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Sample records for learning small group

  1. Small-Group Learning in Undergraduate STEM Disciplines: Effect of Group Type on Student Achievement

    Science.gov (United States)

    Micari, Marina; Pazos, Pilar; Streitwieser, Bernhard; Light, Gregory

    2010-01-01

    Small-group learning in the science, technology, engineering, and mathematics (STEM) disciplines has been widely studied, and it is clear that this method offers many benefits to students. Less attention has been paid to the ways in which small learning groups differ from one another, and how these differences may affect student learning and…

  2. Facilitating small groups: how to encourage student learning.

    Science.gov (United States)

    Kitchen, Mark

    2012-02-01

    Many clinicians are involved in medical education, with small group teaching (SGT) forming a significant part of their work. Most facilitate these sessions by experience and common sense: less than one-third of them have received formal training in SGT. Evidence suggests small group productivity depends on good facilitation rather than on topic knowledge. Applying the fundamental concepts of SGT will lead to improvements in the quality of clinicians' teaching and in student learning. Good SGT creates the perfect environment for learning and discussion, without the need for didactic teaching. SGT emphasises the role of students in sharing and discussing their ideas in a safe learning environment, without domination by the tutor. This article provides clinicians with basic requirements for effective session design and planning, explains how to encourage student participation, how to manage students as a group, how to manage student learning, and how to recognise and deal with problems. Active facilitation and group management is the key to success in SGT, and consequently better learning outcomes. Improving the facilitation skills of clinical teachers makes teaching more effective, stimulating, and enjoyable for both tutors and students. © Blackwell Publishing Ltd 2012.

  3. SMALL GROUP LEARNING METHODS AND THEIR EFFECT ON LEARNERS’ RELATIONSHIPS

    Directory of Open Access Journals (Sweden)

    Radka Borůvková

    2016-04-01

    Full Text Available Building relationships in the classroom is an essential part of any teacher's career. Having healthy teacher-to-learner and learner-to-learner relationships is an effective way to help prevent pedagogical failure, social conflict and quarrelsome behavior. Many strategies are available that can be used to achieve good long-lasting relationships in the classroom setting. Successful teachers’ pedagogical work in the classroom requires detailed knowledge of learners’ relationships. Good understanding of the relationships is necessary, especially in the case of teenagers’ class. This sensitive period of adolescence demands attention of all teachers who should deal with the problems of their learners. Special care should be focused on children that are out of their classmates’ interest (so called isolated learners or isolates in such class and on possibilities to integrate them into the class. Natural idea how to do it is that of using some modern non-traditional teaching/learning methods, especially the methods based on work in small groups involving learners’ cooperation. Small group education (especially problem-based learning, project-based learning, cooperative learning, collaborative learning or inquire-based learning as one of these methods involves a high degree of interaction. The effectiveness of learning groups is determined by the extent to which the interaction enables members to clarify their own understanding, build upon each other's contributions, sift out meanings, ask and answer questions. An influence of this kind of methods (especially cooperative learning (CL on learners’ relationships was a subject of the further described research. Within the small group education, students work with their classmates to solve complex and authentic problems that help develop content knowledge as well as problem-solving, reasoning, communication, and self-assessment skills. The aim of the research was to answer the question: Can the

  4. Using social media to support small group learning.

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    Cole, Duncan; Rengasamy, Emma; Batchelor, Shafqat; Pope, Charles; Riley, Stephen; Cunningham, Anne Marie

    2017-11-10

    Medical curricula are increasingly using small group learning and less didactic lecture-based teaching. This creates new challenges and opportunities in how students are best supported with information technology. We explored how university-supported and external social media could support collaborative small group working on our new undergraduate medical curriculum. We made available a curation platform (Scoop.it) and a wiki within our virtual learning environment as part of year 1 Case-Based Learning, and did not discourage the use of other tools such as Facebook. We undertook student surveys to capture perceptions of the tools and information on how they were used, and employed software user metrics to explore the extent to which they were used during the year. Student groups developed a preferred way of working early in the course. Most groups used Facebook to facilitate communication within the group, and to host documents and notes. There were more barriers to using the wiki and curation platform, although some groups did make extensive use of them. Staff engagement was variable, with some tutors reviewing the content posted on the wiki and curation platform in face-to-face sessions, but not outside these times. A small number of staff posted resources and reviewed student posts on the curation platform. Optimum use of these tools depends on sufficient training of both staff and students, and an opportunity to practice using them, with ongoing support. The platforms can all support collaborative learning, and may help develop digital literacy, critical appraisal skills, and awareness of wider health issues in society.

  5. Student Talk and Opportunities for Mathematical Learning in Small Group Interactions

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    Wood, Marcy B.; Kalinec, Crystal A.

    2012-01-01

    Small group interactions are an important tool for mathematical learning and yet researchers have neither examined small group talk across entire lessons nor have they focused on moments of mathematical learning in small groups. We examined such talk and identified kinds of interactions and connections between interactions and mathematical…

  6. Student talk and opportunities for mathematical learning in small group interactions

    OpenAIRE

    Wood, M.; Kalinec, C.

    2012-01-01

    Small group interactions are an important tool for mathematical learning and yet researchers have neither examined small group talk across entire lessons nor have they focused on moments of mathematical learning in small groups. We examined such talk and identified kinds of interactions and connections between interactions and mathematical learning. We differentiated talk based upon its focus: mathematical objects (mathematizing), people (subjectifying), or more specifically, people’s attribu...

  7. A trial of team-based versus small-group learning for second-year medical students: does the size of the small group make a difference?

    Science.gov (United States)

    Willett, Laura Rees; Rosevear, G Craig; Kim, Sarang

    2011-01-01

    Team-based learning is a large-group instructional modality intended to provide active learning with modest faculty resources. The goal is to determine if team-based learning could be substituted for small-group learning in case sessions without compromising test performance or satisfaction. One hundred and sixty-seven students were assigned to team-based or small-group learning for 6 case discussion sessions. Examination scores and student satisfaction were compared. Instruction modality had no meaningful effect on examination score, 81.7% team based versus 79.7% small-group, p=.56 after multivariate adjustment. Student satisfaction was lower with team-based learning, 2.45 versus 3.74 on a 5-point scale, pgroups influenced the preference for small-group learning. Team-based learning does not adversely affect examination performance. However, student satisfaction may be inferior, especially if compared to instruction in very small groups of 10 or fewer students.

  8. Medical Students Perceive Better Group Learning Processes when Large Classes Are Made to Seem Small

    Science.gov (United States)

    Hommes, Juliette; Arah, Onyebuchi A.; de Grave, Willem; Schuwirth, Lambert W. T.; Scherpbier, Albert J. J. A.; Bos, Gerard M. J.

    2014-01-01

    Objective Medical schools struggle with large classes, which might interfere with the effectiveness of learning within small groups due to students being unfamiliar to fellow students. The aim of this study was to assess the effects of making a large class seem small on the students' collaborative learning processes. Design A randomised controlled intervention study was undertaken to make a large class seem small, without the need to reduce the number of students enrolling in the medical programme. The class was divided into subsets: two small subsets (n = 50) as the intervention groups; a control group (n = 102) was mixed with the remaining students (the non-randomised group n∼100) to create one large subset. Setting The undergraduate curriculum of the Maastricht Medical School, applying the Problem-Based Learning principles. In this learning context, students learn mainly in tutorial groups, composed randomly from a large class every 6–10 weeks. Intervention The formal group learning activities were organised within the subsets. Students from the intervention groups met frequently within the formal groups, in contrast to the students from the large subset who hardly enrolled with the same students in formal activities. Main Outcome Measures Three outcome measures assessed students' group learning processes over time: learning within formally organised small groups, learning with other students in the informal context and perceptions of the intervention. Results Formal group learning processes were perceived more positive in the intervention groups from the second study year on, with a mean increase of β = 0.48. Informal group learning activities occurred almost exclusively within the subsets as defined by the intervention from the first week involved in the medical curriculum (E-I indexes>−0.69). Interviews tapped mainly positive effects and negligible negative side effects of the intervention. Conclusion Better group learning processes can be

  9. Medical students perceive better group learning processes when large classes are made to seem small.

    Science.gov (United States)

    Hommes, Juliette; Arah, Onyebuchi A; de Grave, Willem; Schuwirth, Lambert W T; Scherpbier, Albert J J A; Bos, Gerard M J

    2014-01-01

    Medical schools struggle with large classes, which might interfere with the effectiveness of learning within small groups due to students being unfamiliar to fellow students. The aim of this study was to assess the effects of making a large class seem small on the students' collaborative learning processes. A randomised controlled intervention study was undertaken to make a large class seem small, without the need to reduce the number of students enrolling in the medical programme. The class was divided into subsets: two small subsets (n=50) as the intervention groups; a control group (n=102) was mixed with the remaining students (the non-randomised group n∼100) to create one large subset. The undergraduate curriculum of the Maastricht Medical School, applying the Problem-Based Learning principles. In this learning context, students learn mainly in tutorial groups, composed randomly from a large class every 6-10 weeks. The formal group learning activities were organised within the subsets. Students from the intervention groups met frequently within the formal groups, in contrast to the students from the large subset who hardly enrolled with the same students in formal activities. Three outcome measures assessed students' group learning processes over time: learning within formally organised small groups, learning with other students in the informal context and perceptions of the intervention. Formal group learning processes were perceived more positive in the intervention groups from the second study year on, with a mean increase of β=0.48. Informal group learning activities occurred almost exclusively within the subsets as defined by the intervention from the first week involved in the medical curriculum (E-I indexes>-0.69). Interviews tapped mainly positive effects and negligible negative side effects of the intervention. Better group learning processes can be achieved in large medical schools by making large classes seem small.

