This article examines third year social work students' perceptions of the value of a mandatory, self-help online support group for teaching group work skills. Students overwhelmingly identified the ...group's worth as lying in the mutual support received. They also felt that participating in a live group fostered the translation of group work theory and skills into a concrete environment. Experiential group work is the foundation of group work pedagogy in face-to-face classroom settings. This research suggests that this experience can be meaningfully replicated in a virtual context. Other course activities such as journaling and formal reflection and assessment of group process and dynamics support the integration of group work knowledge and skills promoted through the group experience. It is thus a teaching strategy that instructors of online group work courses might incorporate in the course curriculum.
Data-driven platforms with rich data and learning analytics applications provide immense opportunities to support collaborative learning such as algorithmic group formation systems based on learning ...logs. However, teachers can still get overwhelmed since they have to manually set the parameters to create groups and it takes time to understand the meaning of each indicator. Therefore, it is imperative to explore predictive indicators for algorithmic group formation to release teachers from the dilemma with explainable group formation indicators and recommended settings based on group work purposes. Employing learning logs of group work from a reading-based university course, this study examines how learner indicators from different dimensions before the group work connect to the subsequent group work processes and consequences attributes through correlation analysis. Results find that the reading engagement and previous peer ratings can reveal individual achievement of the group work, and a homogeneous grouping strategy based on reading annotations and previous group work experience can predict desirable group performance for this learning context. In addition, it also proposes the potential of automatic group formation with recommended parameter settings that leverage the results of predictive indicators.
Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to ...understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills.
The Lab Book Wershler, Darren; Emerson, Lori; Parikka, Jussi
03/2022
eBook
Odprti dostop
An important new approach to the study of laboratories,
presenting a practical method for understanding labs in all walks
of life From the "Big Science" of Bell Laboratories to the
esoteric world of ...séance chambers to university media labs to
neighborhood makerspaces, places we call "labs" are everywhere-but
how exactly do we account for the wide variety of ways that they
produce knowledge? More than imitations of science and engineering
labs, many contemporary labs are hybrid forms that require a new
methodological and theoretical toolkit to describe. The Lab
Book investigates these vital, creative spaces, presenting
readers with the concept of the "hybrid lab" and offering an
extended-and rare-critical investigation of how labs have
proliferated throughout culture.
Organized by interpretive categories such as space,
infrastructure, and imaginaries, The Lab Book uses both historical
and contemporary examples to show how laboratories have become
fundamentally connected to changes in the contemporary university.
Its wide reach includes institutions like the MIT Media Lab, the
Tuskegee Institute's Jesup Wagon, ACTLab, and the Media
Archaeological Fundus. The authors cover topics such as the
evolution and delineation of lab-based communities, how labs' tools
and technologies contribute to defining their space, and a glossary
of key hybrid lab techniques.
Providing rich historical breadth and depth, The Lab
Book brings into focus a critical, but often misunderstood,
aspect of the contemporary arts and humanities.
Research has identified cooperative learning as one of the ten High Impact Practices that improve student learning. If you've been interested in cooperative learning, but wondered how it would work ...in your discipline, this book provides the necessary theory, and a wide range of concrete examples.Experienced users of cooperative learning demonstrate how they use it in settings as varied as a developmental mathematics course at a community college, and graduate courses in history and the sciences, and how it works in small and large classes, as well as in hybrid and online environments. The authors describe the application of cooperative learning in biology, economics, educational psychology, financial accounting, general chemistry, and literature at remedial, introductory, and graduate levels.The chapters showcase cooperative learning in action, at the same time introducing the reader to major principles such as individual accountability, positive interdependence, heterogeneous teams, group processing, and social or leadership skills.The authors build upon, and cross-reference, each others' chapters, describing particular methods and activities in detail. They explain how and why they may differ about specific practices while exemplifying reflective approaches to teaching that never fail to address important assessment issues.
We study whether gender influences credit attribution for group work using observational data and two experiments. We use data from academic economists to test whether coauthorship matters ...differently for tenure for men and women. We find that, conditional on quality and other observables, men are tenured similarly regardless of whether they coauthor or solo author. Women, however, are less likely to receive tenure the more they coauthor. We then conduct two experiments that demonstrate that biases in credit attribution in settings without confounds exist. Taken together, our results are best explained by gender and stereotypes influencing credit attribution for group work.
Group work assessment is often described by teachers as complex and challenging, with individual assessment and fair assessment emerging as dilemmas. The aim of this literature review is to explore ...and systematize research about group work assessment in educational settings. This is an integrated research area consisting of research combining group work and classroom assessment. A database search was conducted, inspired by the guidelines of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The analysis and categorization evolved into a typology consisting of five themes: (a) purpose of group work assessment, (b) what is assessed in group work, (c) methods for group work assessment, (d) effects and consequences of group work assessment, and (e) quality in group work assessment. The findings reveal that research in the field of group work assessment notably focuses on social skills and group processes. Peer assessment plays a prominent role and teachers as assessors are surprising absences in the reviewed research.
Despite the vast body of research surrounding collaborative group work (CGW) and its potential to enhance learning and engagement, questions persist in relation to the effectiveness of CGW ...initiatives in the development of teamwork skills amongst students in higher education. Prior studies have tended to measure the effectiveness of teamwork and group work through student grades, however, this is increasingly seen as problematic, with more researchers stressing the importance of student perceptions as a better measure of the efficaciousness of CGW. This paper presents the findings from an Australian study which set out to investigate student perceptions of the effectiveness of a technology-enhanced groupwork assessment on student learning outcomes, including teamwork skills and self-evaluative judgement skills. An unexpected event in the beginning of 2020, that being the global COVID-19 pandemic, affected learning and teaching in significant ways, with all students forced to learn online, inevitably impacting their experience with this CGW initiative. Adopting a qualitative inductive research methodology, the findings suggest that students perceive collaborative group work as beneficial in many ways, though it is not without its challenges, one of those being the global pandemic and its ripple effect of remote learning, isolation and increased difficulty with collaboration. This unforeseen event and its impact on the delivery of education elicited interesting results about CGW in the online context. Findings may advance the understanding and implementation of CGW in higher education, particularly in an online learning context.
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