Students Work In Groups Research Articles

PELATIHAN STEAM UNTUK MEMBANGUN KREATIVITAS DAN INOVASI ANAK SD DI SDN 1 PERAMPUAN KABUPATEN LOMBOK BARAT

STEAM (Science, Technology, Engineering, Arts and Mathematics) training at SDN 1 Perampuan, West Lombok, aims to improve the creativity, innovation and critical thinking skills of grade 4 students. Through an interactive and practical approach, this training involves students in experiments simple and collaborative projects, allowing them to integrate various disciplines. This activity will be carried out in September 2024 using observation, experimentation, collaborative projects and feedback-based evaluation methods. Initial observations are carried out to identify learning needs and challenges, followed by preparation of materials and tools. The training involved an introduction to basic STEAM concepts, simple experiments such as building a mini volcano, technology development through basic coding, and the integration of art and mathematics in bridge design. Each session features a collaborative project, where students work in groups to apply the knowledge they have gained. Evaluation is carried out through project presentations and providing feedback to improve and enhance student skills. The results of the training showed high student enthusiasm, as well as increased understanding of basic STEAM concepts. Final project evaluations provide constructive feedback, encouraging students to continue learning and applying STEAM concepts in everyday life. With the support of the STEAM guidebook, this training is expected to have a long-term impact on educational development in the West Lombok area, preparing students to face future challenges with the necessary 21st century skills.

Group diversity, diversity beliefs, and group processes in a design course for engineering students

AbstractBackgroundThe engineering profession has changed dramatically, and engineers today must work in diverse (multidisciplinary or international) groups. As such, practice in diverse student groupwork can be beneficial to develop all‐round skillsets. However, simply mixing students with different backgrounds into one group is not always effective in engineering group projects.PurposeThis study investigates how a diverse student group composition is related to group processes and, subsequently, group output, and also to see whether students' positive diversity beliefs influence the relation between diverse student group composition and group processes.MethodMultilevel analyses were performed on 124 groups to analyze associations between diversity in group compositions (nationality and gender diversity), group processes (task elaboration, shared understanding of the task, and trust in the group), and group outcomes (performance and satisfaction), at both the individual and group level. Positive diversity beliefs were included as moderators.ResultsWe found negative group‐level associations between nationality diversity and shared understanding of the task and trust in the group. On the individual level, we found students' relative positive diversity beliefs to be positively associated with their perceptions of all group processes, which, in turn, were positively associated with perceived group performance and satisfaction.ConclusionsA student group with different nationalities may encounter challenges in group processes, although we did not find direct implications for group performance and group‐level satisfaction. Individual student perceptions of group processes were more clearly associated with outcomes than group‐level aggregates. To facilitate diverse student groupwork, educators need to pay attention to and enhance students' awareness of the value of working in a diverse group.

Red Light Reaction – A Statistics Project with Real Life Application

We describe a hands-on project in which students collect data on the impact of distracted driving on driver reaction time. Initially they do this in class via a virtual driving applet, using themselves and fellow students as test subjects. Different applet versions simulate driving with and without distraction and measure the time it takes to apply brakes after the red brake lights of the car ahead appear. Students use the collected data to practice a range of statistical techniques, such as assessing data for outliers, creating a hypothesis to be tested, performing an appropriate test, and then translating their results to determine a safe driving distance. In the second part of the project, students work in groups outside of class. Each group recruits a category of test subjects (e.g., athletes, video gamers, STEM majors) of their choosing, collects data, and performs statistical analysis. Finally, students develop hypotheses as to whether different categories of drivers have better or worse reaction times, collect additional relevant data, and perform the appropriate statistical test. The applets, the project guide, the dataset, and supporting videos can be downloaded from https://osf.io/h8yxw/files/osfstorage. For users of the Canvas LMS, we also provide an export cartridge that contains the various project components. Supplementary materials for this article are available online.