  10. Involving postgraduate's students in undergraduate small group teaching promotes active learning in both

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    Kalra, Ruchi; Modi, Jyoti Nath; Vyas, Rashmi

    2015-01-01

    Background: Lecture is a common traditional method for teaching, but it may not stimulate higher order thinking and students may also be hesitant to express and interact. The postgraduate (PG) students are less involved with undergraduate (UG) teaching. Team based small group active learning method can contribute to better learning experience. Aim: To-promote active learning skills among the UG students using small group teaching methods involving PG students as facilitators to impart hands-on supervised training in teaching and managerial skills. Methodology: After Institutional approval under faculty supervision 92 UGs and 8 PGs participated in 6 small group sessions utilizing the jigsaw technique. Feedback was collected from both. Observations: Undergraduate Feedback (Percentage of Students Agreed): Learning in small groups was a good experience as it helped in better understanding of the subject (72%), students explored multiple reading resources (79%), they were actively involved in self-learning (88%), students reported initial apprehension of performance (71%), identified their learning gaps (86%), team enhanced their learning process (71%), informal learning in place of lecture was a welcome change (86%), it improved their communication skills (82%), small group learning can be useful for future self-learning (75%). Postgraduate Feedback: Majority performed facilitation for first time, perceived their performance as good (75%), it was helpful in self-learning (100%), felt confident of managing students in small groups (100%), as facilitator they improved their teaching skills, found it more useful and better identified own learning gaps (87.5%). Conclusions: Learning in small groups adopting team based approach involving both UGs and PGs promoted active learning in both and enhanced the teaching skills of the PGs. PMID:26380201

  11. Small Group Learning: Do Group Members' Implicit Theories of Ability Make a Difference?

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    Beckmann, Nadin; Wood, Robert E.; Minbashian, Amirali; Tabernero, Carmen

    2012-01-01

    We examined the impact of members' implicit theories of ability on group learning and the mediating role of several group process variables, such as goal-setting, effort attributions, and efficacy beliefs. Comparisons were between 15 groups with a strong incremental view on ability (high incremental theory groups), and 15 groups with a weak…

  12. Improving Students' Interpersonal Skills through Experiential Small Group Learning

    Science.gov (United States)

    Skinner, Kay Lesley; Hyde, Sarah J.; McPherson, Kerstin B. A.; Simpson, Maree D.

    2016-01-01

    Health professional students must be equipped with the skills necessary to interact with patients. Effective interpersonal skills are difficult to both learn and teach, requiring development, practise and evaluation in both educational and clinical settings. In professions such as physiotherapy, traditional approaches to teaching these skills have…

  13. Vocabulary Learning in Collaborative Tasks: A Comparison of Pair and Small Group Work

    Science.gov (United States)

    Dobao, Ana Fernández

    2014-01-01

    This study examined the opportunities that pair and small group interaction offer for collaborative dialogue and second language (L2) vocabulary learning. It compared the performance of the same collaborative writing task by learners working in groups of four (n = 60) and in pairs (n = 50), focusing on the occurrence of lexical language-related…

  14. Small group effectiveness during pharmacology learning sessions in a Nepalese medical school.

    Science.gov (United States)

    Shankar, Pr; Gurung, Sb; Jha, N; Bajracharya, O; Karki, Bms; Thapa, Tp

    2011-01-01

    Small group learning sessions are used in pharmacology at the KIST Medical College, Lalitpur, Nepal. Feedback about student behaviours that enhance and hinder small group effectiveness was obtained. This will help us improve the small group sessions and will also be useful to educators using small groups in other medical schools. The small groups were self-managing with a group leader, time-keeper, recorder and presenter. Small group effectiveness was measured using the Tutorial Group Effectiveness Instrument (TGEI) developed by Singaram and co-authors. The instrument was administered in June 2010 and key findings obtained were shared with students and facilitators. The instrument was administered again in August. The mean cognitive, motivational, demotivational and overall scores were compared among different categories of respondents in June and August. Scores were also compared between June and August 2010. A total of 89 students participated in the study in June and 88 in August 2010. In June, females rated overall group productivity higher compared to males. The cognitive and motivational scores were higher in August 2010 while the demotivational score was lower. The small group effectiveness was higher in August after the educational intervention which utilised feedback about problems observed, theoretical considerations of effective small groups and how this information can be applied in practice.

  15. Student perceptions of independent versus facilitated small group learning approaches to compressed medical anatomy education.

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    Whelan, Alexander; Leddy, John J; Mindra, Sean; Matthew Hughes, J D; El-Bialy, Safaa; Ramnanan, Christopher J

    2016-01-01

    The purpose of this study was to compare student perceptions regarding two, small group learning approaches to compressed (46.5 prosection-based laboratory hours), integrated anatomy education at the University of Ottawa medical program. In the facilitated active learning (FAL) approach, tutors engage students and are expected to enable and balance both active learning and progression through laboratory objectives. In contrast, the emphasized independent learning (EIL) approach stresses elements from the "flipped classroom" educational model: prelaboratory preparation, independent laboratory learning, and limited tutor involvement. Quantitative (Likert-style questions) and qualitative data (independent thematic analysis of open-ended commentary) from a survey of students who had completed the preclerkship curriculum identified strengths from the EIL (promoting student collaboration and communication) and FAL (successful progression through objectives) approaches. However, EIL led to student frustration related to a lack of direction and impaired completion of objectives, whereas active learning opportunities in FAL were highly variable and dependent on tutor teaching style. A "hidden curriculum" was also identified, where students (particularly EIL and clerkship students) commonly compared their compressed anatomy education or their anatomy learning environment with other approaches. Finally, while both groups highly regarded the efficiency of prosection-based learning and expressed value for cadaveric-based learning, student commentary noted that the lack of grade value dedicated to anatomy assessment limited student accountability. This study revealed critical insights into small group learning in compressed anatomy education, including the need to balance student active learning opportunities with appropriate direction and feedback (including assessment). © 2015 American Association of Anatomists.

  16. Taking It to the Classroom: Number Board Games as a Small Group Learning Activity

    Science.gov (United States)

    Ramani, Geetha B.; Siegler, Robert S.; Hitti, Aline

    2012-01-01

    We examined whether a theoretically based number board game could be translated into a practical classroom activity that improves Head Start children's numerical knowledge. Playing the number board game as a small group learning activity promoted low-income children's number line estimation, magnitude comparison, numeral identification, and…

  17. Information Problem-Solving Skills in Small Virtual Groups and Learning Outcomes

    Science.gov (United States)

    Garcia, Consuelo; Badia, Antoni

    2017-01-01

    This study investigated the frequency of use of information problem-solving (IPS) skills and its relationship with learning outcomes. During the course of the study, 40 teachers carried out a collaborative IPS task in small virtual groups in a 4-week online training course. The status of IPS skills was collected through self-reports handed in over…

  18. Worrying about What Others Think: A Social-Comparison Concern Intervention in Small Learning Groups

    Science.gov (United States)

    Micari, Marina; Pazos, Pilar

    2014-01-01

    Small-group learning has become commonplace in education at all levels. While it has been shown to have many benefits, previous research has demonstrated that it may not always work to the advantage of every student. One potential problem is that less-prepared students may feel anxious about participating, for fear of looking "dumb" in…

  19. Teaching Play Skills to Children with Autism through Video Modeling: Small Group Arrangement and Observational Learning

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    Ozen, Arzu; Batu, Sema; Birkan, Binyamin

    2012-01-01

    The purpose of the present study was to examine if video modeling was an effective way of teaching sociodramatic play skills to individuals with autism in a small group arrangement. Besides maintenance, observational learning and social validation data were collected. Three 9 year old boys with autism participated in the study. Multiple probe…

  20. Small group effectiveness during pharmacology learning sessions in a Nepalese medical school

    Directory of Open Access Journals (Sweden)

    Shankar PR

    2011-06-01

    Full Text Available BackgroundSmall group learning sessions are used in pharmacology atthe KIST Medical College, Lalitpur, Nepal. Feedback aboutstudent behaviours that enhance and hinder small groupeffectiveness was obtained. This will help us improve thesmall group sessions and will also be useful to educatorsusing small groups in other medical schools.MethodThe small groups were self-managing with a group leader,time-keeper, recorder and presenter. Small groupeffectiveness was measured using the Tutorial GroupEffectiveness Instrument (TGEI developed by Singaram andco-authors. The instrument was administered in June 2010and key findings obtained were shared with students andfacilitators. The instrument was administered again inAugust. The mean cognitive, motivational, demotivationaland overall scores were compared among differentcategories of respondents in June and August. Scores werealso compared between June and August 2010.ResultsA total of 89 students participated in the study in June and88 in August 2010. In June, females rated overall groupproductivity higher compared to males. The cognitive andmotivational scores were higher in August 2010 while thedemotivational score was lower.ConclusionThe small group effectiveness was higher in August after theeducational intervention which utilised feedback aboutproblems observed, theoretical considerations of effectivesmall groups and how this information can be applied inpractice.

  1. Evolution of project-based learning in small groups in environmental engineering courses

    Directory of Open Access Journals (Sweden)

    Jesús M. Requies

    2018-03-01

    Full Text Available This work presents the assessment of the development and evolution of an active methodology (Project-Based Learning –PBL- implemented on the course “Unit Operations in Environmental Engineering”, within the bachelor’s degree in Environmental Engineering, with the purpose of decreasing the dropout rate in this course. After the initial design and implementation of this methodology during the first academic year (12/13, different modifications were adopted in the following ones (13-14, 14-15 & 15-16 in order to optimize the student’s and professor’s work load as well as correct some malfunctions observed in the initial design of the PBL. This active methodology seeks to make students the main architects of their own learning processes. Accordingly, they have to identify their learning needs, which is a highly motivating approach both for their curricular development and for attaining the required learning outcomes in this field of knowledge. The results obtained show that working in small teams (cooperative work enhances each group member’s self–learning capabilities. Moreover, academic marks improve when compared to traditional learning methodologies. Nevertheless, the implementation of more active methodologies, such as project-based learning, in small groups has certain specific characteristics. In this case it has been implemented simultaneously in two different groups of 10 students each one. Such small groups are more heterogeneoussince the presence of two highly motivated students or not can vary or affect the whole group’s attitude and academic results.

