Journal articles on the topic 'Students' Participation in Group Discussions (SPGD)'
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Ghadirian, Hajar, Keyvan Salehi, and Ahamd Fauzi Mohd Ayub. "Assessing the Effectiveness of Role Assignment on Improving Students' Asynchronous Online Discussion Participation." International Journal of Distance Education Technologies 17, no. 1 (January 2019): 31–51. http://dx.doi.org/10.4018/ijdet.2019010103.
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Taking into account prior research suggesting a lack of student participation in online discussions, this study examines the influence of peer moderator (PM) role assignment on students' participation and that of their peers' participation in online discussions. Eighty-four participants operated in a moderator role, reciprocally. Moreover, the study examines the differences in the level of e-moderation supports enacted by PMs of high-and low-density online discussions. Online participation was assessed using log files of seven-week discussions and social network analysis techniques. Quantitative content analysis was applied with online interaction transcripts of PMs for two groups of online discussions. The results indicated that students in the PM role reached significantly higher level of participation quantity and patterns and their non-posting participation significantly influenced all indicators of group participation. Further, high-and low-density online discussions differed significantly with regards to frequency of PMs' e-moderation supports.
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Mesfin, Belsti Anley, and Ashagre Ayele Adimasu. "Enhancing Students’ Participation in Classroom Group Discussions: An Action research project on University Students." International Journal of Scientific and Research Publications (IJSRP) 10, no. 9 (September 24, 2020): 829–42. http://dx.doi.org/10.29322/ijsrp.10.09.2020.p105100.
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Jen, Enyi, Marcia Gentry, and Sidney M. Moon. "High-Ability Students’ Perspectives on an Affective Curriculum in a Diverse, University-Based Summer Residential Enrichment Program." Gifted Child Quarterly 61, no. 4 (July 30, 2017): 328–42. http://dx.doi.org/10.1177/0016986217722839.
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The purpose of this study was to investigate how high-ability students experienced their participation in an affective curriculum through small-group discussions in a diverse, university-based, summer enrichment program for talented youth. The investigation included two closely related studies. The first study included 77 high-ability students from several cultures and economic backgrounds who participated in the 2014 summer program. The second was a retrospective study with 24 Native American students from Diné, Ojibwe, and Lakota tribes who had participated in the affective curriculum in 2013 to determine if their participation had any longer term effects on this subgroup. In general, the students from all backgrounds in both studies said the small-group discussions enriched their overall program experience. Twenty-two of the 24 Native American students from the three tribes who participated in the retrospective study reported that they believed they had changed their behaviors during the past year because of their participation in the small-group discussions the previous summer. The changes mentioned most by these students were exhibiting stronger self-confidence and being more open to people. The results of this study suggests that the affective intervention was regarded positively. It provided both short- and long-term benefits to the high-ability students who participated in the program.
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Tong, Lien Thi My. "Elements Hindering Vietnamese Tertiary Students’ Participation in Group Activities: A Case Study." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no. 1 (November 17, 2020): 29. http://dx.doi.org/10.21093/ijeltal.v5i1.564.
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Plenty of meticulous research has been conducted to investigate the entire process for implementing group activities in language classrooms. Nevertheless, few detailed empirical investigations have been pursued in the sub-area of what influences the participation of English-as-a-Foreign-Language (EFL) students in group discussions. Thus, the present study was conducted to examine the elements impacting the group-work participation of first-year EFL students at University of Languages and International Studies (ULIS), Vietnam National University (VNU). Ten EFL freshmen and four teachers of English participated in the study over a four-week period by attending semi-structured interviews. The findings highlighted a variety of elements discouraging the learners’ participation related to themselves, pedagogy, and culture and also revealed internal elements as the most significant.
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Faryal, Aisha, Habibullah Pathan, Amina Bibi Bhatti, and Aisha Bhatti. "A Survey of Communication Apprehension in English Among Engineering Students." Education and Linguistics Research 5, no. 1 (May 24, 2019): 123. http://dx.doi.org/10.5296/elr.v5i1.14833.
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In Pakistan, English is used as a second language in all academic and professional domains. Achieving oral fluency becomes obligatory for students so that they can proficiently participate in the formal discussions, debates and presentations. Communication Apprehension is the fear of speaking. It hinders the speakers from communicating confidently and fluently. The purpose of this paper is to explore the feelings of students during communication and to identify the level of oral communication apprehension faced by engineering students. In this study, quantitative method was used to measure communication apprehension among the respondents. Data was collected through surveys by using random sampling procedure and analysed through the SPSS software. An adapted version of McCroskey PRCA-24 instrument was used to conduct data, 18 items were selected according to requirement of this study. The questionnaire comprises of twenty-four items for respondent’s feelings while their communication with peers majorly in four tasks of communication: group discussions, meetings, interpersonal conversations and public speaking.The “meeting” section was omitted. The questionnaire was developed to measure the respondents’ communication apprehension in the above stated communicative tasks. The findings of the study show that the students have high communication apprehension during participation in public speaking and formal discussions whereas low apprehension was reported during participation in group discussions.
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Esmonde, Indigo, and Jennifer M. Langer-Osuna. "Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces." Journal for Research in Mathematics Education 44, no. 1 (January 2013): 288–315. http://dx.doi.org/10.5951/jresematheduc.44.1.0288.
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In this article, mathematics classrooms are conceptualized as heterogeneous spaces in which multiple figured worlds come into contact. The study explores how a group of high school students drew upon several figured worlds as they navigated mathematical discussions. Results highlight 3 major points. First, the students drew on 2 primary figured worlds: a mathematics learning figured world and a figured world of friendship and romance. Both of these figured worlds were racialized and gendered, and were actively constructed and contested by the students. Second, these figured worlds offered resources for 1 African American student, Dawn, to position herself powerfully within classroom hierarchies. Third, these acts of positioning allowed Dawn to engage in mathematical practices such as conjecturing, clarifying ideas, and providing evidence.
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Suleiman Al Qunayeer, Huda. "Exploring EFL Learners’ Online Participation in Online Peer Writing Discussions Through a Facebook Group." Journal of Information Technology Education: Research 19 (2020): 671–92. http://dx.doi.org/10.28945/4621.
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Aim/Purpose: The aim of the present study is to explore the online participation of nine English as foreign language (EFL) Arab learners in group writing discussions through a Facebook group over the study period of three months and how the EFL learners view the role of the Facebook-facilitated peer review activities in promoting their online participation. Background: Research has addressed the issue of isolation among distance learning students by integrating various technological tools into online courses. Yet, little is known about the role of Facebook groups in addressing this issue among distance learning learners from the sociocultural theories, and how online participation supports learners’ nurturing of social relations still needs to be answered through an empirical analysis of their interactions and reflections on their online learning experience. Methodology: Being situated in a Facebook group mentored by two instructors, the study was conducted over three months using a case study approach. The data was collected from two sources: (1) learners’ comments/interactions on their peer review posts, and (2) their reflections on their experience through online call interviews. The study used a content analysis of learners’ interactions and a thematic analysis of the reflections. Moreover, simple descriptive statistics, including the number and percentage of learners’ patterns of interactions: on-task, around-task, and off-task were used to determine the intensity of learners’ online participation over the study period. Contribution: The findings contribute to the research at the international level in several ways. It supports the argument that online participation is not merely taking part in activities, but it also involves social relations among learners. The findings also underlie useful pedagogical and technological implications for EFL teachers and lecturers. Facebook groups can be used as interactive platforms for EFL learners in distance courses. In addition, owing to the students’ increasing access to Facebook groups, instructors can engage learners in useful learning activities that contribute to their language learning, particularly writing. This study raises people’s awareness of the usefulness of Facebook groups as interactive platforms for university students in distance courses. Findings: The findings indicate that the learners engaged in active online participation, which is partly evidenced by their increasing intensity of participation in terms of the on-task, around-task and off-task aspects over the three months. However, learners’ online participation is facilitated by the course instructor as he posted comments that reflect his diverse roles in facilitating the online group discussions. The learners also view the positive role of Facebook-facilitated group discussions on collaborative writing in contributing to their online participation, friendships and sense of community. Recommendations for Practitioners: Since learners’ maintenance of active participation in online discussions is a critical issue reported by many previous studies on online learning at the international level, the present study suggests that instructors should play the role as facilitators and mentors of learners’ online discussions in order to engage learners in active learning and also enable them to pursue their online discussions. Recommendation for Researchers: Based on the findings, researchers should focus on how to promote learners’ sense of community in distance courses in order to enable them to feel attached to one another and overcome the feelings of isolation. Facebook groups can be used for the purpose of language learning, especially at the university context. Impact on Society: The study informs us of how teachers can assign their students to collaborative writing tasks by making a good use of information technologies. Future Research: Based on the findings, researchers should focus on how to promote learners’ sense of community in distance courses in order to enable them to feel attached to one another and overcome the feelings of isolation. Facebook groups can be used for the purpose of language learning, especially at the university context. Future research could maximize the opportunities for online learning using a combination of social networking sites, such as Facebook and other social technological tools in distance courses. Such integration of more than tools will increase learners’ online participation in such courses.