Meningkatkan Hasil Belajar Siswa Kelas XII Pada Mata Pelajaran Kewirausahaan Melalui Model Pembelajaran Kooperatif Tipe Group Investigation Di SMK Karya Mandiri

AMSIYAH DWI RIYANTI, Improving the learning outcomes of grade XII students in entrepreneurship subjects through cooperative learning models of group investigation type at SMK Karya Mandiri, Economic Education Study Program, Faculty of Education, Panca Sakti University Bekasi, 2024. At SMK Karya Mandiri, the learning system that has been implemented so far has not maximized student active involvement, resulting in suboptimal classroom learning experiences. Many students exhibit passive attitudes, which negatively impact their learning outcomes. To address this issue, the Group Investigation learning model has been applied through classroom action research. This model is designed to enhance student participation and learning outcomes in the Entrepreneurship subject. This study aims to evaluate the effectiveness of applying the Group Investigation learning model in improving the learning outcomes of 12th-grade students. In this study, the Group Investigation method was implemented in two cycles, each consisting of four important stages: planning, action, observation, and reflection. Each cycle begins with planning, which includes developing group worksheets used in the learning action. Students work in groups to complete tasks and present their results to the class, while observation and reflection processes are conducted to assess the model's effectiveness. The research results indicate a significant improvement in student learning outcomes after the implementation of this model. In the first cycle, the average class score was 63.97 with a classical completeness rate of 55.89%, where 19 students achieved satisfactory results. However, after applying the model in the second cycle, the average class score increased to 70.73, and the classical completeness rate surged to 82.53%, with 28 students successfully reaching the targeted passing level. These findings affirm that the Group Investigation model can effectively enhance student engagement and learning outcomes in the Entrepreneurship subject, and provides a strong foundation for applying similar methods in other learning contexts.

Beyond the word count

Despite the best efforts of their instructors, first-year students often misinterpret or even ignore assignment sheets, leading to unmet learning outcomes and demoralising marks. Like academic writing as a whole, assignment sheets often contain conventions, terminology, and expectations that are unfamiliar to incoming undergraduates. In this paper, I propose an activity which calls students’ attention to assignment sheets as a genre, helping them meet the practical requirements of their assignment as well as develop their genre awareness. Students work in groups to rank the major goals of their current assignment as specified in the assignment sheet and use previous student responses to consider the diverse ways in which these goals can be fulfilled. Using this exercise, students can discover the close generic and rhetorical connection between the assignment sheet and the written responses it generates, as well as the variety of successful uptakes that are possible within the assigned genre.

UPAYA GURU DALAM MENGATASI KESULITAS BELAJAR SISWA

This research is motivated by students being less motivated in following the learning process, students lack mastery of learning material and student learning outcomes are still low. The purpose of this study is to describe the efforts of teachers in overcoming student learning difficulties in class VII-B SMP BNKP Telukdalam. The results of the research found were teachers' efforts in overcoming learning difficulties, namely providing remedial teaching (remidial), providing repetition activities for material (enrichment), forming group work for students, giving homework, explaining lessons back to students who do not understand, providing opportunities for students to ask questions, providing learning motivation, developing good attitudes and study habits towards students. Suggestions in this study are (1) To teachers, teachers to always try, look for factors, and make strategies in overcoming student learning difficulties that have been carried out by teachers so far. Teachers should improve in providing motivation or encouragement to students to be more active in proper learning. (2) Students should have attention to themselves, for example, if there is a problem that is difficult to solve alone, they should consult the teacher or others who can help solve the problem they face.