  2. Effects of longitudinal small-group learning on delivery and receipt of communication skills feedback.

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    Chou, Calvin L; Masters, Dylan E; Chang, Anna; Kruidering, Marieke; Hauer, Karen E

    2013-11-01

    Although feedback is a critical component of learning, recent data suggest that learners may discount feedback they receive. The emotional threat inherent in feedback can contribute to its ineffectiveness, particularly for sensitive topics like communication skills. Longitudinal relationships among peers may increase their sense of safety and soften the perceived threat of feedback to allow students to give, receive and potentially more effectively incorporate feedback. We studied the effects of prior shared learning experiences among medical students in the delivery and receipt of feedback on clinical (communication) skills. During a formative clinical skills examination, we divided Year 3 students at a US medical school into two subgroups comprising, respectively, small-group classmates from a 2-year longitudinal pre-clerkship clinical skills course (with prior peer-learning relationships), and peers with no prior shared small-group coursework. Students in both subgroups observed peers in a simulated clinical case and then provided feedback, which was videotaped, transcribed and coded. Feedback recipients also completed a survey on their perceptions of the feedback. Students valued the feedback they received and intended to enact it, regardless of whether they had prior peer-learning relationships. Coding of feedback revealed high specificity. Feedback providers who had prior peer-learning relationships with recipients provided more specific corrective feedback on communication skills than those with no such relationships (p = 0.014); there was no significant difference between subgroups in the provision of reinforcing feedback on communication skills. Year 3 medical student peers can deliver specific feedback on clinical skills; prior peer-learning relationships in pre-clerkship clinical skills courses enrich the provision of specific corrective feedback about communication skills. Feedback between peers with pre-existing peer-learning relationships represents

  3. Small group learning: effect on item analysis and accuracy of self-assessment of medical students.

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    Biswas, Shubho Subrata; Jain, Vaishali; Agrawal, Vandana; Bindra, Maninder

    2015-01-01

    Small group sessions are regarded as a more active and student-centered approach to learning. Item analysis provides objective evidence of whether such sessions improve comprehension and make the topic easier for students, in addition to assessing the relative benefit of the sessions to good versus poor performers. Self-assessment makes students aware of their deficiencies. Small group sessions can also help students develop the ability to self-assess. This study was carried out to assess the effect of small group sessions on item analysis and students' self-assessment. A total of 21 female and 29 male first year medical students participated in a small group session on topics covered by didactic lectures two weeks earlier. It was preceded and followed by two multiple choice question (MCQ) tests, in which students were asked to self-assess their likely score. The MCQs used were item analyzed in a previous group and were chosen of matching difficulty and discriminatory indices for the pre- and post-tests. The small group session improved the marks of both genders equally, but female performance was better. The session made the items easier; increasing the difficulty index significantly but there was no significant alteration in the discriminatory index. There was overestimation in the self-assessment of both genders, but male overestimation was greater. The session improved the self-assessment of students in terms of expected marks and expectation of passing. Small group session improved the ability of students to self-assess their knowledge and increased the difficulty index of items reflecting students' better performance.

  4. Group learning

    DEFF Research Database (Denmark)

    Pimentel, Ricardo; Noguira, Eloy Eros da Silva; Elkjær, Bente

    The article presents a study that aims at the apprehension of the group learning in a top management team composed by teachers in a Brazilian Waldorf school whose management is collective. After deciding to extend the school, they had problems recruiting teachers who were already trained based...... on the Steiner´s ideas, which created practical problems for conducting management activities. The research seeks to understand how that group of teachers collectively manage the school, facing the lack of resources, a significant heterogeneity in the relationships, and the conflicts and contradictions......, and they are interrelated to the group learning as the construction, maintenance and reconstruction of the intelligibility of practices. From this perspective, it can be said that learning is a practice and not an exceptional phenomenon. Building, maintaining and rebuilding the intelligibility is the group learning...

  5. Individual and small group interactions in learning to teach with a hypermedia case

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    Chung, Mi-Lee Ahn

    The purpose of this study was to investigate the similarities and differences of individual and small group preservice teachers' interactions with a hypermedia case. Preservice teachers' interactions with a hypermedia case were defined in terms of their (1) goals and perception of accomplishments of the goals, (2) use of features of the hypermedia case, and (3) types of questions and conflicts raised. Two individuals and two small groups of three preservice teachers participated by interacting with the hypermedia case which was developed to illustrate conceptual change science teaching in an elementary classroom. Most of the previous studies in this area have addressed large group use of hypermedia cases, and this study attempted to address the gap in the literature related to different social contexts, individuals and small groups, from the constructivist perspective. The assumptions of symbolic interactionism guided data collection from think-alouds and interviews. These multiple sources of data were used to understand the participants' construction of knowledge; data were analyzed and interpreted by a process of analytic induction. The major assertion was that the preservice teachers perceived the hypermedia case to be like a tool to link theory and practice of teaching. Three sub-assertions, and several supporting categories, also emerged from the data. These findings indicated that group learning experiences with the hypermedia case were more valuable than those of individuals. In general, preservice teachers benefited from learning how to teach with the hypermedia case in both settings. However, the individuals were not as satisfied as those in small groups, and the members of small groups interacted more actively with the hypermedia case as well as with the peers. The results of this study suggest that effective use of hypermedia cases takes place in a community of learners where the learners share the context and can draw upon the resources afforded by the

  6. A Model of Small-Group Problem-Based Learning in Pharmacy Education: Teaching in the Clinical Environment

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    Khumsikiew, Jeerisuda; Donsamak, Sisira; Saeteaw, Manit

    2015-01-01

    Problem-based Learning (PBL) is an alternate method of instruction that incorporates basic elements of cognitive learning theory. Colleges of pharmacy use PBL to aid anticipated learning outcomes and practice competencies for pharmacy student. The purpose of this study were to implement and evaluate a model of small group PBL for 5th year pharmacy…

  7. Development of active learning modules in pharmacology for small group teaching.

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    Tripathi, Raakhi K; Sarkate, Pankaj V; Jalgaonkar, Sharmila V; Rege, Nirmala N

    2015-01-01

    Current teaching in pharmacology in undergraduate medical curriculum in India is primarily drug centered and stresses imparting factual knowledge rather than on pharmacotherapeutic skills. These skills would be better developed through active learning by the students. Hence modules that will encourage active learning were developed and compared with traditional methods within the Seth GS Medical College, Mumbai. After Institutional Review Board approval, 90 second year undergraduate medical students who consented were randomized into six sub-groups, each with 15 students. Pre-test was administered. The three sub-groups were taught a topic using active learning modules (active learning groups), which included problems on case scenarios, critical appraisal of prescriptions and drug identification. The remaining three sub-groups were taught the same topic in a conventional tutorial mode (tutorial learning groups). There was crossover for the second topic. Performance was assessed using post-test. Questionnaires with Likert-scaled items were used to assess feedback on teaching technique, student interaction and group dynamics. The active and tutorial learning groups differed significantly in their post-test scores (11.3 ± 1.9 and 15.9 ± 2.7, respectively, P active learning session as interactive (vs. 37/90 students in tutorial group) and enhanced their understanding vs. 56/90 in tutorial group), aroused intellectual curiosity (47/90 students of active learning group vs. 30/90 in tutorial group) and provoked self-learning (41/90 active learning group vs. 14/90 in tutorial group). Sixty-four students in the active learning group felt that questioning each other helped in understanding the topic, which was the experience of 25/90 students in tutorial group. Nevertheless, students (55/90) preferred tutorial mode of learning to help them score better in their examinations. In this study, students preferred an active learning environment, though to pass examinations, they

  8. Informal Cooperative Learning in Small Groups: The Effect of Scaffolding on Participation

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    Lange, Christopher; Costley, Jamie; Han, Seung Lock

    2016-01-01

    This study examines the effect of group work scaffolding on participation. The procedural scaffolding of two cooperative learning techniques, Numbered Heads Together and Think-Pair-Share, are compared based on levels of participation, learning, and satisfaction they elicit. Aspects of participation that are examined include levels of group…

  9. Pioneering small-group learning in Tanzanian emergency medicine: Investigating acceptability for physician learners

    Directory of Open Access Journals (Sweden)

    A G Lim

    2017-03-01

    Full Text Available Background. Emergency medicine (EM is a relatively new, but growing medical specialty in sub-Saharan Africa. African EM training programmes have used small-group learning (SGL modalities in their curricula. However, there is little knowledge of whether SGL modalities are perceived to be effective in these African EM training programmes. Objectives. To investigate the acceptability of SGL for physicians’ training in an academic Tanzanian emergency department using a novel EM curriculum. Methods. Using responses to a written questionnaire, we explored the perceived effectiveness of SGL compared with traditional didactic lectures among 38 emergency department physician learners in Dar es Salaam, Tanzania. Perceptions of SGL were identified from qualitative responses, and regression analyses were used to determine strength of association between quantitative outcomes. Results. Reported benefits of SGL included team building, simulation training, enhancement of procedural skills, and the opportunity to discuss opinions on clinical management. SGL scored more favourably with regard to improving clinical practice, enjoyment of learning, and building peer-to-peer relations. Lectures scored more favourably at improving medical knowledge. Preference towards SGL over lectures for overall training increased with years of clinical experience (95% confidence interval (CI 0.16 - 0.62, p=0.002, Spearman’s rho 0.51, and the perception that SGL reinforces learner-teacher relationships correlated with seniority within residency training (95% CI 0.14 - 0.86, p=0.007, Spearman’s rho 0.47. Conclusion. Techniques of SGL were perceived as effective at improving clinical practice in the emergency department setting. These modalities may be more favourably accepted by more experienced physician learners – therefore, new EM teaching programmes in Africa should consider these factors when targeting educational strategies for their respective regions and learner

  10. Examining the Effect of Small Group Discussions and Question Prompts on Vicarious Learning Outcomes

    Science.gov (United States)

    Lee, Yekyung; Ertmer, Peggy A.