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Charlton, Helen. "Using Consensus Workshop in the Classroom: Promoting Participation and Collaboration in Large Group Settings." Management Teaching Review 3, no. 4 (December 7, 2017): 346–53. http://dx.doi.org/10.1177/2379298117746044.
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Encouraging engagement when teaching groups of students can prove challenging. Consensus Workshop offers a low cost and flexible approach to the facilitation of large group discussions, appropriate with all levels of learners and across disciplines. Particularly powerful at encouraging student engagement and collaboration in the classroom, it has proven popular with students and academic peers. This article discusses the application of the Consensus Workshop across a range of classroom situations, outlines how to become familiar with the technique, and details the resources required to use the approach.
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Celis, Hanne, Brian A. Jingwa, Olivier Degomme, Ronan Van Rossem, Marleen Temmerman, and Kristien Michielsen. "Characteristics of participants in an HIV prevention intervention for youth in Rwanda: results from a longitudinal study." Afrika Focus 27, no. 2 (February 25, 2014): 71–86. http://dx.doi.org/10.1163/2031356x-02702005.
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Introduction. This paper studies determinants of participation in a peer-led school-based HIV prevention intervention in Rwanda. Methods. A baseline survey among 1071 students (mean age 17 years) assessed potential determinants of participation, while a follow-up six months in the intervention measured actual participation in the intervention. Statistical models were built using multivariate linear and multinomial regression analysis predicting overall participation, participation in group discussions and individual counseling. Results. Those who recently had sex, had been tested for HIV, feel more susceptible to HIV, have a higher sexual self-concept, a more positive future perspective (only for non-sexually active), and boys, were more likely to participate in group activities. Also students from the same class as the peer educator and boarding school students were more likely to participate in group activities. Older students and those with low external health locus of control participated more in individual counseling. Discussion. Participation could be increased by investing in general well-being of young people, organizing girls-only activities, and diversifying activities.
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Nielsen, Kjetil L., Gabrielle Hansen-Nygård, and John B. Stav. "Investigating Peer Instruction: How the Initial Voting Session Affects Students' Experiences of Group Discussion." ISRN Education 2012 (April 26, 2012): 1–8. http://dx.doi.org/10.5402/2012/290157.
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Peer Instruction is a popular method of implementation when using Student Response Systems (SRS) in classroom teaching. The students engage in peer discussion to solve conceptual multiple choice problems. Before discussion, students are given time to think and give individual responses with a voting device. In this paper, we investigate how this initial voting session affects students’ experiences of the following discussion. The data is based on student interviews which were analyzed using analytical tools from grounded theory. The students emphasize the individual thinking period as crucial for constructing explanations, argumentation, and participation during discussions, and hence for facilitating learning. However, displaying the results from the initial vote can be devastating for the quality of the discussions, especially when there is a clear majority for a specific alternative. These findings are discussed in light of recent quantitative studies on Peer Instruction.
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GANCIU, O. M. "WAYS TO STIMULATE STUDENTS’ PARTICIPATION IN PHYSICAL EDUCATION AND SPORTS ACTIVITIES." Series IX Sciences of Human Kinetics 13(62), no. 2 (December 10, 2020): 127–32. http://dx.doi.org/10.31926/but.shk.2020.13.62.2.16.
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Physical education and sport are an inseparable part of the general education system, representing a necessity in ensuring the balance between intellectual and physical activity. Research Methods: pedagogical documentation, the investigation method, focus group. The results of the focused discussions reached topics such as: ways to increase the quality of the educational instructional process in physical education; how to make the hours of physical education more attractive; identifying solutions to increase students' interest in practicing sports. The appreciations of the young participants refer to the insufficient facilities offered by the faculty to stimulate their participation in sports activities, consider that measures are needed, at institutional level, such as the inclusion of this discipline during all the years of study.
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Moneva, Jerald C., and Kholeen H. Inday. "STUDENTS’ APPREHENSION IN CLASS PARTICIPATION AND FAMILY COMMUNICATION." International Journal of Research -GRANTHAALAYAH 8, no. 1 (June 4, 2020): 111–23. http://dx.doi.org/10.29121/granthaalayah.v8.i1.2020.258.
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Being an active student in school motivates a student to be more confident in performing their activities. Somehow, not all the students are confident to show their capabilities in performing in class because they feel apprehended due to some factors such as their communication in their families. This study determines the correlation between the family communication at home and the apprehension in the class participation of the Senior High School students in a certain school of Mandaue City. This study uses descriptive design with checklist scaling questionnaire as being used for gathering data. After the data were being gathered, the data were then analyzed using of weighted mean to determine the level of family communication and the students’ apprehension; chi-square to determine the association between family communication and their apprehensions. Family communication is experienced often. The students’ family members are satisfied of the communication in the family. The students’ family members sometimes can express their feelings and ideas among themselves. While the level of students’ apprehension in their class participation is experienced sometimes, students feel comfortable of communicating in class. In addition, students who dislike participating in group discussions seldom experienced apprehension. Finally, students’ apprehension is significantly associated to family communication.
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Lee, Margaret Ruth, Deborah S. Carstens, and Linda C. Malone. "Discussion forum rubrics: Using rubrics to enhance and increase project management students' participation in online discussions." Journal of Project, Program & Portfolio Management 2, no. 2 (January 11, 2012): 35. http://dx.doi.org/10.5130/pppm.v2i2.2221.
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This paper examines the impact of using a discussion forum grading rubric to encourage and enhance discussions (posts) in an online introduction to project management course. The study consists of 53 Master of Business Administration (MBA) students enrolled in three sections of the course from October 2010 to May 2011. A control group of 20 students was compared to two experimental groups of 16 and 17 students respectively. The two experimental groups were given the specific grading rubric and instructions designed to encourage online conversation; the control group was not. The results indicate that there was a statistical difference in average postings per student between the two experimental groups and the control group but no statistical difference between the two experimental groups. The results suggest that the use of a rubric specifically designed to engage the student and expand the student's learning experience can increase online classroom participation and, as a consequence, enhance the educational experience for the online project management student and strengthen the university's MBA program.
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Dallimore, Elise J., Julie H. Hertenstein, and Marjorie B. Platt. "Leveling the Playing Field: How Cold-Calling Affects Class Discussion Gender Equity." Journal of Education and Learning 8, no. 2 (February 25, 2019): 14. http://dx.doi.org/10.5539/jel.v8n2p14.
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Classroom discussion is widely used and highly valued for actively engaging students in their own learning. A recent study has shown that cold-calling increases the number of students who participate voluntarily in class discussions and does not make them uncomfortable when doing so (Dallimore, Hertenstein, & Platt, 2013). However, there are concerns about whether these findings generally apply to both men and women students since prior research has documented lower participation rates and higher discomfort for women.