ADVANTAGES AND DISADVANTAGES OF STUDENTS’ GROUP WORK IN TEACHING FOREIGN LANGUAGES AT UNIVERSITY

The aim of the article is analysing the advantages and disadvantages of group work for students while teaching foreign languages at university, showing the feasibility of using group work in higher edu- cation. Methods of analysis and systematization of primary sources, interviews, questionnaires, and focus groups were used during the consideration of the problem. The process of teaching English in higher education has certain features that are associated with dif- ferent initial levels of language training of freshmen; the number of hours to study the subject; the number of groups; and sometimes absent enthusiasm for learning a foreign language. We emphasize that group work plays an important role in the educational process, and its introduction into the educational process should be one of the main tasks for students of philological specialties. Practice has proved that high-quality training in foreign languages for philological specialties can be carried out through the introduction of mod- ern educational technologies, such as: vocational training, project methodology, technology, such as: voca- tional training, project methodology, technology of fixing and distance learning, information and commu- nication technologies, and educational and control work. The study found that the use of interactive learn- ing technology involves seeking help in communication, including cognitive communication and constructiv- ist methods of teaching a foreign language. The facts proved that the use of innovative methods of teach- ing English and multimedia teaching methods can enhance the motivation of students to study foreign lan- guages, provide access to new alternative sources of information, develop independent psychological activ- ity, and develop communication skills, intercultural and professional abilities. Interactive technologies and online resources play an important role in group work while learning for- eign languages, providing an effective and engaging learning process. They promote active interaction be- tween students, stimulate involvement in language learning and improve language skills. To determine the advantages and disadvantages of group work, we conducted interviews with teach- ers and students to collect their impressions and thoughts about group work in the context of teaching for- eign languages. Subsequently, the reviews of teachers and students about their experience in groups dur- ing the study of foreign languages were analysed. Questionnaires were compiled, which included questions about impressions and thoughts about group work in the context of studying foreign languages. The questions concerned the advantages and dis- advantages of this training method, the efficiency from group work, the influence on motivation, etc. Fo- cus groups were held with students and separately with teachers to discuss their impressions and thoughts about group work. This allowed us to gain a deeper understanding of different points of view and identi- fy general trends. In group work during the study of foreign languages, the teacher and students play different roles, each of which has its own importance for successful learning. We will discuss the role of the teacher-facili- tator. The teacher acts as an organizer and leader of group work, promoting structured learning and prob- lem solving. Students actively interact with each other and with the teacher, exchanging ideas and opin- ions, completing tasks and solving problems. Scientists have demonstrated that the active participation of students in group work contributes to the improvement of critical thinking and the development of com- munication skills. The use of group work while teaching foreign languages at university has its advantages and disadvantages. On the one hand, it promotes the development of communication skills, and stimulates cooperation and motivation of students. On the other hand, there may be a risk of social blind steering, problems with the distribution of responsibilities and conflicts between group members. It has been concluded that it is important to properly organize and control the process of group work to achieve maximum efficiency in teaching foreign languages.

Application of Cooperative Learning Model Integrated Reading and Composition (CIRC) Assisted By Flashcardmediato Improve Reading Comprehension Ability of Dyslexic Students In Elementary Schools Providing Inclusion Education

This study intends to describe the Cooperative Integrated Reading Composition (CIRC) learning model's deployment with the use of Flashcard media and the improvement in dyslexic students' reading comprehension skills following the use of the CIRC model with Flashcard media. Research of this kind is referred to as classroom action research. This study's focus was on one student with special needs, namely dyslexia in class VI. The research site is at SDN Banjarworo II, Bangilan District, Tuban Regency. This study was conducted in two cycles, with each cycle consisting of one meeting. This research is class action research using a qualitative and qualified approach. The stages or steps carried out are (1) the planning stage, (2) the implementation stage, (3) the observation stage, and (4) the reflection stage. Data collection techniques use interview techniques, observations, tests, and documentation. Research instruments are interview sheets, observation sheets, and test sheets. Research results: At the stage of implementing the application of the CIRC model assisted by flashcard media, students pay attention to text and reading and make initial predictions. With the assistance of teachers, dyslexic students work in groups and practice doing presentations and class discussions, then do the reading comprehension ability test questions. In cycle 1, the assessment of teacher activities in implementing the CIRC learning model assisted by flashcard media was 80% with the criteria "good" and experienced an increase in cycle II of 95% with the criteria "excellent". The assessment of the activities of class VI dyslexic students in following the learning process using the CIRC learning model assisted by flashcard media was 70% with the criteria "good" and experienced an increase in cycle II by 85% with the criteria of "excellent". For the assessment of the reading comprehension ability of dyslexic students in the first cycle, which is 65, this score is still insufficient because it is below the school's KKM score. In the second phase, the assessment of reading comprehension ability increased to 80. This shows that the application of the Cooperative Integrated Reading and Composition (CIRC) learning model assisted by flashcard media can improve the reading comprehension ability of grade VI dyslexic students at SDN Banjarworo II, Bangilan District, Tuban Regency.

Songwriting Workgroups: Leveraging the Power of Collaboration in the Music Classroom

Songwriting pedagogy is in its infancy in music education. This article presents a new way to think about pedagogy that utilizes student workgroups that more closely align with the ways songs are written in the real world. Implications for music education’s connections to the world of contemporary commercial music are provided.