    2006-01-01

    This study investigated the effect of group discussions and question prompts on students' vicarious learning experiences. Vicarious experiences were delivered to 65 preservice teachers via VisionQuest, a Web site that provided examples of successful technology integration. A 2x2 factorial research design employed group discussions and question…

  11. Learning Science in Small Multi-Age Groups: The Role of Age Composition

    Science.gov (United States)

    Kallery, Maria; Loupidou, Thomais

    2016-01-01

    The present study examines how the overall cognitive achievements in science of the younger children in a class where the students work in small multi-age groups are influenced by the number of older children in the groups. The context of the study was early-years education. The study has two parts: The first part involved classes attended by…

  12. Small Group Research

    Science.gov (United States)

    McGrath, Joseph E.

    1978-01-01

    Summarizes research on small group processes by giving a comprehensive account of the types of variables primarily studied in the laboratory. These include group structure, group composition, group size, and group relations. Considers effects of power, leadership, conformity to social norms, and role relationships. (Author/AV)

  13. Distribution of Feedback among Teacher and Students in Online Collaborative Learning in Small Groups

    Science.gov (United States)

    Coll, Cesar; Rochera, Maria Jose; de Gispert, Ines; Diaz-Barriga, Frida

    2013-01-01

    This study explores the characteristics and distribution of the feedback provided by the participants (a teacher and her students) in an activity organized inside a collaborative online learning environment. We analyse 853 submissions made by two groups of graduate students and their teacher (N1 = 629 & N2 = 224) involved in the collaborative…

  14. A Meta-Analytic Review of Studies of the Effectiveness of Small-Group Learning Methods on Statistics Achievement

    Science.gov (United States)

    Kalaian, Sema A.; Kasim, Rafa M.

    2014-01-01

    This meta-analytic study focused on the quantitative integration and synthesis of the accumulated pedagogical research in undergraduate statistics education literature. These accumulated research studies compared the academic achievement of students who had been instructed using one of the various forms of small-group learning methods to those who…

  15. Among Friends: The Role of Academic-Preparedness Diversity in Individual Performance within a Small-Group STEM Learning Environment

    Science.gov (United States)

    Micari, Marina; Van Winkle, Zachary; Pazos, Pilar

    2016-01-01

    In this study, we investigate the relationship between academic-preparedness diversity within small learning groups and individual academic performance in science, technology, engineering, and mathematics (STEM) university courses. We further examine whether academic-preparedness diversity impacts academically more- and less-prepared students…

  16. Learning science in small groups: The relationship of conversation to conceptual understanding

    Science.gov (United States)

    McDonald, James Tarleton

    The purpose of this study was to investigate the relationship between conversation and conceptual understanding of erosion. The objective of this study was to investigate how fifth grade students' conceptions of erosion changed while they used stream tables and worked in groups of four within an inquiry-based curriculum. This study used symbolic interactionism and sociocognitive frameworks to interpret science learning in the elementary classroom. The research focused on the conceptual understanding of the focal group students, their use of classroom discourse to talk about their understandings of erosion, and the expertise that emerged while using stream tables. This study took place over a one-semester long study on erosion. Key informants were eight fifth graders. The data sources consisted of children's journals; transcripts of audiotaped interviews with the key informants before, during, and after the erosion unit; transcripts of videotapes of the students using the stream tables; and field notes recording children's discourse and activity. Individual and group cases were constructed during the study. The knowledge of the eight focal group children was placed on a hierarchy of conceptual understanding that contained 8 components of the erosion process. All four of the students whose ideas were examined in depth gained in their conceptual understanding of erosion. Students' individual expertise enhanced their own conceptual understanding. The contribution of classroom discourse and expertise to conceptual understanding differed between the two focal groups. Group 1 used essential expertise to sustain generative conversations, maximizing their learning opportunities. Students in Group 1 got along with one another, rotated assigned roles and jobs, and were able to start their own generative conversations. Members of Group 1 asked generative questions, connected stream table events to real life situations, and involved everyone in the group. Group 2 engaged in a

  17. Just forest governance: how small learning groups can have big impact

    Energy Technology Data Exchange (ETDEWEB)

    Mayers, James; Bhattacharya, Prodyut; Diaw, Chimere [and others

    2009-10-15

    Forests are power bases, but often for the wrong people. As attention turns from making an international deal on REDD to making it work on the ground, the hunt will be on for practical ways of shifting power over forests towards those who enable and pursue sustainable forest-linked livelihoods. The Forest Governance Learning Group – an alliance active in Cameroon, Ghana, India, Indonesia, Malawi, Mozambique, South Africa, Uganda and Vietnam – has developed practical tactics for securing safe space, provoking dialogue, building constituencies, wielding evidence and interacting politically. It has begun to have significant impacts. To deepen and widen those impacts, FGLG seeks allies.

  18. Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Gastrointestinal Emergencies Small Group Module

    Directory of Open Access Journals (Sweden)

    Andrew King

    2017-01-01

    Full Text Available Audience and type of curriculum: This curriculum created and implemented at The Ohio State University Wexner Medical Center was designed to educate our emergency medicine (EM residents, PGY-1 to PGY-3, as well as medical students and attending physicians. Introduction/Background: Gastrointestinal (GI emergencies comprise approximately 12% of emergency department (ED visits.1 Residents must be proficient in the differential diagnosis and management of the wide variety of GI emergencies. The flipped classroom curricular model emphasizes self-directed learning activities completed by learners, followed by small group discussions pertaining to the topic reviewed. The active learning fostered by this curriculum increases faculty and learner engagement and interaction time typically absent in traditional lecture-based formats.2-4 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for emergency medicine residents.4-6 The Ohio State University EM Residency didactic curriculum recently transitioned to a “flipped classroom” approach.7-10 We created this innovative curriculum aimed to improve our residency education program and to share educational resources with other EM residency programs. This proposed curriculum utilizes an 18-month curricular cycle. The flipped classroom curriculum maximizes didactic time and resident engagement, fosters intellectual curiosity and active learning, and meets the needs of today’s learners. 3,6,11 Objectives: We aim to teach the presentation and management of GI emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group discussions in place of traditional lectures. In doing so, a goal of the curriculum is to encourage self

  19. Palliative medicine Death Rounds: small group learning on a vital subject.

    Science.gov (United States)

    Kitzes, Judith A; Kalishman, Summers; Kingsley, Darra D; Mines, Jan; Lawrence, Elizabeth

    The medical student's experience with patients' dying and death has profound impact on personal and professional development. Death Rounds at the University of New Mexico School of Medicine is a small group educational model that promotes student self-reflection, metacognition, professional growth, and collegial support. To describe the implementation and evaluation activities of a third year clerkship Death Rounds which are a structured, institutionally supported resource for helping students to understand the clinical, ethical, legal, professional, cultural, and spiritual aspects of death. Medical students attend 2 to 3 small group palliative medicine Death Rounds sessions, facilitated by the attending clerkship director, chief residents, and a palliative care physician. The students' assessment of their palliative medicine knowledge and skills in 5 categories before and after participation in Death Rounds rated their skills after Death Rounds higher with effect sizes ranging from 0.9 to 1.9. Evidence from both the Death Rounds Questionnaire and Facilitators' Logs demonstrates that multiple issues and topics were addressed and all associated with the School of Medicine's 6 core competencies. Death Rounds minimally affect on clerkship time and faculty resources.

  20. Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Genitourinary Emergencies Small Group Module

    Directory of Open Access Journals (Sweden)

    Andrew King

    2017-07-01

    Full Text Available Audience: This curriculum, created and implemented at The Ohio State University Wexner Medical Center, was designed to educate our emergency medicine (EM residents, PGY-1 to PGY-3, as well as medical students. Introduction: In 2013, there were over 6 million Emergency Department visits in the United States which resulted in a primary diagnosis of the genitourinary system. This represents 5.2% of all Emergency Department visits.1 Residents must be proficient in the differential diagnosis and management of the wide variety of genitourinary emergencies. This flipped classroom curricular model emphasizes self-directed learning activities completed by learners, followed by small group discussions pertaining to the topic reviewed. The active learning fostered by this curriculum increases faculty and learner engagement and interaction time typically absent in traditional lecture-based formats.2-4 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for emergency medicine residents.4-6 The Ohio State University Wexner Medical Center EM Residency didactic curriculum recently transitioned to a “flipped classroom” approach.7-10 We created this innovative curriculum aimed to improve our residency education program and to share educational resources with other EM residency programs. Our curriculum utilizes an 18-month curricular cycle to cover the defined emergency medicine content. The flipped classroom curriculum maximizes didactic time and resident engagement, fosters intellectual curiosity and active learning, and meets the needs of today’s learners. 3,6,11 Objectives: We aim to teach the presentation and management of genitourinary emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real

  1. Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Psychiatric Emergencies Small Group Module

    Directory of Open Access Journals (Sweden)

    Andrew King

    2017-07-01

    Full Text Available Audience: This curriculum created and implemented at The Ohio State University Wexner Medical Center was designed to educate our emergency medicine (EM residents, PGY-1 to PGY-3, as well as medical students and attending physicians. Introduction: In 2007, there were 12 million adult Emergency Department visits for mental health and substance abuse complaints. This represents 12.5% of all adult emergency department visits.1 Residents must be proficient in the differential diagnosis and management of the wide variety of psychiatric emergencies. The flipped classroom curricular model emphasizes self-directed learning activities completed by learners, followed by small group discussions pertaining to the topic reviewed. The active learning fostered by this curriculum increases faculty and learner engagement and interaction time typically absent in traditional lecture-based formats.2-4 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for emergency medicine residents.4-6 The Ohio State University EM Residency didactic curriculum recently transitioned to a “flipped classroom” approach.7-10 We created this innovative curriculum aimed to improve our residency education program and to share educational resources with other EM residency programs. Our curriculum utilizes an 18-month curricular cycle to cover the defined emergency medicine content. The flipped classroom curriculum maximizes didactic time and resident engagement, fosters intellectual curiosity and active learning, and meets the needs of today’s learners. 3,6,11 Objectives: We aim to teach the presentation and management of psychiatric emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group

  2. Evolution of Project-Based Learning in Small Groups in Environmental Engineering Courses

    Science.gov (United States)

    Requies, Jesús M.; Agirre, Ion; Barrio, V. Laura; Graells, Moisès

    2018-01-01

    This work presents the assessment of the development and evolution of an active methodology (Project-Based Learning--PBL) implemented on the course "Unit Operations in Environmental Engineering", within the bachelor's degree in Environmental Engineering, with the purpose of decreasing the dropout rate in this course. After the initial…

  3. Small-group learning in an upper-level university biology class enhances academic performance and student attitudes toward group work.