This study examines the relationship between cold-calling and a) voluntary participation of both men and women students and b) student comfort participating in class discussions. The results show that cold-calling increases the percentage of both men and women who participate voluntarily. Further, the results indicate in high cold-calling classes women answer the same number of volunteer questions as men. Additionally, increased cold-calling did not make either group uncomfortable. However, differences were observed between men and women in low cold-calling environments where women answered fewer questions than men. Thus, cold-calling may help improve the performance of both men and women in class discussions and may make the classroom environment more equitable for women.
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Morrell, Briyana L. M., Alison M. Nichols, Craig A. Voll, Kathleen E. Hetzler, Jane Toon, Elizabeth S. Moore, Shannon M. Moore, Stephanie R. Kemery, and Jennifer N. Carmack. "Care Across Campus: Athletic Training, Nursing, and Occupational Therapy Student Experiences in an Interprofessional Simulation." Athletic Training Education Journal 13, no. 4 (December 1, 2018): 332–39. http://dx.doi.org/10.4085/1304332.
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Context: This study explored health care students' experiences after participation in an interprofessional simulation. Interprofessional education incorporates students from several health care professions in a controlled, collaborative learning environment. Athletic training students are not well represented in interprofessional education literature. Objective: This study sought to explore the attitudes of athletic training, nursing, and occupational therapy students toward other professions after their participation in an interprofessional simulation. Design: This article describes the results of the qualitative portion of a mixed-methods study. Focus group discussions related to elements of the Interprofessional Attitude Scale to explore participants' attitudes toward other professions. Researchers analyzed transcribed focus group discussions for themes. Setting: This study occurred in a private midsized Midwestern university. Patients or Other Participants: Seventy-nine students, representing athletic training, nursing, and occupational therapy, participated in the simulation; a sample of 13 of these participated in the focus groups. Intervention(s): Students in all professions cared for or observed the care of a standardized patient from the time of a spinal cord injury on the football field through an ambulance ride and subsequent emergency and inpatient care. Students collaborated and communicated with one another. Faculty conducted debriefing after the simulation and before the focus groups. Main Outcome Measure(s): Focus groups included relevant questions from the Interprofessional Attitudes Scale, and themes were identified from participants' responses. Results: Researchers identified 4 themes from the focus group discussions: collaboration, respect, knowledge of other professions, and communication. These themes also mirror elements of the Interprofessional Education Collaborative's core competencies of interprofessional collaborative practice. Conclusions: After the simulation, students expressed positive attitudes toward other professions. This study suggests that athletic training, nursing, and occupational therapy students have positive attitudes toward each other's professions after an interprofessional simulation activity.
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Hansmann, Ralf, Harald A. Mieg, Helmut W. Crott, and Roland W. Scholz. "Shifting students’ to experts’ complex systems knowledge." International Journal of Sustainability in Higher Education 4, no. 2 (June 1, 2003): 151–68. http://dx.doi.org/10.1108/14676370310467168.
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This paper includes three analyses concerning: expert support in the selection of impact variables for scientific models relevant to environmental planning, the quality of students’ individual estimates of corresponding impacts before and after a group discussion, and the accuracy of artificially‐aggregated judgments of independent groups. Participants were students of environmental sciences at ETH Zurich. The first analysis revealed that during participation in an environmental case study, students’ individual estimates of impacts of variables which have been suggested by experts increased, as compared to the estimates of impacts of additional variables, which have been selected by the students. The remaining analyses consider group discussions on the strength of particular environmental impacts. The quality of the estimates was analyzed referring to expert estimates of the impacts.
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Atakro, Confidence A., Ernestina Armah, Abigail Atakro, Kwaku Ahenkora, Stella B. Addo, Janet S. Aboagye, Alice A. Blay, Cynthia P. Akuoko, and Janet Gross. "Patient Participation in Nursing Care: Views From Ghanaian Nurses, Nursing Students, and Patients." SAGE Open Nursing 5 (January 2019): 237796081988076. http://dx.doi.org/10.1177/2377960819880761.
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Previous studies on patient participation reported inconclusive benefits of patient participation in health care. Consequently, the World Health Organization is actively highlighting the need for the participation of patients and their families in their care. The aim of this study was to explore the views of nurses, nursing students, and patients on patient participation in Ghanaian hospitals. Sixty-five participants made up of 15 patients, 25 registered general nurses, and 25 undergraduate nursing students were involved in the study. Data collection was done through interviews and focus group discussions. Content analysis was utilized in analyzing the data to generate four main categories. These categories were as follows: (a) meaning of patient participation in Ghana, (b) patient participation encouraged more during discharge education, (c) patient participation in nursing care higher in private and smaller hospitals, and (d) perceived facilitators and inhibitors of patient participation in nursing care. Participants in this study indicated that patient participation in nursing care meant involvement of patient in treatment decisions and nursing care procedures. Participants agreed that patient participation in nursing care was mostly encouraged during discharge education. Participation was perceived to be higher in private and smaller hospitals. Wealth and higher education were perceived as facilitators of patient participation while workload and high patient acuity were perceived as inhibitors.
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Bergmark, Ulrika, and Catrine Kostenius. "‘Listen to me when I have something to say’: students’ participation in research for sustainable school improvement." Improving Schools 12, no. 3 (November 2009): 249–60. http://dx.doi.org/10.1177/1365480209342665.
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This article focuses on student participation in the research process as a contribution to school improvement. The specific aim of this article was to explore students’ participation in different phases of a research process and discuss how their participation can contribute to school improvement. Based on a life-world phenomenological ontology, we used two research and development projects — Full of Value and Arctic Children — to shed light on participation in research. When doing research together with students, we have been inspired by Participatory Appreciative Action Research (PAAR). The methods used in the projects were open writing, group reflection, drawings, and exhibition discussions. This research showed that students were able to explore and express their lived experiences of behaviour and well-being in school, and how this was linked to positive change. We found students trustworthy, capable, and competent, enriching the process of school improvement.
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Kuntz, Tammy L. "High School Students’ Participation in Music Activities Beyond the School Day." Update: Applications of Research in Music Education 30, no. 1 (September 1, 2011): 23–31. http://dx.doi.org/10.1177/8755123311418478.
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The purpose of this qualitative study was to investigate the music activities that high school band students are involved in and how these activities might lead to lifelong music participation. Specific research questions were the following: (a) In what activities are high school band students involved? (b) What are high school band directors doing to encourage lifelong participation in music? (c) How do students describe their plans for musical involvement in the future? Three focus group discussions at one rural school ( n = 5), one suburban school ( n = 5), and one urban school ( n = 4) were conducted to discover ways students participated in music activities beyond the school day. These opportunities ranged from cultural groups, to community youth events, to time with friends listening to music. Influences of family members and the desire to maintain connections seem to be beneficial in creating musicians with a desire for music participation as adults.
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Lack, Liza, Jill Yielder, and Felicity Goodyear-Smith. "Evaluation of a compulsory reflective group for medical students." Journal of Primary Health Care 11, no. 3 (2019): 227. http://dx.doi.org/10.1071/hc18030.
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ABSTRACT INTRODUCTIONThe ability to reflect – reflection – taking time to stop, think and evaluate is an important professional skill to develop. AIMTo evaluate a compulsory reflective group activity to determine whether compulsory participation enabled students to constructively share emotional clinical experiences and develop ethical and professional behaviour. METHODSThis was a case study with mixed methodology. Participants were Years 5 and 6 medical students at the University of Auckland, New Zealand. Data collection included pre- and post-reflective group questionnaires with Year 5 and 6 students, questionnaires with general practice academic facilitators, and audiotapes of the reflection group discussions. RESULTSStudents shared emotional experiences that were organised into three themes: (i) witnessing unprofessional behaviour; (ii) meeting difficult clinical scenarios for the first time; and (iii) the hierarchy of medicine. They reported positive learning experiences relevant to their future practice and valued the opportunity to share their experiences safely. Facilitators thought the groups provided unique educational opportunities that students appreciated. Eighty-two percent of participants would like to repeat the activity during their medical school training. CONCLUSIONSelf-reflection is an essential condition for professionalism. Use of reflective groups can help students become ethical and professional doctors.