Designing an Information Technology Platform for Imparting Entrepreneurship Values in Social-Emotional Learning for Kindergarten Children Using EFA and CFA

Kindergarten is crucial for today's education. Kindergarten helps kids develop in all areas. Students work in groups on a simple project task in this study. The work includes topic-related activities. Kids should learn early on that being an entrepreneur will shape their identity & future. This condition makes someone realize that their long-term desire to be an entrepreneur comes from their academic success. This study investigated how the 35 questions are assembled & what improves them. 195 kindergarten teachers participated in the study. The sample was analyzed using EFA & CFA. Exploratory factor analysis revealed twelve unknown variables. The above variables explained 80% of the variation. Various factors explained the remaining 20%. All Cronbach's alpha values exceed requirements. CR >.7 & AVE >.5, indicating credible & tested constructs. The EFA showed that 195 research samples were sufficient because the KMO was above 0.50. This allowed more research. Six-factor solutions explained over 80.71% of the variation, so the EFA liked them. These factors kept the results consistent with those of previous studies. These traits facilitate legislator-educator dialogue rather than kindergarten teacher business observation. Researchers can use these properties for cluster analysis or multivariate linear regression. This subject requires more research because students develop a structured approach. Furthermore, experts should examine the research on what is making kindergarten entrepreneurship instruction popular.

Fostering Inclusive Collaboration: Strategies to Disrupt Inequities in Student Groupwork

Fostering Inclusive Collaboration: Strategies to Disrupt Inequities in Student Groupwork

31 Pastureland Ecology 1 provides hands-on training in grazing management for USDA-NRCS professionals

Abstract Pastureland Ecology 1 is a 2-wk continuing education course taught by cooperating faculty at NC State University for USDA-NRCS Staff. The course was founded in the early 1990s and has been taught 23 times to over 500 participants from all 50 states. Participants primarily include grazing specialists, soil conservationists, and district conservationists. Instruction is split between classroom lectures and hands-on experience with grazing management. Lecture topics include; introduction to pasture ecology, principles of plant growth, determining animal forage needs, pasture design, principles of soil health, principles of grazing management, and grazing management systems for small ruminants, horses and cattle. Small groups of students work with groups of goats, sheep, horses, and beef cattle throughout the course, learning concepts of forage allocation, temporary electric fence, and adaptive management. Popular demonstrations developed over the years include; the reel race, dung beetle buckets, burying underwear to demonstrate soil health, exploring root diversity, and troubleshooting electric fence. Farm tours are conducted to show how concepts being taught are applied on commercial farms. In 2023 there were 29 students from 13 states including VA (4), MD (4), PA (3), OK (4), MI (1), UT (2), TN (3), WV (1), MA (1), OH (1), NM (1), WA (3), and RI (1). Participants had 8.4 ± 1.39 (AVG ± SEM) years of experience with NRCS with a range of 1 to 27 yr. Students self-assessed their understanding of major concepts before and after the course. On a 1 to 5 scale students increased their understanding by an average of 1.05 ± 0.129, averaged over all topics. Topics more familiar to participants had less increase including; Soil Health (0.38), Pasture Condition Evaluation (0.51), and Grazing Management for Beef Cattle (0.79). Less familiar topics had greater increases including Grazing Management for Horses (1.27) and Small Ruminants (1.27), and Temporary Electric Fence (1.43). Pastureland Ecology 1 remains a critical part of the Amazing Grazing Program at NC State University, impacting pasture-based livestock producers across the country. This educational model has proven to be an effective way of teaching the principles of pastureland ecology.

Обобщение лучших образовательных практик в высшей школе (по итогам опроса финалистов Конкурса педагогического мастерства РАНХиГС)

Currently, there is a multifaceted transformation of higher education in terms of digitalization of the teaching and educational process, visualization of teaching, use of Internet resources, application packages, electronic library and reference systems, organization of group interaction among students and other aspects of the educational process in higher education. The purpose of this work is to identify trends in the use of various technologies and teaching methods in the higher education system, problems of their application and the formation of a basic list of resources and interactive teaching methods for implementation in universities of the Russian Federation to improve the quality of education and the effectiveness of the educational process. The achievement of this goal was carried out on the basis of summarizing the results of a survey of finalists of the RANEPA Pedagogical Excellence Competition in December 2023. Lists of the main resources of platforms for training, solving standard problems of communications and cooperation in the digital environment have been compiled; resources for storing and distributing educational and other materials; tools for searching, processing and visualizing information; resources for storing and distributing educational and other materials and other resources and tools for organizing the educational process in higher education have been formed. The need to improve a number of domestic platforms, in particular professional and specialized application software packages, spreadsheet editors for performing statistical procedures; digital tools for organizing group work of students and others have been justified. Proposals for further reform of the activities of the Ministry of Higher Education and Science and specific higher education institutions and directions for subsequent scientific research have been formulated.