    Science.gov (United States)

    Gaudet, Andrew D; Ramer, Leanne M; Nakonechny, Joanne; Cragg, Jacquelyn J; Ramer, Matt S

    2010-12-29

    To improve science learning, science educators' teaching tools need to address two major criteria: teaching practice should mirror our current understanding of the learning process; and science teaching should reflect scientific practice. We designed a small-group learning (SGL) model for a fourth year university neurobiology course using these criteria and studied student achievement and attitude in five course sections encompassing the transition from individual work-based to SGL course design. All students completed daily quizzes/assignments involving analysis of scientific data and the development of scientific models. Students in individual work-based (Individualistic) sections usually worked independently on these assignments, whereas SGL students completed assignments in permanent groups of six. SGL students had significantly higher final exam grades than Individualistic students. The transition to the SGL model was marked by a notable increase in 10th percentile exam grade (Individualistic: 47.5%; Initial SGL: 60%; Refined SGL: 65%), suggesting SGL enhanced achievement among the least prepared students. We also studied student achievement on paired quizzes: quizzes were first completed individually and submitted, and then completed as a group and submitted. The group quiz grade was higher than the individual quiz grade of the highest achiever in each group over the term. All students--even term high achievers--could benefit from the SGL environment. Additionally, entrance and exit surveys demonstrated student attitudes toward SGL were more positive at the end of the Refined SGL course. We assert that SGL is uniquely-positioned to promote effective learning in the science classroom.

  4. Small Group Teaching in Undergraduate Science. Higher Education Learning Project (h.e.l.p.) - Physics.

    Science.gov (United States)

    Ogborn, Jon, Ed.; And Others

    While this book is focused primarily on the tutorials held in the British universities, it offers many insights that can improve the teaching in the discussion sections so common in our large universities. Introductions to analyses of group processes of technical language, and of questions are given. Lesson plans for skill building sessions are…

  5. Learning Opportunities for Group Learning

    Science.gov (United States)

    Gil, Alfonso J.; Mataveli, Mara

    2017-01-01

    Purpose: This paper aims to analyse the impact of organizational learning culture and learning facilitators in group learning. Design/methodology/approach: This study was conducted using a survey method applied to a statistically representative sample of employees from Rioja wine companies in Spain. A model was tested using a structural equation…

  6. THINKING ALOUD, TALKING, AND LEAThinking aloud, talking, and learning to read: esl reading comprehension training in small cooperative groups Thinking aloud, talking, and learning to read: esl reading comprehension training in small cooperative groups

    Directory of Open Access Journals (Sweden)

    Yael Bejanaro

    2008-04-01

    Full Text Available Training students to become independent skillful readers is a major concern of the EFL reading teacher. How can we best train students in selecting and applying reading strategies so that they become more efficient readers? Can we ensure that an increase in students’ awareness of the need to use strategies will help them become more skillful readers? These questions served as a trigger for this study. The aim of this study was to investigate whether verbal articulation of reading behavior in a small group will improve foreign language comprehension. It is our contention that using verbalization in small groups will raise metacognitive awareness which will in turn enhance effective use of skills and strategies and result in improvement in reading comprehension. We assume that the special features that characterize small group interactions can provide an appropriate setting for raising metacognitive awareness. Training students to become independent skillful readers is a major concern of the EFL reading teacher. How can we best train students in selecting and applying reading strategies so that they become more efficient readers? Can we ensure that an increase in students’ awareness of the need to use strategies will help them become more skillful readers? These questions served as a trigger for this study. The aim of this study was to investigate whether verbal articulation of reading behavior in a small group will improve foreign language comprehension. It is our contention that using verbalization in small groups will raise metacognitive awareness which will in turn enhance effective use of skills and strategies and result in improvement in reading comprehension. We assume that the special features that characterize small group interactions can provide an appropriate setting for raising metacognitive awareness.

  7. Perspectives on Positioning, Interaction, and Learning in Small-Group Discussion: Possibilities for Extending the Analytic Lens

    Science.gov (United States)

    Kittleson, Julie M.; Wilson, Rachel E.

    2014-01-01

    In this forum piece, we respond to Karin Due's study of social dynamics in groups of students in physics class and gender issues that play out in this context. We discuss two threads that appear in Due's paper: one pertains to patterns of talk within groups and how these patterns open up possibilities for learning, the other pertains to…

  8. The Effectiveness of the Smart Board-Based Small-Group Graduated Guidance Instruction on Digital Gaming and Observational Learning Skills of Children with Autism Spectrum Disorder

    Science.gov (United States)

    Cattik, Melih; Odluyurt, Serhat

    2017-01-01

    The objective of this study was to teach digital gaming skills to children with autism spectrum disorder (ASD) using a SMART board with a graduated guidance teaching method in a small-group instructional format, to determine the participants' levels of learning by observation, and to determine the views of their families on the conducted…

  9. Educational Outcomes of Small-Group Discussion Versus Traditional Lecture Format in Dental Students' Learning and Skills Acquisition.

    Science.gov (United States)

    Arias, Ana; Scott, Raymond; Peters, Ove A; McClain, Elizabeth; Gluskin, Alan H

    2016-04-01

    The aim of this prospective quantitative study was to compare the effect of different instructional formats on dental students' skills and knowledge acquisition for access cavity preparation. All first-year dental students were invited to participate in this study conducted during the four consecutive two-week endodontic rotation courses at the University of the Pacific Arthur A. Dugoni School of Dentistry in spring semester 2015. Four alphabetically distributed intact groups of students were randomly allocated to two groups (n=70 each) that participated in either small-group discussion or a traditional lecture on access preparation. The first outcome measure was skill acquisition, measured by the quality of access cavities prepared in extracted teeth at the conclusion of the session. Two blinded raters scored direct observations on a continuous scale. Knowledge, the second outcome measure, was scored with a multiple-choice and open-ended question test at the end of each two-week session. Data were obtained for 134 of the 140 students, for a 96% response rate. The results showed that students in the small-group discussion groups scored significantly higher than those in the lecture groups when skill performance was tested (p=8.9 × 10(-7)). However, no significant differences were found in the acquisition of knowledge between the two groups on the written test. Active student participation was significantly related to improved manual skill acquisition, but the format of the session does not seem to have had a direct influence on acquired knowledge.

  10. Student leadership in small group science inquiry

    Science.gov (United States)

    Oliveira, Alandeom W.; Boz, Umit; Broadwell, George A.; Sadler, Troy D.

    2014-09-01

    Background: Science educators have sought to structure collaborative inquiry learning through the assignment of static group roles. This structural approach to student grouping oversimplifies the complexities of peer collaboration and overlooks the highly dynamic nature of group activity. Purpose: This study addresses this issue of oversimplification of group dynamics by examining the social leadership structures that emerge in small student groups during science inquiry. Sample: Two small student groups investigating the burning of a candle under a jar participated in this study. Design and method: We used a mixed-method research approach that combined computational discourse analysis (computational quantification of social aspects of small group discussions) with microethnography (qualitative, in-depth examination of group discussions). Results: While in one group social leadership was decentralized (i.e., students shared control over topics and tasks), the second group was dominated by a male student (centralized social leadership). Further, decentralized social leadership was found to be paralleled by higher levels of student cognitive engagement. Conclusions: It is argued that computational discourse analysis can provide science educators with a powerful means of developing pedagogical models of collaborative science learning that take into account the emergent nature of group structures and highly fluid nature of student collaboration.

  11. Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Obstetric and Gynecologic Emergencies Small Group Module

    Directory of Open Access Journals (Sweden)

    Jillian McGrath

    2017-09-01

    Full Text Available Audience: This curriculum, created and implemented at The Ohio State University Wexner Medical Center, was primarily designed to educate our emergency medicine (EM residents (PGY1-3 and emergency medicine/internal medicine (EM/IM residents (PGY1-5 on core obstetrics and gynecology topics in EM. Additional audience members include medical students and faculty physicians. Introduction: In 2013, there were over 1 million emergency department visits in the United States which resulted in primary obstetric or gynecologic diagnoses.1 EM Residents must be proficient in the differential diagnosis and management of the wide variety of obstetric and gynecologic emergencies. To do this, we developed a flipped classroom curricular model, which consists of self-directed learning activities completed by learners, followed by small group discussions pertaining to the topic reviewed. The active learning fostered by this type of curriculum increases faculty and learner engagement and interaction time typically absent in traditional lecture-based formats.2-4 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for EM residents.4-6 The Ohio State University Wexner Medical Center EM residency didactic curriculum recently transitioned to a “flipped classroom” approach.7-10 Our didactic curriculum is delivered over the course of 18 months; however, it could easily be adapted to other academic calendar cycles. The flipped classroom curriculum maximizes didactic time and resident engagement, fosters intellectual curiosity and active learning, and meets the needs of today’s learners. 3,6,11 Objectives: We aim to teach the presentation and management of obstetric and gynecologic emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident

  12. How Artefacts Mediate Small-Group Co-Creation Activities in a Mobile-Assisted Seamless Language Learning Environment?