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Griffin, Patricia S. "Boys’ Participation Styles in a Middle School Physical Education Team Sports Unit." Journal of Teaching in Physical Education 4, no. 2 (January 1985): 100–110. http://dx.doi.org/10.1123/jtpe.4.2.100.
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The purpose of this study was to identify boys’ participation styles in a middle-school physical education team sports unit. Through the use of class observations, formal interviews, and informal discussions with the teachers, five styles of participation were identified: (a) machos, (b) junior machos, (c) nice guys, (d) invisible players, and (e) wimps. Several contextual factors are discussed as potential contributors to these participation styles. They are the availability of out-of-school team sport leagues, the racial and socioeconomic characteristics of the community, the age of the students observed, the interactions with teachers and other students in the classes, and the instructional strategies that teachers chose. The importance of identifying the variety of participation styles within each gender group, as well as identifying differences between girls and boys in physical education, is discussed.
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Price-Jones, Kathryn Shelley. "Students’ Critical Commentaries: Unfettered Voices." Dialogic Pedagogy: An International Online Journal 8 (September 22, 2020): SF87—SF96. http://dx.doi.org/10.5195/dpj.2020.353.
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Changes to educational practices have been proposed, with some being adopted globally, on a continuous basis. However, student opinions have seldom been invited into discussions. This article was written following an invitation from the Dialogic Pedagogy Journal “to write a critical response to” Eugene Matusov’s editorial “A student’s right to freedom of education”. The inclusion of student voices in educational forums is integral for a more complete understanding of the position of all participants and, whether one considers students to be representative of one of Gramsci’s subaltern classes, students as an active group have historically been denied “the basic rights of participation” (El, H., 2012), with their absence from educational discussions having become the status quo. The following article introduces the critical commentaries from seven students who were members of a university level Discussion and Debate class in Seoul, South Korea. Their views were shaped from their previous schooling experiences and their hopes for positive changes. The students’ commentaries are responded to by Eugene Matusov. It is the hope of this author that this classroom process may act as one potential model for further educators to invite student voices into academic discourse. In the spirit of Gayatri Spivak’s 1998 essay (Spivak and Riach, 2012), it is time to let the subaltern speak.
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Kimbrel, Laurie A. "The Impact of a Structured Protocol on Graduate Student Perception of Online Asynchronous Discussions." Journal of Curriculum and Teaching 9, no. 3 (August 22, 2020): 172. http://dx.doi.org/10.5430/jct.v9n3p172.
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Instructors of online courses face unique challenges to ensure student interaction with course material. Sometimes, even the most exciting content is insufficient in an attempt to engage students. Online, asynchronous discussions offer promise as a means to increase student-to-student and student-to-content interaction and, ultimately, student satisfaction with online courses. The modification of structured discussion protocols designed for use in face to face environments offers instructors of online courses an efficient method of adding purpose and structure to asynchronous discussions. This research employed a quasi-experimental, nonequivalent group design to examine students' perception of asynchronous discussion before and after applying a structured discussion protocol that included a clear statement of purpose, directions for participation, and a grading rubric. Results from the data analysis indicated that student perception of online asynchronous discussions improved when a structure was added. Results also showed a lower level of dissatisfaction when discussions were structured.
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Medin, Eva, and Göran Jutengren. "Children’s Perspectives on a School-Based Social and Emotional Learning Program." Children & Schools 42, no. 2 (April 2020): 121–30. http://dx.doi.org/10.1093/cs/cdaa007.
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Abstract Research has indicated that social and emotional learning (SEL) programs can offer benefits to students and school environments. However, students’ experiences of participation in such programs have not received as much attention. This focus group study describes elementary students’ (N = 23) experiences of and beliefs about participation in a school-based SEL program commonly used in Sweden, Life Skills Training. The results suggest questionable acceptability of the program by the students, indicating a clear belief that the school’s implementation of the program was due to their problematic behavior. Although students experienced the program content as predictable, consistent, and structured, there was great variation in their attitudes toward the program: Both strong negative and positive attitudes were revealed. The students also expressed discomfort with the personal nature of the discussions promoted by the program and uncertainty about its place in the school setting. These findings can inform SEL program implementation.
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Flax, Lindsay, E. Liang Liu, Brian Miller, Brandon Morshedi, Raymond L. Fowler, Raymond E. Swienton, Josh Mugele, and Kelly Klein. "Novel Delivery of Meaningful EMS and Disaster Medicine Content to Residents and Medical Students." Prehospital and Disaster Medicine 34, s1 (May 2019): s153. http://dx.doi.org/10.1017/s1049023x19003443.
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Introduction:Residency education delivery in the United States has migrated from conventional lectures to alternative educational models that include mini-lectures, small group, and learner lead discussions. As training programs struggle with mandated hours of content, prehospital (EMS) and disaster medicine are given limited focus. While the need for prehospital and disaster medicine education in emergency training is understood, no standard curriculum delivery has been proposed and little research has been done to evaluate the effectiveness of any particular model.Aim:To demonstrate a four-hour multi-modal curriculum that includes lecture based discussions and small group exercises, culminating in an interactive multidisciplinary competition that integrates the previously taught information.Methods:EMS and disaster faculty were surveyed on the previous disaster and prehospital educational day experiences to evaluate course content, level of engagement, and participation by faculty. Based on this feedback, the EMS/Disaster divisions developed a schedule for the four hour EMS and Disaster Day that incorporated vital concepts while addressing the pitfalls previously identified. Sessions included traditional lectures, question and answer sessions, small group exercises, and a tabletop competition. Structured similarly to a strategy board game, the tabletop exercise challenged residents to take into account both medical and ethical considerations during a traditional triage exercise.Results:Compared to past reviews by emergency medical faculty, residents, and medical students, there was a precipitous increase in satisfaction scores on the part of all participants.Discussion:This curriculum deviates from the conventional education model and has been successfully implemented at our 3-year residency program of 66 residents. This EMS and Disaster Day promotes active learning, resident and faculty participation, and retention of important concepts while also fostering relationships between disaster managers and the Department of Emergency Medicine.
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Lo, Jane-Jane, Grayson H. Wheatley, and Adele C. Smith. "The Participation, Beliefs, and Development of Arithmetic Meaning of a Third-Grade Student in Mathematics Class Discussions." Journal for Research in Mathematics Education 25, no. 1 (January 1994): 30–49. http://dx.doi.org/10.5951/jresematheduc.25.1.0030.
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In order to study learning in mathematics class discussion, we examined the participation, beliefs, and development of arithmetic meaning of four grade 3 students over one school year. In this paper, we report on class discussion from the perspective of one of these four students, Brad. Enjoying the intellectual challenges from mathematics discussions, Brad took an active role in making sense of other students' explanations and assisting mathematics communication among his classmates. In so doing, he created his learning opportunities. The analysis of Brad's arithmetical development provided additional insights into Brad's participation in mathematics class discussion. On the basis of this study, and especially the knowledge gained from Brad, we suggest that a fruitful mathematics class discussion necessitates the negotiation of social norms and mathematics meanings. Each class must work out its own patterns of interaction. The process of negotiation is dialectic: the negotiation of social norms makes possible the negotiation of mathematics meaning, and the negotiation of mathematics meaning makes possible the negotiation of social norms. Students learn how to discuss mathematics as a group and how to make sense of mathematical ideas as individuals by having the opportunities to discuss and make sense of different explanations.
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Moore, Brooke, Alison G. Boardman, Clara Smith, and Amy Ferrell. "Enhancing Collaborative Group Processes to Promote Academic Literacy and Content Learning for Diverse Learners Through Video Reflection." SAGE Open 9, no. 3 (July 2019): 215824401986148. http://dx.doi.org/10.1177/2158244019861480.