Implementation of Digital Marketing Learning to Develop Capabilities in Making Video Content Marketing

Purpose: The aim of this research is to prepare digital marketing teaching materials and test the effectiveness of digital marketing learning to develop the ability to create content marketing videos.
 Methodology: The method used in the research is experimental and ex-post facto which is explanatory. The experimental method is used to test the effectiveness of digital marketing learning in experimental classes in management study programs. An ex-post facto method to test the effectiveness of digital marketing learning through assessing content marketing videos created by student working groups.
 Findings: The results of most students' video content marketing assessments are classified as very good. The content marketing video produced by the student working group is in accordance with the learning objectives. The application of digital marketing learning can grow students' ability to create content marketing videos.
 Implications: Applying digital marketing strategies and learning methods through project-based learning methods can improve students' abilities in creating content marketing videos.
 Practical implications: The ability to create marketing content videos can be applied through project-based digital marketing learning.
 Originality/value: The resulting product can be used as a reference for digital marketing learning to grow students' abilities in making content marketing videos, so that learning outcomes are obtained that are in line with the objectives of MBKM.
 Paper type: Research paper

Group Work for Enhancing Students’ Understanding in Simple Past Materials and Developing Social Skills

This study tried to discover whether group work is effective to help the students get better understanding in the materials as well as being more active and sociable in class. This study was conducted for the sixth grade of SD Tarakanita Bumijo Yogyakarta on July-August 2022. This study would implement group work by conducting heterogenous groups. The data gathered came from combined observation data and quantitative questionnaire. Quantitative data is used to analyse numerical data. The data then converted by using 5 Likert scale to acknowledge the Group Work activity. Based on the result of the questionnaire number 1-3 with average score 4,26, It was concluded that this group work activity was successful in helping the students have better understanding of the material. Based on the result of the questionnaire number 4-5 with average score 4,33 and the observation during the activities group work helped the students got better understanding in the materials. The students helped and encourage each other during the study time and test time. Based on the result of the questionnaire number 6-8, students’ reflection on the questionnaire, and the observation notes, It was concluded that this group work activity was able to create good bond for the students and their friends. They helped each other, most of them didn’t argue or fight during the group work. They also felt closer after the group work. One important note before conducting the group work is setting the rules as clear as possible. Based on the result of the questionnaire, reflection, and observation data, group work make the students have better understanding of the material. The group work was also able to create good bond for the students and their friends. As they helped each other during the activity, most of them didn’t argue or fight. They got closer after the group work.

Evaluating the Importance of Ecosystem Services in University Campus

University campuses provide a variety of ecosystem services (ES) that play an important role in both physical and mental benefits for students. However, the importance and actual service performance of ES in universities were not clearly perceived in Vietnam. This study was conducted to fill these gaps with the objectives of (1) assessing students' perceptions of the importance of ecosystem services on their university campus and (2) assessing students' satisfaction with these ecosystem services. Using the interview method, the study collected research data from 210 students at Can Tho University (CTU), a large university in Vietnam. The results of the study have confirmed the importance of ecosystem services such as trees, lawns, water bodies, and buildings on CTU's campus. With modern design, buildings play an important role in creating space to organize formal classes, self-study, and group work for students. Green spaces not only improve air temperature and bring high aesthetic value, but they are also habitats for many species of animals and plants. Most students were very satisfied with the ES provided by the CTU's campus. However, the functions of the grass and water bodies ecosystem need to be improved, as the student satisfaction with these ES was significantly lower than the value they expected. The results of analyzing the importance and satisfaction of ES will be a useful basis for making decisions on planning and developing ecosystems. This is a new research direction in Vietnam that needs continued research and application. Doi: 10.28991/CEJ-2024-010-01-015 Full Text: PDF

The Relation Between Project-Based Learning and Speaking Skill In English Class For Senior High School Students

Nowadays, students are taught to achieve the skills that will help them to survive in the 21st century. The important skills that students should master to face the 21st century are critical thinking, problem-solving, communication, and collaboration. One of the models that can be used to prepare the students to face it is Project-based learning. While for teaching English, this model can be used especially for productive skills such as writing and speaking. In project-based learning, students work in groups to finish the project, while in improving speaking skill, students will also learn better when they practice in a group because students will speak better when they enjoy the activity. As both Project-based learning and speaking ability are applied better in the group, that is why it is important to correlate between project-based learning and students' speaking ability. This research aims to answer the research question of whether there is the relationship between Project-based learning and Students' speaking ability. Therefore, correlational research is used. The sample used in this research is the students of the eleventh science 1 grade, that consists of 36 students. The instruments to collect the data are a questionnaire to know the grade of Project-based learning and a speaking test to know the students' speaking ability. This research shows that the Pearson correlation value between Project-based learning and speaking skill is 0,107, which means there is a very weak correlation between project-based learning and speaking skills. In addition, the result also means that there is no statistically significance value between project-based learning and speaking skills as the significance value is 0,534 which is bigger than 0,05 (0,534 > 0,05).