    Science.gov (United States)

    Wong, L. -H.; Chen, W.; Jan, M.

    2012-01-01

    The rich learning resources and contexts learners experience in their everyday life could play important roles in complementing formal learning, but are often neglected by learners and teachers. In this paper, we present an intervention study in "Move, Idioms!", a mobile-assisted Chinese language learning approach that emphasizes contextualized…

  13. Primary social and emotional aspects of learning (SEAL small group interventions: a qualitative study of factors affecting implementation and the role of Local Authority support

    Directory of Open Access Journals (Sweden)

    Neil Humphrey

    2009-11-01

    Full Text Available The aims of the current study were to examine the factors affecting implementation of social and emotional aspects of learning (SEAL small group interventions in primary schools and to explore the role of support from Local Authorities (LAs in the implementation process. Telephone interviews were conducted with lead SEAL staff in 12 LAs across England as part of a larger national evaluation of this educational initiative. Data were transcribed and subjected to qualitative content analysis. Subsequently, a tentative model was developed to document the relationship between the nature of support provided by LAs (e.g. training events, developing/providing additional materials, factors affecting implementation at school level (e.g. school readiness, the profile of SEAL and perceived barriers to success (e.g. misconceptions about the purpose of small group interventions. These findings are discussed in relation to the existing literature on the implementation of social-emotional initiatives and interventions in education.

  14. Small Group Teaching in Epidemiology Courses

    Directory of Open Access Journals (Sweden)

    Azita Goshtasebi

    2009-02-01

    Full Text Available Background and purpose: small group teaching(SGT in is a known method for developing intellectual skills, changing attitudes and encouraging the taking of responsibilities for learning. This study was an attempt to compare students’ attitudes and knowledge scores on SGT and lecture -based teaching (LBT.Methods: 22 first year medical students were enrolled in a course using two methods (lecture- based and small group discussion for teaching basic epidemiology. Data about attitudes and knowledge scores of the two methods were collected at the end of the course and analyzed using a two-sided Wilcoxon test.Results: The students were satisfied and preferred SGT in terms of Evaluation method for the course, Participatory learning and team working, effectiveness and developing self learning skills (p<0.001,and scored higher on topics of SGT(p<0.01, but believed that they needed longer discussion of the topics.Conclusion: Better question design and course organization and creating a safe, comfortable environment is essential for good performance. Integrating this teaching strategy in medical education curricula with appropriate professional and organizational development is suggested.Key words: MEDICAL EDUCATION, SMALL GROUP TEACHING, COURSE EVALUATION

  15. Scaffolding Wiki-Supported Collaborative Learning for Small-Group Projects and Whole-Class Collaborative Knowledge Building

    Science.gov (United States)

    Lin, C-Y.; Reigeluth, C. M.

    2016-01-01

    While educators value wikis' potential, wikis may fail to support collaborative constructive learning without careful scaffolding. This article proposes literature-based instructional methods, revised based on two expert instructors' input, presents the collected empirical evidence on the effects of these methods and proposes directions for future…

  16. A case-based, small-group cooperative learning course in preclinical veterinary science aimed at bridging basic science and clinical literacy

    Directory of Open Access Journals (Sweden)

    J.P. Schoeman

    2009-05-01

    Full Text Available In 1999 a dedicated problem-based learning course was introduced into the lecture-based preclinical veterinary curriculum of the University of Pretoria. The Introduction to Clinical Studies Course combines traditional lectures, practical sessions, student self-learning and guided tutorials. The self-directed component of the course utilises case-based, small group cooperative learning as an educational vehicle to link basic science with clinical medicine. The aim of this article is to describe the objectives and structure of the course and to report the results of the assessment of the students' perceptions on some aspects of the course. Students reacted very positively to the ability of the course to equip them with problem-solving skills. Students indicated positive perceptions about the workload of the course. There were, however, significantly lower scores for the clarity of the course objectives. Although the study guide for the course is very comprehensive, the practice regarding the objectives is still uncertain. It is imperative to set clear objectives in non-traditional, student-centred courses. The objectives have to be explained at the outset and reiterated throughout the course. Tutors should also communicate the rationale behind problem based learning as a pedagogical method to the students. Further research is needed to verify the effectiveness of this course in bridging the gap between basic science and clinical literacy in veterinary science. Ongoing feedback and assessment of the management and content are important to refine this model for integrating basic science with clinical literacy.

  17. A case-based, small-group cooperative learning course in preclinical veterinary science aimed at bridging basic science and clinical literacy.

    Science.gov (United States)

    Schoeman, J P; van Schoor, M; van der Merwe, L L; Meintjes, R A

    2009-03-01

    In 1999 a dedicated problem-based learning course was introduced into the lecture-based preclinical veterinary curriculum of the University of Pretoria. The Introduction to Clinical Studies Course combines traditional lectures, practical sessions, student self-learning and guided tutorials. The self-directed component of the course utilises case-based, small-group cooperative learning as an educational vehicle to link basic science with clinical medicine. The aim of this article is to describe the objectives and structure of the course and to report the results of the assessment of the students' perceptions on some aspects of the course. Students reacted very positively to the ability of the course to equip them with problem-solving skills. Students indicated positive perceptions about the workload of the course. There were, however, significantly lower scores for the clarity of the course objectives. Although the study guide for the course is very comprehensive, the practice regarding the objectives is still uncertain. It is imperative to set clear objectives in non-traditional, student-centred courses. The objectives have to be explained at the outset and reiterated throughout the course. Tutors should also communicate the rationale behind problem-based learning as a pedagogical method to the students. Further research is needed to verify the effectiveness of this course in bridging the gap between basic science and clinical literacy in veterinary science. Ongoing feedback and assessment of the management and content are important to refine this model for integrating basic science with clinical literacy.

  18. Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Head, Eyes, Ears, Nose and Throat Emergencies Small Group Module

    Directory of Open Access Journals (Sweden)

    Andrew King

    2017-09-01

    Full Text Available Audience: This curriculum created and implemented at The Ohio State University Wexner Medical Center was designed to educate our emergency medicine (EM residents, PGY-1 to PGY-3, as well as medical students and attending physicians. Introduction: Head, Eyes, Ears, Nose and Throat (HEENT complaints are very commonly seen in the Emergency Department. Numbers vary as to exact prevalence, but sources show that there are about 2 million annual emergency department (ED visits in the United States for non-traumatic dental problems, representing 1.5% of all ED visits.1 Other sources show that symptoms referable to the throat encompass 2,496,000 visits or 1.9% of total visits.2 Notably, about 8% of the written exam in emergency medicine covers the topic of head and neck complaints, making it the second most tested topic behind cardiovascular.3 Residents must be proficient in the differential diagnosis and management of the wide variety of HEENT emergencies. The flipped classroom curricular model emphasizes self-directed learning activities completed by learners, followed by small group discussions pertaining to the topic reviewed. The active learning fostered by this curriculum increases faculty and learner engagement and interaction time typically absent in traditional lecture-based formats.4-6 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for emergency medicine residents.6-8 The Ohio State University EM Residency didactic curriculum recently transitioned to a “flipped classroom” approach.9-13 We created this innovative curriculum aimed to improve our residency education program and to share educational resources with other EM residency programs. Our curriculum utilizes an 18-month curricular cycle to cover the defined emergency medicine content. The flipped classroom curriculum maximizes didactic time and resident

  19. Making Cooperative Learning Groups Work.

    Science.gov (United States)

    Hawley, James; De Jong, Cherie

    1995-01-01

    Discusses the use of cooperative-learning groups with middle school students. Describes cooperative-learning techniques, including group roles, peer evaluation, and observation and monitoring. Considers grouping options, including group size and configuration, dyads, the think-pair-share lecture, student teams achievement divisions, jigsaw groups,…

  20. Small group experience for socially withdrawn girls.

    Science.gov (United States)

    Houck, Gail M; Stember, Lisa

    2002-08-01

    Social competence is the effectiveness of social interaction behavior. Given its link to mental health outcomes, it is an important consideration in child and adolescent development. Social withdrawal is associated with depression. Socially withdrawn children make few social initiations and tend to be isolated in their play, further limiting their social involvement. To develop effective social behavior, experiences must be provided to learn relationship skills. This practice improvement project provided a small group experience for five socially withdrawn school-age girls. Weekly group meetings provided a social situation in which conversations could occur around a shared snack and craft project. The school nurse facilitated self-assertion and the expression of prosocial behavior in a socially safe (nonrejecting) environment and promoted social problem solving. On completion of the program, the participants not only showed more effective social reasoning and social skills, but developed friendships with each other that lasted beyond the life of the group.

  1. Teaching Small Group Communication: The Do Good Project

    Science.gov (United States)

    Minei, Elizabeth M.

    2016-01-01

    This paper focuses on the parameters of a semester-long project called the "Do Good" project, geared towards developing small group communication skills in undergraduate students. This project highlights participation in a social engagement project that allows students to bridge concepts learned in small group communication lectures…

  2. Understanding nomadic collaborative learning groups

    DEFF Research Database (Denmark)

    Ryberg, Thomas; Davidsen, Jacob; Hodgson, Vivien

    2018-01-01

    -term collaborations within the frame of Problem and Project Based Learning. By analysing the patterns of nomadic collaborative learning we identify and discuss how the two groups of students incorporate mobile and digital technologies as well as physical and/or non-digital technologies into their group work......The paper builds on the work of Rossitto et al. on collaborative nomadic work to develop three categories of practice of nomadic collaborative learning groups. Our study is based on interviews, workshops and observations of two undergraduate student's group practices engaged in self-organised, long....... Specifically, we identify the following categories of nomadic collaborative learning practices: “orchestration of work phases, spaces and activities,” “the orchestration of multiple technologies” and “orchestration of togetherness.” We found that for both groups of students there was a fluidity, situatedness...