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Research indicates the benefits of collaborative learning for supporting academic literacy in content classrooms, especially for diverse and exceptional students such as students with learning disabilities or English learners (ELs) who can become disengaged in content classrooms if they struggle to access complex, content-related texts. Drawing from Cognitive Load Theory, we argue that collaborative group structures support students in sharing the load of processing these texts across all members, thus ensuring better comprehension of the content. Yet, collaborative structures may not be beneficial to diverse and exceptional learners in the group, particularly if students are not supported in how to engage successfully in collaborative work. Using a mixed-methods approach, we explored the use of video reflection and guided discussions with students using collaborative strategic reading (CSR) in heterogeneous collaborative groups in one seventh-grade general education, social studies class in an urban middle school. Students’ collaborative group work was video recorded pre- and post-reflection sessions to determine change in engagement in shared learning. The reflection session included students watching the video recording of their group work during CSR, discussing their collaboration using guided prompts, and setting goals for improvement. Following the reflection session, findings revealed an overall increase in time on task for all students, with increased participation of diverse and exceptional students in richer content-related discussions. When all students understand how the collaborative group shares the cognitive load and supports each other through discussing and elaborating on ideas, academic literacy and richer understanding of the content can occur.
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Moswela, Emmanuel, and Sourav Mukhopadhyay. "Double Jeopardy: Plight of Female Students with Disabilities in Botswana’s Higher Education." Indian Journal of Gender Studies 25, no. 3 (August 13, 2018): 384–409. http://dx.doi.org/10.1177/0971521518785721.
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Although substantial recent research addresses the importance of higher education (HE) for students with disabilities, this sector has remained under-researched in Botswana. The struggle of female students with disabilities to access and participate in HE remains an issue of great concern for disability activists and researchers. The purpose of this phenomenological study was to explore and describe the lived experiences of female students with disabilities in their struggle to access and participate in three HE institutions in Botswana. Seven female students with disabilities participated in this research. Multiple methods, such as focus group discussions, photovoice and solicited journals, were used to collect data. The data were analysed using Atlas.ti 7.5 qualitative data analysis software. Three themes emerged, and they are (a) socio-cultural issues and disability identity, (b) access and participation in HE and (c) empowerment of female students. These findings served to inform Botwana’s HE institutions that include female students with disabilities, to help them to promote participation as well as quality of experiences.
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Ada, Mireilla Bikanga. "Fostering Students' ‘Use My Own Device' Attitude." International Journal of Technology and Educational Marketing 4, no. 1 (January 2014): 15–33. http://dx.doi.org/10.4018/ijtem.2014010102.
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This paper describes the development of an all-in-one mobile learning platform, to support students' use of their own mobile handheld devices for assessment and feedback. The application incorporates several features that can be found in many other individual applications, into one platform. The features allow students' participation in peer feedback activities; they also enable students to access their feedback, leave comments on their summative feedback, participate in class discussions, take formative assessment in form of quizzes, and create quizzes for their peers. The application is also designed to alleviate tutors' workload issues by providing a group feedback feature with three options. Fostering students' Use My Own Device (UMyOD) attitude using this all-in-one mobile learning application requires tutors' active involvement to make their class more interesting, interactive and engaging, more active than passive, and increase student attention span.
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Setyaningsih, Sri. "Increasing Student Participation to Tasks In Theme 4 in Learning Type Through Stad Type Cooperative Learning Model In SDN 2 Petahunan." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 3 (December 26, 2020): 1270. http://dx.doi.org/10.20961/shes.v3i3.46650.
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<p><em>This study aims to increase learning participation through themethod STAD Cooperative Learning in grade 1 at SD Negeri 2 Petahunan. This type of research is classroom action research (PTK). The research subjects were 8 grade students of SD Negeri 2 Petahunan, consisting of 5 male students and 3 female students.</em><em> </em><em>The data collection technique used observation sheets, questionnaires. The research data were analyzed descriptively qualitatively. The results of this study indicate that the application of themethod stad type of cooperative learning in learning activities can increase student participation in group learning activities. For the score in cycle I, attendance participation has a percentage of 63%, asking 37%, opinion 25%, presentation readiness 25%, In the action stage of cycle II, the percentage of each aspect has increased to attendance participation has a percentage of 100%, asking 75 %, think 75%, presentation readiness 75% In the action stage of cycle III, the percentage of each aspect has increased to attendance participation has a percentage of 100%, ask 100%, think 100%, presentation readiness 87% From the data acquisition, themethod is applied. cooperativeLearning STAD in online thematic learning can increase student participation in learning activities / group discussions in grade 1 SD Negeri 2 Petahuna</em><em>n.</em><em></em></p>
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Tsihouridis, Charilaos, and Marianthi Batsila. "The siLang Simulation Tool for Business Secondary Technical Education E.S.P. Students." International Journal of Emerging Technologies in Learning (iJET) 11, no. 04 (April 5, 2016): 61. http://dx.doi.org/10.3991/ijet.v11i04.5371.
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The purpose of the paper is to detect Technical Secondary Education learners’ views on the siLang software. Particularly the aim is to investigate its effectiveness on learners’ reading and listening English language skills competence. A number of 64 learners and their four teachers participated in the research, conducted with quantitative and qualitative research methods. According on the results of students’ questionnaire answers, focus group discussions and teachers’ interviews the particular software is considered to be an authentic-like tool for business purposes, relevant to learners’ future working needs, and capable of promoting learner motivation and participation in the lesson. The software was also found to improve learners’ reading and listening skills in English.
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Kaiser, Steffen, and Gisela C. Schulze. "Between Inclusion and Participation: Young Carers Who Are Absent From School." Journal of Cognitive Education and Psychology 14, no. 3 (2015): 314–28. http://dx.doi.org/10.1891/1945-8959.14.3.314.
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In discussions of inclusion and exclusion, one often-neglected group at high risk of exclusion is that of school absentees. Researchers and the public normally focus on truants and school refusers, whereas students absent from school to take care of family members, or young carers, have received little attention so far. Because of the multicausal factors and extensive impacts of the phenomenon, research on both school absentees and young carers suggests a need for interdisciplinary approaches. Yet, these approaches for support do not always succeed. This study investigated the interdisciplinary cooperation of those professionals in education, social work, and health care who work with young carers absent from school. It identified both barriers to and facilitators of this important cooperation. The aim is to create better support for the inclusion of this unnoticed group and to increase awareness of their situation among the professionals working with them.
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Meiramova, Saltanat, and Akniet Zhanysbayeva. "The investigation of effectiveness of individual and group forms of learning a foreign language in Kazakhstan." Journal of Education Culture and Society 6, no. 2 (January 2, 2020): 382–93. http://dx.doi.org/10.15503/jecs20152.382.393.
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It is known that the language classroom is the place where teachers and learners come together for interaction and students can learn English in natural settings. Group work is a teaching strategy at all levels of education and researchers have observed that group based assignments and discussions are a common feature of tertiary education. The effective use of group work in the language class can provide a valuable learning experience to students and give them the opportunity to practically experience the language exposure of the ideas presented and strengthen their learning.
In this regard, this paper attempts to identify the efficiency of individual and group work teaching strategy of the students to excel at foreign language learning. Then, the paper aims to define the effect of individual and group work of students’ value participation in academic communication. Finally, the paper tries to determine the most effective methods for working in a group and individually with the help of the data obtained with the help of a purpose-designed questionnaire to assess their preference for different teaching methods.
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Ballen, Cissy J., Stepfanie M. Aguillon, Azza Awwad, Anne E. Bjune, Daniel Challou, Abby Grace Drake, Michelle Driessen, et al. "Smaller Classes Promote Equitable Student Participation in STEM." BioScience 69, no. 8 (July 24, 2019): 669–80. http://dx.doi.org/10.1093/biosci/biz069.