Learning the Prophet Muhammad’s Da’wah History to Improve Students’ Spiritual Intelligence

The study's overarching goal is to shed light on how educators might help their pupils grow spiritually by studying Islamic cultural history and the teachings of the Prophet Muhammad. The goal of this qualitative research is to provide a narrative description and explanation of the actions taken. Information gathered from class X (tenth grade) students' firsthand accounts of classroom instruction and classroom activities at Madrasah Aliyah Negeri 1 in Tangerang Regency. According to the findings, educators can improve their own spiritual intelligence by studying Islamic cultural history through the teachings of the Prophet Muhammad. By using the example method of instruction, we can learn about the qualities that the Prophet Muhammad possessed and taught, such as diligence, perseverance, accountability, patience, and unwavering commitment to spreading Islam. The next step is to incorporate bartering questions into student discussions as a means of encouraging them to be more receptive to new ideas and perspectives. This is because students work in groups to generate and respond to questions, as well as to explain and critique one another's answers. As a result of their involvement with the religion that the Prophet Muhammad battled for, pupils develop spiritual indicator intelligence, a strong feeling of caring, a tendency to be generous, and an enduring desire to be of service to others.

Pemahaman konsep keragaman budaya Indonesia melalui auditory, intellectually, repetition (AIR) learning model pada peserta didik kelas IV sekolah dasar

<p><em><strong>Abstract.</strong></em><em> This research is the action class with the purpose to increase understanding the concept of Indonesian cultural diversity with the implementation AIR learning model. In the AIR model, students work in groups. AIR learning model is Auditory, Intellectually, and Repetition. The data collection techniques make use of observation, interviews, tests, and documentation. Before applying the AIR learning model in class IV, comprehension of the concept Indonesian culture diversity the childrens was very low. it can be seen from the percentage of students completeness 15% or 17 students getting grades less than KKM. Solution to this problem is implementation of the AIR learning model two cycles. In the first cycles, this score understanding the concept of Indonesian cultural diversity increased to 45% or 9 students get a score up to KKM. And then in cycle II, it increased again to 90% or 18 students get a score up to KKM. Based on the data, it can be concluded,the application of the AIR learning model can be to increase understanding the concept of Indonesian culture diversity in the fourth grade, student of Jatipurwo elementary school II academic years 2019/2020.</em></p>

‘We just had to try it’ - Virtual mentoring experiences of students and their lecturers- Namibia

Abstract Background Mentoring is the backbone of nursing in the classroom and clinical practice. Online learning became the teaching mode of choice during the Covid-19 pandemic. Nurse training institutions were caught off guard with the sudden changes as they were not prepared for the imposed restrictions. Reliance on face-to-face mentoring (FFM) was greatly disrupted because of restrictions on public gatherings and closure of schools. Students needed to continue learning, lectures needed to keep their jobs and nurse training institutions needed to be viable in the midst of the Covid-19 crisis. This study explored virtual mentoring (VM) experiences among third-and-fourth nursing students and their lecturers. Methods An exploratory qualitative design was used. Purposive sampling was used for students and convenient sampling on lecturers. Data collection instrument was designed and pilot tested. Six focus groups from students (n = 46) were conducted. Telephone interviews were conducted with lecturers (n = 18). Data were analysed using NVivo 12. Results Five key themes were identified on both groups; (i) Preparation of adequate teaching content is crucial, (ii) problem-solving scenarios to promote student expertise, (iii) group work and use of social media platforms promote socialisation, (iv) personalized feedback important for psychological support and (v) use of videos during lectures was paramount for nonverbal communication. Institutional support and learning of IT skills to navigate through the Learning Management System were recommended as ways of strengthening VM experiences. Conclusions Although both FFM and VM produced positive mentoring experiences, mentoring activities such as modelling, scaffolding, coaching, articulation, reflection and exploration were not clearly understood as mentoring activities. Future research should explore teaching pedagogies to strengthen VM. Key messages • Innovative techniques for nonverbal communication are important during online learning as they mentor students on communication skills and boost self-esteem. • Knowledge on navigation of the LMS and its various features that support virtual mentoring is paramount both for students and lecturers to meet learning outcomes.