  3. The interprofessional team as a small group.

    Science.gov (United States)

    Kane, R A

    1975-01-01

    Conflicts in interprofessional teamwork may be as much explained by group process considerations as by the interaction of professional roles and statuses. This paper examines the interprofessional team as a small group, using a synthesis of sources from social psychology, social group work, T-group literature, management theory, and health team research. Eight issues are considered in relation to the team as a small group, namely, (a) the individual in the group, (b) team size, (c) group norms, (d) democracy, (e) decision making and conflict resolution, (f) communication and structure, (g) leadership, and (h) group harmony and its relationship to group productivity.

  4. Student Leadership in Small Group Science Inquiry

    Science.gov (United States)

    Oliveira, Alandeom W.; Boz, Umit; Broadwell, George A.; Sadler, Troy D.

    2014-01-01

    Background: Science educators have sought to structure collaborative inquiry learning through the assignment of static group roles. This structural approach to student grouping oversimplifies the complexities of peer collaboration and overlooks the highly dynamic nature of group activity. Purpose: This study addresses this issue of…

  5. Small Group Multitasking in Literature Classes

    Science.gov (United States)

    Baurain, Bradley

    2007-01-01

    Faced with the challenge of teaching American literature to large, multilevel classes in Vietnam, the writer developed a flexible small group framework called "multitasking". "Multitasking" sets up stable task categories which rotate among small groups from lesson to lesson. This framework enabled students to work cooperatively…

  6. LARGE AND SMALL GROUP TYPEWRITING PROJECT.

    Science.gov (United States)

    JEFFS, GEORGE A.; AND OTHERS

    AN INVESTIGATION WAS CONDUCTED TO DETERMINE IF GROUPS OF HIGH SCHOOL STUDENTS NUMERICALLY IN EXCESS OF 50 COULD BE AS EFFECTIVELY INSTRUCTED IN TYPEWRITING SKILLS AS GROUPS OF LESS THAN 30. STUDENTS ENROLLED IN 1ST-YEAR TYPEWRITING WERE RANDOMLY ASSIGNED TO TWO LARGE GROUPS AND THREE SMALL GROUPS TAUGHT BY THE SAME INSTRUCTOR. TEACHER-MADE,…

  7. Evaluating groups in learning disabilities.

    Science.gov (United States)

    Chia, S H

    Groupwork can be effective in meeting a range of needs presented by students with profound learning disabilities. This article describes the process involved in setting up groups for these students, and includes examples of a group session and methods for evaluating groupwork.

  8. Understanding Nomadic Collaborative Learning Groups

    Science.gov (United States)

    Ryberg, Thomas; Davidsen, Jacob; Hodgson, Vivien

    2018-01-01

    The paper builds on the work of Rossitto "et al." on collaborative nomadic work to develop three categories of practice of nomadic collaborative learning groups. Our study is based on interviews, workshops and observations of two undergraduate student's group practices engaged in self-organised, long-term collaborations within the frame…

  9. Learning to communicate risk information in groups

    Directory of Open Access Journals (Sweden)

    Hsuchi Ting

    2008-12-01

    Full Text Available Despite vigorous research on risk communication, little is known about the social forces that drive these choices. Erev, Wallsten, and Neal (1991 showed that forecasters learn to select verbal or numerical probability estimates as a function of which mode yields on average the larger group payoffs. We extend the result by investigating the effect of group size on the speed with which forecasters converge on the better communication mode. On the basis of social facilitation theory we hypothesized that small groups induce less arousal and anxiety among their members than do large groups when performing new tasks, and therefore that forecasters in small groups will learn the better communication mode more quickly. This result obtained in Experiment 1, which compared groups of size 3 to groups of size 5 or 6. To test whether social loafing rather than social facilitation was mediating the effects, Experiment 2 compared social to personal feedback holding group size constant at 3 members. Learning was faster in the personal feedback condition, suggesting that social facilitation rather than loafing underlay the results.

  10. Small Group Activities for Introductory Business Classes.

    Science.gov (United States)

    Mundrake, George

    1999-01-01

    Describes numerous small-group activities for the following areas of basic business education: consumer credit, marketing, business organization, entrepreneurship, insurance, risk management, economics, personal finance, business careers, global markets, and government regulation. (SK)

  11. Teaching Small Group Communication: A Do Good Project

    Directory of Open Access Journals (Sweden)

    Elizabeth M. Minei, PhD

    2016-08-01

    Full Text Available This paper focuses on the parameters of a semester-long project called the “Do Good” project, geared towards developing small group communication skills in undergraduate students. This project highlights participation in a social engagement project that allows students to bridge concepts learned in small group communication lectures (e.g., team dynamics, project management, conflict resolution, decision making, leadership with community outreach. Included are an overview of the project, and examples for how each component both challenges students’ ability to communicate in groups and provides motivation that foster students’ ability to link in-class knowledge with practical, real world application.

  12. Efficacy of an internet-based learning module and small-group debriefing on trainees' attitudes and communication skills toward patients with substance use disorders: results of a cluster randomized controlled trial.

    Science.gov (United States)

    Lanken, Paul N; Novack, Dennis H; Daetwyler, Christof; Gallop, Robert; Landis, J Richard; Lapin, Jennifer; Subramaniam, Geetha A; Schindler, Barbara A

    2015-03-01

    To examine whether an Internet-based learning module and small-group debriefing can improve medical trainees' attitudes and communication skills toward patients with substance use disorders (SUDs). In 2011-2012, 129 internal and family medicine residents and 370 medical students at two medical schools participated in a cluster randomized controlled trial, which assessed the effect of adding a two-part intervention to the SUDs curricula. The intervention included a self-directed, media-rich Internet-based learning module and a small-group, faculty-led debriefing. Primary study outcomes were changes in self-assessed attitudes in the intervention group (I-group) compared with those in the control group (C-group) (i.e., a difference of differences). For residents, the authors used real-time, Web-based interviews of standardized patients to assess changes in communication skills. Statistical analyses, conducted separately for residents and students, included hierarchical linear modeling, adjusted for site, participant type, cluster, and individual scores at baseline. The authors found no significant differences between the I- and C-groups in attitudes for residents or students at baseline. Compared with those in the C-group, residents, but not students, in the I-group had more positive attitudes toward treatment efficacy and self-efficacy at follow-up (Pcommunication skills toward patients with SUDs among residents. Enhanced attitudes and skills may result in improved care for these patients.

  13. THE APPLICABILITY OF SMALL GROUP DISCUSSION IN ENGLISH READING CLASS

    Directory of Open Access Journals (Sweden)

    Kurniawan Yudhi Nugroho

    2017-04-01

    Full Text Available Success of learning is not only a matter of using an appropriate teaching resources, instead, the interference of teaching method is found to be essential to determine the students’ learning achievement. Teacher as a captain of class has the right to choose type of method used in the classroom for sake of students’ improvement. This study was designed as an attempt to help Master Students from a well established private university improve their reading comprehension skill through small group discussion. This study was participated by 30 students, later divided into two classes and served differently as an experimental group for the class A and a control group for the class B. Referring to the final data analysis of the study, it is found that there is an improving learning achievement in the experimental group, indicated by higher performance of posttest (20.333 than the pretest. Apart from this, further analysis was also conducted to find out whether or not small group discussion was able to show better performance than another teaching method applied in another different class. Based on the result of statistical calculation, it shows that small group discussion got better result 12.334 than that of another group. As a result, some suggestions were made by referring to result of the study.

  14. Informal Learning of Women Small Business Owners

    Science.gov (United States)

    Sharafizad, Jalleh

    2018-01-01

    Purpose: The purpose of this paper is to investigate women small business owners' informal learning behaviour. There is limited qualitative research that examines women small business owners' learning process and this study aims to address this gap. The study was driven by the following research questions: "Do women small business owners…

  15. Do medical students generate sound arguments during small group discussions in problem-based learning?: an analysis of preclinical medical students' argumentation according to a framework of hypothetico-deductive reasoning.

    Science.gov (United States)

    Ju, Hyunjung; Choi, Ikseon; Yoon, Bo Young

    2017-06-01

    Hypothetico-deductive reasoning (HDR) is an essential learning activity and a learning outcome in problem-based learning (PBL). It is important for medical students to engage in the HDR process through argumentation during their small group discussions in PBL. This study aimed to analyze the quality of preclinical medical students' argumentation according to each phase of HDR in PBL. Participants were 15 first-year preclinical students divided into two small groups. A set of three 2-hour discussion sessions from each of the two groups during a 1-week-long PBL unit on the cardiovascular system was audio-recorded. The arguments constructed by the students were analyzed using a coding scheme, which included four types of argumentation (Type 0: incomplete, Type 1: claim only, Type 2: claim with data, and Type 3: claim with data and warrant). The mean frequency of each type of argumentation according to each HDR phase across the two small groups was calculated. During small group discussions, Type 1 arguments were generated most often (frequency=120.5, 43%), whereas the least common were Type 3 arguments (frequency=24.5, 8.7%) among the four types of arguments. The results of this study revealed that the students predominantly made claims without proper justifications; they often omitted data for supporting their claims or did not provide warrants to connect the claims and data. The findings suggest instructional interventions to enhance the quality of medical students' arguments in PBL, including promoting students' comprehension of the structure of argumentation for HDR processes and questioning.