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Abstract As science, technology, engineering, and mathematics (STEM) classrooms in higher education transition from lecturing to active learning, the frequency of student interactions in class increases. Previous research documents a gender bias in participation, with women participating less than would be expected on the basis of their numeric proportions. In the present study, we asked which attributes of the learning environment contribute to decreased female participation: the abundance of in-class interactions, the diversity of interactions, the proportion of women in class, the instructor's gender, the class size, and whether the course targeted lower division (first and second year) or upper division (third or fourth year) students. We calculated likelihood ratios of female participation from over 5300 student–instructor interactions observed across multiple institutions. We falsified several alternative hypotheses and demonstrate that increasing class size has the largest negative effect. We also found that when the instructors used a diverse range of teaching strategies, the women were more likely to participate after small-group discussions.
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Aseron, Johnnie, Simon Wilde, Adrian Miller, and Stephen Kelly. "Indigenous Student Participation In Higher Education: Emergent Themes And Linkages." Contemporary Issues in Education Research (CIER) 6, no. 4 (September 29, 2013): 417. http://dx.doi.org/10.19030/cier.v6i4.8110.
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Educational processes directed at Indigenous peoples have long propagated a disparity between the educational successes of Indigenous and nonIndigenous students (May 1999), a contrast which can be acutely observed in Australia. It is not surprising, then, that the educational needs of Indigenous students have been poorly served, with the extant literature clearly declaring that there is much work to be done (Malin & Maidment, 2003). Although there have been numerous studies seeking to understand (and by extension, redress) issues pertaining to participation by minority groups in education (such as Indigenous communities), many of these undertakings fail to adequately articulate and consider the importance of cultural factors and how such realities form a unique foundation with respect to Indigenous educational policy and development options. In addressing this shortcoming, this paper explores critical, community capacity building and community empowerment strategies that may inform policies and programmes for the reduction of educational disparities, increasing Indigenous student participation in higher education and promoting Indigenousled educational initiatives. As such, this exploratory study highlights a number of emergent themes derived by community representatives, including both Indigenous Aboriginal and Torres Strait Islanders, and nonIndigenous participants, during a series of focus group discussions.
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Allagui, Besma. "Anonymous Feedback Using Digital Walls: A Case Study." Journal of Education and Vocational Research 7, no. 3 (October 9, 2016): 6–11. http://dx.doi.org/10.22610/jevr.v7i3.1411.
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A common problem faced by many language teachers is students’ fear from speaking in front of the whole class and making mistakes. Research showed that reticence to participate in class may influence students’ language learning who may miss important opportunities for correction. This paper reports on students’ reactions to the use of digital walls to provide anonymous oral feedback and to maximize students’ participation. The students engaged in answering three-minute instructor-posed questions on their mobile devices using an application called Quick fire as found on www.spiral.ac. The anonymous answers were displayed instantaneously on the smartboard which allowed the instructor to provide the students with real-time feedback. The students answered 14 questions after eight weeks of instruction. At the end of the project, the students were invited to focus group discussions in order to delve into their opinions about using digital walls for providing feedback and encouraging class participation. Qualitative analysis of the students’ comments indicated that they had a generally positive experience and that anonymous posting can foster students’ engagement.
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Roberts, Kathryn, and Kristy Brugar. "The three R’s: reading, (W)Riting, and researching through multi-genre project." Social Studies Research and Practice 12, no. 1 (May 23, 2017): 42–55. http://dx.doi.org/10.1108/ssrp-03-2017-0005.
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Purpose The purpose of this paper is to examine how the authors, two teacher educators, planned for and guided 23 students (teacher candidates) through a multi-genre historical inquiry experience, integrating instruction on the Inquiry Arc and writing process, during a co-taught literacy and social studies methods course. The authors describe the ways in which the students demonstrated both active and passive participation and resistance to this process/project, and the related implications. Design/methodology/approach Using an action research approach, this paper reports analysis and interpretation of lesson plans, course materials, debriefing notes, field notes, student response notebooks and intermediate and final inquiry project artifacts. Findings All students demonstrated gains in content knowledge through their products, oral presentations, group discussions, or conferences with the authors; and all gained experience with the Inquiry Arc and process writing. Many students saw the benefits of collaboration and social construction of knowledge as they moved toward more central participation. Practical implications Instructors cannot mandate full participation in any task, but can influence the conditions (i.e. pedagogy, task, scaffolding) to increase the possibility of positive peer interactions and learning. Originality/value This paper contributes to the knowledge of teaching and learning innovation in teacher preparation coursework.
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Herasymenko, Liudmyla, Svitlana Muravska, Maryna Lomakina, Nadiia Martynenko, and Iuliia Mazurenko. "Reticence is not a Virtue in Aviation: Improving English Speaking Proficiency of Future Aviation Specialists." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (July 2, 2021): 498–515. http://dx.doi.org/10.18662/rrem/13.2/433.
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English language proficiency is a vital requirement for air-to-ground communication for aviation specialists. A special attention should be paid to developing speaking skills of future pilots, air traffic controllers and engineers. Our research has shown that future aviation specialists come across certain challenges in the process of communication in English: insufficient aviation knowledge to give an opinion, low motivation to speak, poor grammatical skills and insufficient knowledge of vocabulary items, uneven participation in discussions, and fear of making mistakes. To overcome these challenges some recommendations were formulated for teachers to follow. The problem-solving activities were chosen and designed to enhance students’ speaking skills. They include value-clarification tasks, discussions, role-plays, information-gap activities, describing pictures, and discussing videos. This research aims to define the impact of applying these problem-solving activities on developing students’ speaking skills. 120 second year students in aviation specialties took part in this experiment. They were divided into a control and an experimental group of equal numbers. In both groups, the teachers taught the same Aviation English content which corresponded to the syllabus. In addition, in the experimental group the teacher implemented the problem-solving activities, which contributed significantly to the development of future aviation specialists’ speaking skills.
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Chisholm, James S., and Amanda J. Godley. "Learning About Language Through Inquiry-Based Discussion." Journal of Literacy Research 43, no. 4 (December 2011): 430–68. http://dx.doi.org/10.1177/1086296x11424200.
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The field of literacy studies has seen decades of calls for scholarship and instruction that address issues of dialect diversity, identity, and power but few empirical studies that document students’ engagement in classroom activities designed to address these issues. The goal of this article is to describe how three bidialectal African American high school students learned about language variation, identity, and power through their participation in a small-group, inquiry-based discussion. The authors’ description analyzes both the learning opportunities and limitations provided by the design of the inquiry-based discussion and also the content learning about the English language that was evidenced by the students’ talk. The findings suggest that inquiry-based discussions, when driven by carefully worded questions, can lead to robust student learning about language variation and can engage students in authentic disciplinary problem posing.
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Afify, Mohammed Kamal. "The Influence of Group Size in the Asynchronous Online Discussions on the Development of Critical Thinking Skills, and on Improving Students’ Performance in Online Discussion Forum." International Journal of Emerging Technologies in Learning (iJET) 14, no. 05 (March 14, 2019): 132. http://dx.doi.org/10.3991/ijet.v14i05.9351.
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Asynchronous Online Discussions (AOD) are considered as one of the most ma-jor tools in learning management systems which are used in universities. The ex-ploitation of AODs forums offer students the possibility to teach and learn any-time and anywhere. They also provide students with the time needed to process learning, share ideas and points of view on e-course topics. The group size in the AODs is a substantial variable that affects the interaction and the participation of students. The purpose of our research lays in understanding the influence of the group size participating in the AODs on the development of critical thinking skills in information technology for students of the Faculty of Education, and im-proving students’ performance in online discussion forums. In this research, 103 university students from the bachelor's degree have participated in the study. The participating students are studying the Computer Application in Education Course, and the Education Technology Course on the Blackboard e-learning Management System, during a 15-week semester. The findings of the research have revealed very significant conclusions; and the researcher has come up with various recommendations and suggestions for future studies and further research.
