPT3, in this brave new rapidly expanding digital world, several questions arise: What is the role of Learning Developers in assessment design? What is the role of Learning Developers in academic offences panels? What training do Learning Developers need? How can Learning Development take leadership in promoting academic integrity? What forms of collaborative cross institutional research on academic integrity would be advantageous? This workshop provided participants with an opportunity to discuss the role of LD within the ever-developing world of academic integrity. Following a quick-fire quiz, participants had the opportunity to work in small groups. Each group was assigned one of the above questions in order to contribute to a 5-point action plan for how LD can be at the forefront of the academic integrity agenda. Participants took away ideas with them that they could apply within their own role and teams.

Japanese tertiary students’ perceptions of group work with explicit scaffolding

Abstract Over several decades, small group work has been studied in first language (L1) and second or subsequent language (L2) education, including English language learning contexts. Group work has been shown to be beneficial to language learning and general learning. L2 English students from non-student-centred educational backgrounds have limited experience of group work and often have poor attitudes towards it. Student attitudes can affect how well a student performs and engages with group work, so that poor attitudes may prevent them from accessing the full range of benefits of this learning method. Group work is common in English-medium education contexts, including university settings and work settings. Therefore, it is important to ensure that L2 English language students wishing to study or work in English-medium contexts develop a positive attitude towards group work. This can be done through scaffolding. In the present project, scaffolded group work was used in an English writing program for L2 students at a Japanese university. Student perceptions of group work were collected throughout the program to assess the change of attitude over time. Results showed that students’ perceptions of group work changed positively, particularly regarding personal learning and collaborative processes. Implications for language learning are discussed.

Adherence to language of instruction in Spanish-English dual language early elementary classrooms

ABSTRACT This study examined teachers’ adherence to the language of instruction in dual language education (DLE) programs among teachers in 19 kindergarten through 3rd grade Spanish-English two-way DLE immersion classrooms (n = 5, 90/10 model; n = 14, 50/50 model). Teachers were observed toward the beginning and end of the school year to determine adherence rates of teacher talk by role, teacher talk by purpose, and teacher redirections of students not speaking the target language. Adherence for teacher talk was high across the school year but was lower for assistant teachers compared to lead teachers. Adherence for instructional talk and behavior management talk was also high, though rates were lower for behavior management talk in the fall for the 90/10 model. Redirections of students not speaking the target language were highest in the fall but negligible in the spring during English whole group instruction in the 50/50 model, and redirections were low but increased over time for teachers providing Spanish instruction. Redirection rates were especially low during small group or individual work time. Implications for future research and considerations for supporting teachers’ adherence to the language of instruction are discussed, including accounting for practices (e.g., translanguaging) reflecting updated views about language separation.