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Azmawati, Azman Azwan, Noraida Endut, Intan Hashimah Mohd Hashim, Nor Hafizah Selamat, and Kelvin Ying. "Negotiation with Patriarchy in Women's Lives: A Case Study in a Malaysian Public University." GATR Journal of Business and Economics Review 2, no. 1 (February 27, 2017): 28–35. http://dx.doi.org/10.35609/jber.2017.2.1(3).
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Objective - While women make up almost 65% of undergraduates in public universities in Malaysia, only in the last three years their labour force participation rates have gone beyond the 50% mark. In addition, women form less than 20% of the legislature and Cabinet of Ministers in Malaysia. What pushes women in their achievements in education and what factors pull them back in other areas? How do patriarchal gender norms underpin their ability and decisions in life's choices and how have they understood and negotiated these norms? This paper aims to explore these questions through narratives of women in a public university. Methodology/Technique - The paper is based on Focus Group Discussions (FGDs) with 12 women who are staff and postgraduate students of the university. The respondents were divided into two groups: one consisting of the university's academic and administrative staff and the other postgraduate students. Separate discussions were conducted for each group. The discussions were transcribed and analysed. Findings - Findings show that women have confidence in their ability to contribute effectively and in the same manner as men in different spheres of their lives such as work, home and community. However, often they have had to negotiate their ways around various beliefs, practices and norms about the superiority of men in society. Novelty - The study researches factors that affects woman achievements in life. Type of Paper: Empirical Keywords: Gender roles and Characteristic, Masculinity, Patriarchy JEL Classification: J16, J18.
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Ajoko, Desmond C., Kabiru K. Salami, and William R. Brieger. "The Process of Involving High School Students in Developing Reproductive Health Education Materials in Ibadan, Nigeria." International Quarterly of Community Health Education 22, no. 3 (July 2003): 167–87. http://dx.doi.org/10.2190/16j8-kjra-4wuu-f1aa.
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Adolescents in secondary schools in Ibadan were involved in the design and utilization of their own story-flipchart for the teaching of reproductive health. Full participation of the students ranged from message development in the form of a story line picture conceptualization to conducting teaching sessions with the resulting materials. Discussion groups among high school students helped identify a priority concern of inappropriate sexual interaction. Subsequently, three groups of intervention secondary schools were formed: students in two schools were selected by their peers to develop and use the story-flipchart; students in two more schools were trained to use the materials developed by the first group; and teachers in two more schools were likewise trained to use the materials. Intervention during a three-month school term was monitored. Follow-up in-depth interviews with the educators and focus group discussions among members of the student audience were used to gather feedback on the materials and the process. The study showed that adolescents can identify a common problem to people of their age and can design a meaningful program that can teach prevention of such a problem. Focus group discussions among members of the audience confirmed that they understood the messages and liked the materials, especially since their peers developed these. Those students who developed the materials explained how the process enhanced their self-confidence, although in some cases they met with initial ridicule or resistance. All those involved using the materials hoped that such a process could be incorporated into the normal educational process in their schools. In conclusion, the study demonstrated the importance of involving young people in developing educational materials that address their perceived health problems.
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Rehman, Rehana, Satwat Hashmi, Rozmeen Akbar, and Syeda Sadia Fatima. "Teaching “Shock Pathophysiology” by Flipped Classroom: Views and Perspectives." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052091085. http://dx.doi.org/10.1177/2382120520910853.
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Flipped classroom (FCR) is an active learning pedagogical method in which the students prepare prior to class using different modalities, for example, reading materials and videos, and afterward spend the time in class discussing the content and reinforcing the concepts. We chose to replace one problem-based case on “Shock” with flipped-style teaching in the respiration circulation module of a private medical university. Our objective was to use the clinical presentation of “Shock” to open a window to interrelate basic science concepts of cardiovascular physiology and pathology. It aimed to merge the case-based discussion with small-group discussions in the form of FCR activity. The qualitative study gives an overview of comments of facilitators, observers, and leadership of the Department and University obtained during focus group discussions and in-depth interviews. Thematic analysis of responses emphasized the importance of FCR as an effective teaching learning modality, which can be made more effective by careful selection of topic and provision of facilities to support technology-enhanced learning. The discussions with facilitators, observers, and leadership revealed its usefulness through student’s engagement and increased participation to build learning of the key concepts. Student satisfaction in these activities can be enhanced by construction of knowledge acquired in non–face-to-face component with substantial pre-reading materials, videos, peer discussions, quizzes, and prompt feedback.
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Messina Dahlberg, Giulia, Sylvi Vigmo, and Alessio Surian. "Widening participation? (Re)searching institutional pathways in higher education for migrant students - The cases of Sweden and Italy." Frontline Learning Research 9, no. 2 (March 12, 2021): 145–69. http://dx.doi.org/10.14786/flr.v9i2.655.
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The aim of this study is to shed light on the ways in which transitions and support are framed in policy contexts in relation to widening participation in higher education (HE) in Sweden and Italy. More specifically, this study investigates the ways in which the discourse about the inclusion of migrant students in HE is framed in relation to the kinds of support for this group offered in two higher educational institutions, in Sweden and Italy. Furthermore, the study sheds light on the ways in which policy ideas about transition and widening participation are enmeshed in the students’ narratives and how they affect their experiences of participation, normalization and marginalization in HE. The analysis includes two datasets: i) national policy, laws and regulations and webpages of a selection of national universities and university colleges; and ii) ethnographically generated data that builds upon a case-study design and consists of audio recordings of informal discussions and interviews with students. We are, in this study, interested in framing diversity in terms of a move beyond the naturalization of hegemonic stances where labelled “Others” (e.g. based on cultural/ethnic background, functionality, socio-economic status) are treated as essentialized or mutually exclusive categories. One of the central, frontline contributions of this study, lies in its attempts to analytically scrutinise processes of inclusion and marginalisation that include a broad analytical gaze. This allowed us to analyse the mismatch between the range of support provided, and the actual needs and challenges that migrant students meet in their transition and participation to higher education in two European countries.
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Weidenbusch, Marc, Benedikt Lenzer, Maximilian Sailer, Christian Strobel, Raphael Kunisch, Jan Kiesewetter, Martin R. Fischer, and Jan M. Zottmann. "Can clinical case discussions foster clinical reasoning skills in undergraduate medical education? A randomised controlled trial." BMJ Open 9, no. 9 (September 2019): e025973. http://dx.doi.org/10.1136/bmjopen-2018-025973.
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ObjectiveFostering clinical reasoning is a mainstay of medical education. Based on the clinicopathological conferences, we propose a case-based peer teaching approach called clinical case discussions (CCDs) to promote the respective skills in medical students. This study compares the effectiveness of different CCD formats with varying degrees of social interaction in fostering clinical reasoning.Design, setting, participantsA single-centre randomised controlled trial with a parallel design was conducted at a German university. Study participants (N=106) were stratified and tested regarding their clinical reasoning skills right after CCD participation and 2 weeks later.InterventionParticipants worked within a live discussion group (Live-CCD), a group watching recordings of the live discussions (Video-CCD) or a group working with printed cases (Paper-Cases). The presentation of case information followed an admission-discussion-summary sequence.Primary and secondary outcome measuresClinical reasoning skills were measured with a knowledge application test addressing the students’ conceptual, strategic and conditional knowledge. Additionally, subjective learning outcomes were assessed.ResultsWith respect to learning outcomes, the Live-CCD group displayed the best results, followed by Video-CCD and Paper-Cases, F(2,87)=27.07, p<0.001, partial η2=0.384. No difference was found between Live-CCD and Video-CCD groups in the delayed post-test; however, both outperformed the Paper-Cases group, F(2,87)=30.91, p<0.001, partial η2=0.415. Regarding subjective learning outcomes, the Live-CCD received significantly better ratings than the other formats, F(2,85)=13.16, p<0.001, partial η2=0.236.ConclusionsThis study demonstrates that the CCD approach is an effective and sustainable clinical reasoning teaching resource for medical students. Subjective learning outcomes underline the importance of learner (inter)activity in the acquisition of clinical reasoning skills in the context of case-based learning. Higher efficacy of more interactive formats can be attributed to positive effects of collaborative learning. Future research should investigate how the Live-CCD format can further be improved and how video-based CCDs can be enhanced through instructional support.
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Nurliana, Mina, and Bambang Sudaryana. "THE INFLUENCE OF COMPETENCE, LEARNING METHODS, INFRASTRUCTURE FACILITIES ON GRADUATE QUALITY (CASE STUDY (VOCATIONAL HIGH SCHOOL) SMKN 5 BANDUNG INDONESIA)." Indonesian Journal of Social Research (IJSR) 2, no. 1 (June 9, 2020): 18–43. http://dx.doi.org/10.30997/ijsr.v2i1.19.
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The main objective of this research is to determine teacher competency requirements that support appropriate learning methods and be able to increase students' high learning desires and establish good learning facilities to determine the achievement of quality graduates and love knowledge. This study is expected to investigate how competencies, learning methods and ideal learning infrastructure can be used to improve students' understanding and comfort of teaching and learning processes that support intellectual quality and love knowledge. This notion arose after discovering that teaching practices for the affective domain were ineffective. Students learn to pass examinations, not to love knowledge. Experiments are conducted for 1 (one) year or 2 semesters, in January - December 2019, to determine the impact of learning experiences on students' academic achievement. The research sample consisted of 10 English teachers and 20 students from the Vocational High School. The students are divided into two groups; the control group (10 students) and the experimental group (10 students). Both groups were taught the same topic and learning objectives for 2 hour. However, the control group was taught using lecture slides, group discussions and closed with a question and answer session. Meanwhile, the experimental group is taught using new instructional instruments that adapt learning experiences that are appropriate to the curriculum. During the teaching session, the teacher observes student participation in all their activities and behavior during the lesson session. To complete this study, tests are conducted to see the impact of the learning experience on students' academic achievement.
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Zweekhorst, Marjolein B. M., and Jeroen Maas. "ICT in higher education: students perceive increased engagement." Journal of Applied Research in Higher Education 7, no. 1 (April 13, 2015): 2–18. http://dx.doi.org/10.1108/jarhe-02-2014-0022.
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Purpose – In general, active participation increases learning outcomes. The purpose of this paper is to explore how: information and communication technologies (ICT) can be used to improve the participation of students during lectures and the effect of ICT on the learning outcomes of students. Design/methodology/approach – The authors tested a specific tool, Soapbox, in a compulsory course of a Masters’ program, at VU University, The Netherlands. During half of the lectures the students were invited to participate using their mobile phone or laptop, for the other half of the lectures, taught by the same lecturer, the tool was not used. The authors compared the two groups of lectures. For the evaluation the authors used observations in the classroom, a questionnaire, in-depth interviews, and focus group discussions with students and with the lecturer. Findings – The results show that the ICT tool facilitated and increased the level of communication and interaction among the students and between the students and the lecturers. Students’ scored lectures with the tool consistently higher on the item “engaging.” Most of the students appreciated the use of the ICT tool and said that they felt more involved. Originality/value – Despite the knowledge about the limited learning effect of lectures on larger groups, most of the teaching at universities is conducted through such lectures. The research shows that the majority of the students felt more involved in the lectures with the ICT tool, and almost half of the students feel that the learning effect of lectures with the tool is higher than the learning effect of lectures without. Although observations could not confirm the perceived enhanced involvement, about 80 percent would recommend using the tool in other classes, providing a case for the use of interactive technology in large-scale lectures.
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Daryanto, Iskandar Agung, and Siswantari. "MGMP Teacher Organization Empowerment in Improving Students' Problem Solving Ability." Journal of Educational and Social Research 10, no. 1 (January 10, 2020): 152. http://dx.doi.org/10.36941/jesr-2020-0014.
Full textAbstract:
This study aims to determine the effect of MGMP teacher organization empowerment on the quality of teacher learning, and its impact on improving students' ability to solve problems. The writing is part of a study on the empowerment of MGMP conducted in five cities in Indonesia in mid-2019. The sample of this study was teachers with each MGMP taken 25 of those classified as seniors (more than 10 years) as teachers (125 people in total). Data collection was carried out through questionnaires, focus group discussions (FGD) and interviews. The results showed that the empowerment of MGMP was influenced by the training variables of increasing competency and parents' participation. The empowerment of MGMP itself has a positive influence on the quality of teacher learning, so that it has a positive impact on improving students' ability to solve problems. On that basis the government must encourage the empowerment of teacher organizations on an ongoing basis, not temporary. In addition, the government needs to review the regulations prohibiting schools from raising funds from parents, because it is indeed necessary to encourage the implementation of quality improvement programs in schools, including assisting teachers in participating in MGMP activities and forming professional communities.
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Şengül, Kübra, and Ahmet Demirel. "The Effect of Classroom Debate Activities on Pre-service Teachers’ Argumentativeness." Open Journal for Educational Research 5, no. 2 (August 11, 2021): 119–30. http://dx.doi.org/10.32591/coas.ojer.0502.01119s.
Full textAbstract:
The aim of this study is to examine the effect of classroom debate activities on the argumentativeness of Turkish language teacher candidates. The study group of the research consists of 29 freshman students in the Turkish Language Teaching program. Designed in mixed method, in this study Argumentativeness Scale and Semi-Structured Interview Form were used as data collection tools. The application process of the study took a total five weeks. For the analysis of the quantitative data which was obtained through the Argumentativeness Scale, the pre and post-test scores were compared using the t-test. However, at the end of the application, the opinions of the students were taken through the semi-structured interview form and these data were analyzed using the content analysis technique. As a result of the research, it was determined that there is a significant difference between the argumentativeness pre-test scores and post-test scores of the study group. The findings obtained from the interviews also confirmed that there is a difference in the argumentativeness of the teacher candidates. As a result, it was seen that classroom debate activities carried out in accordance with the rules can motivate prospective teachers to do discussions and reduce their anxiety and fear of discussions. In addition to this, according to the findings, debate activities encourage students to do research, create a competitive environment in the classroom and ensure active participation in the lessons. In line with the research results, suggestions for classroom discussion practices and suggestions for future research have been presented.
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Mulhorn, Kristine A., Jesse F. Ballenger, Katherine F. Clark, and F. Yoshinaga. "STUDYING AGING ABROAD: TWO INTENSIVE COURSES AT DREXEL UNIVERSITY." Innovation in Aging 3, Supplement_1 (November 2019): S728. http://dx.doi.org/10.1093/geroni/igz038.2668.
Full textAbstract:
Abstract The model for short-term study abroad courses---called Intensive Courses Abroad (ICA) is one where various topics can be covered under a single theme over a 10-to-14 day travel timeframe. Students participate in pre-departure assignments, a daily schedule in the host country with meaningful visits followed by group discussions, and a final presentation upon return to the U.S. In both examples presented, the topic is aging. In one, there is a visit to Japan, focusing on aging, technology and culture. Students consider design and lifestyle implications of an aging society. The course includes visits to a geriatric rehabilitation facility and to a residential facility that employs various robots and other technology. Students explore a remote community and its design challenges for an aging society. Participation in a community survey to address a question they plan to pursue for their final project, such as the role of technology in society, how we understand the aging process, and how culture defines aging. In the second course, global aging frames discussions on the way Chile is adopting mechanisms to address chronic conditions associated with aging, including dementia. In the course, students learn about the social and political context. Students observe various ways Chile has adopted innovative approaches to address dementia care and various community-level interventions. Students will reflect in journals regularly and give a presentation about the ways the country is facing the challenges of an aging society where more than 30% of the population is projected to be over 60 by 2050.