  16. Small group presentations for each session

    International Nuclear Information System (INIS)

    2011-01-01

    This section presents the results of the questionnaires with the recommendations from the 3 discussion groups. The questions approached are as follows: 1 - Discussion Group 1, 2 and 3 - Senior Management / Organizational Issues: Do Senior Managers understand the root cause analysis (RCA) process? Who in the organization is responsible for RCA? Are there regulatory requirements / influence? Does the culture of the organization affect the RCA process? Specific Recommendations. 2 - Discussion Group 1, 2 and 3 - Systematic Methodology / Tools: What are the challenges in using available analyses tools for identification of Human and Organisational Factors (HOF) in RCA? How do you 'handle' the perceived qualitative/subjective nature of HOF? Is the vocabulary used in RCA methodologies consistent? Will organizational issues be identified in analyses less intensive than RCA? Are you able to identify organizational issues from a single event? Is it difficult to make a clear link between RCA and CAs? What do you do if your scope expands? Recommendations. 3 - Discussion Group 1, 2 and 3 - Team Composition / Attributes: What are the challenges associated in team / individual competence? Is there management / HOF representation on the team? Does the level of the management sponsor affect the willingness of the organization to accept the HOF in RCA? Are RCA results presented to management? Who presents? Recommendations. 4 - Discussion Group 1, 2 and 3 - Learning: How many RCAs are done in a year? Is this sufficient? Could you identify organizational issues using an 'Apparent Cause Analysis' method? Are events with HOF issues trended in your organization? How do you know you have a learning organization? How can you measure the effectiveness of CAs?

  17. Dynamics of small groups of galaxies. I. Virialized groups

    International Nuclear Information System (INIS)

    Mamon, G.A.; New York Univ., NY)

    1987-01-01

    The dynamical evolution of small groups of galaxies from an initial virial equilibrium state is investigated by means of numerical simulations. The basic scheme is a gravitational N-body code in which galaxies and diffuse background are treated as single particles with both external parameters and internal structure; collisional and tidal stripping, dynamical friction, mergers, and orbital braking are taken into account. The results are presented in extensive tables and graphs and characterized in detail. Eight-galaxy groups with surface densities like those of compact groups (as defined by Hickson, 1982) are found to be unstable to rapid mergers after 1/30 to 1/8 Hubble time. The effects of dark-matter distribution (in galactic halos or in a common intergalactic background) are considered. 79 references

  18. Students' views of cooperative learning and group testing.

    Science.gov (United States)

    Hicks, Jay

    2007-01-01

    Today's radiologic technology students must learn to collaborate and communicate to function as part of the health care team. Innovative educational techniques such as cooperative learning (working collectively in small groups) and group testing (collaborating on tests) can foster these skills. Assess students' familiarity with and opinions about cooperative learning and group testing before and after participation in a semester-long course incorporating these methods. Twenty-eight students enrolled in a baccalaureate-level radiologic technology program in Louisiana were surveyed at the beginning and end of the semester. Results showed that students were more knowledgeable about and more accepting of cooperative learning and group testing after participating in the course. However, some students continued to prefer independent learning. Students are open to new learning methods such as cooperative learning and group testing. These techniques can help them develop the skills they will need to function collaboratively in the workplace.

  19. Professional Development of Mathematics Teachers toward the Facilitation of Small-Group Collaboration

    Science.gov (United States)

    Tabach, Michal; Schwarz, Baruch B.

    2018-01-01

    Collaborative work in small groups is often a suitable context for yielding substantial individual learning outcomes. Indeed, small-group collaboration has recently become an educational goal rather than a means. Yet, this goal is difficult to attain, and students must be taught how to learn together. In this paper, we focus on how to prepare…

  20. Group Modeling in Social Learning Environments

    Science.gov (United States)

    Stankov, Slavomir; Glavinic, Vlado; Krpan, Divna

    2012-01-01

    Students' collaboration while learning could provide better learning environments. Collaboration assumes social interactions which occur in student groups. Social theories emphasize positive influence of such interactions on learning. In order to create an appropriate learning environment that enables social interactions, it is important to…

  1. Blended learning in the small animal clinic

    DEFF Research Database (Denmark)

    Langebæk, Rikke

    2011-01-01

    At the Department of Small Animal Clinical Sciences, Basic Surgical Skills are taught in groups of 30-35 students in the first year of the master program (4th year students). The eight day course is an example of ‘blended learning’ in which students use our e-learning-material (Step 1) to prepare...... for the practical part of the course (Step 2, 3 and 4). From their home computers, students log on to the e-learning platform of Copenhagen University: https://absalon.ku.dk and go to the Basic Surgical Skills course, which consist of a line of chapters concerning a variety of surgical subjects. Each subject...... the implementation of these new teaching methods (e-learning and Skills Lab), teachers have ascertained a more satisfactory level of preparation, students that seem more focused and live-animal surgery that is conducted at a more ‘professional’ level than before. Finally, our research in this field shows...

  2. Bringing It All Together Through Group Learning

    OpenAIRE

    Chance, Shannon

    2014-01-01

    Interpersonal and trans-disciplinary collaboration can facilitate and amplify the benefits of learning. Drawing from ideas presented throughout this volume, this culminating chapter describes ways to enhance collaborative learning within and among various stakeholder groups.

  3. Group Concept Mapping on Learning Analytics

    NARCIS (Netherlands)

    Stoyanov, Slavi; Drachsler, Hendrik

    2013-01-01

    Stoyanov, S., & Drachsler, H. (2013, 5 July). Group Concept Mapping on Learning Analytics. Presentation given at Learning Analytics Summer School Institute (LASI) to kickoff the national GCM study on LA, Amsterdam, The Netherlands.

  4. Small groups and long memories promote cooperation.

    Science.gov (United States)

    Stewart, Alexander J; Plotkin, Joshua B

    2016-06-01

    Complex social behaviors lie at the heart of many of the challenges facing evolutionary biology, sociology, economics, and beyond. For evolutionary biologists the question is often how group behaviors such as collective action, or decision making that accounts for memories of past experience, can emerge and persist in an evolving system. Evolutionary game theory provides a framework for formalizing these questions and admitting them to rigorous study. Here we develop such a framework to study the evolution of sustained collective action in multi-player public-goods games, in which players have arbitrarily long memories of prior rounds of play and can react to their experience in an arbitrary way. We construct a coordinate system for memory-m strategies in iterated n-player games that permits us to characterize all cooperative strategies that resist invasion by any mutant strategy, and stabilize cooperative behavior. We show that, especially when groups are small, longer-memory strategies make cooperation easier to evolve, by increasing the number of ways to stabilize cooperation. We also explore the co-evolution of behavior and memory. We find that even when memory has a cost, longer-memory strategies often evolve, which in turn drives the evolution of cooperation, even when the benefits for cooperation are low.

  5. Dynamical networks of influence in small group discussions.

    Science.gov (United States)

    Moussaïd, Mehdi; Noriega Campero, Alejandro; Almaatouq, Abdullah

    2018-01-01

    In many domains of life, business and management, numerous problems are addressed by small groups of individuals engaged in face-to-face discussions. While research in social psychology has a long history of studying the determinants of small group performances, the internal dynamics that govern a group discussion are not yet well understood. Here, we rely on computational methods based on network analyses and opinion dynamics to describe how individuals influence each other during a group discussion. We consider the situation in which a small group of three individuals engages in a discussion to solve an estimation task. We propose a model describing how group members gradually influence each other and revise their judgments over the course of the discussion. The main component of the model is an influence network-a weighted, directed graph that determines the extent to which individuals influence each other during the discussion. In simulations, we first study the optimal structure of the influence network that yields the best group performances. Then, we implement a social learning process by which individuals adapt to the past performance of their peers, thereby affecting the structure of the influence network in the long run. We explore the mechanisms underlying the emergence of efficient or maladaptive networks and show that the influence network can converge towards the optimal one, but only when individuals exhibit a social discounting bias by downgrading the relative performances of their peers. Finally, we find a late-speaker effect, whereby individuals who speak later in the discussion are perceived more positively in the long run and are thus more influential. The numerous predictions of the model can serve as a basis for future experiments, and this work opens research on small group discussion to computational social sciences.

  6. A New Approach to Group Learning

    Science.gov (United States)

    Parsons, Jerry

    1976-01-01

    To help teachers plan strategy for working with a learning group, 12 factors affecting a learning group are discussed and a series of check points are identified as criteria for evaluation. Concepts and principles of group dynamics are drawn from sociology and the work of Carl Rogers. (Author/AJ)

  7. Emergency Medicine Curriculum: Complications of Pregnancy Small Group Module

    Directory of Open Access Journals (Sweden)

    Linda L Herman

    2017-07-01

    Full Text Available Audience: This curriculum, created and implemented at Kaweah Delta HCD emergency medicine program, was designed to educate our emergency medicine (EM residents, PGY-1 to PGY-3, as well as medical students and attending physicians. Introduction: Obstetrical (OB emergencies pose a unique challenge to the EM physician. Given the relative rarity of these presentations within the Emergency Department (ED, it is important that residents are educated in a comprehensive manner to ensure understanding and retention.1 The exact prevalence of emergency department (ED visits that are associated with complications of pregnancy is unknown, but they are likely a sizeable portion of the patient population of the ED. Also, many hospitals in rural areas have closed their labor and delivery units due to higher operating costs and lack of available medical personnel.2 New models of high-quality teaching that ensure retention of clinically rare, but critical presentations are required. There is a body of research that suggests a small-group discussion model rather than traditional lecture-based content may improve learner engagement and retention. This model encourages active learning, which requires simultaneous instructor and learner engagement.3, 4, 5, 6, 7 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for emergency medicine.3 The small group discussion classroom is facilitated by content experts with personal experience in the topic at hand. Objectives: We aim to teach the presentation and management of pregnancy complications through interactive teaching during small group discussions concerning patient cases. This curriculum utilizes resources chosen by education faculty, study questions, actual experience, and small group discussions in place of a traditional lecture-based format. In doing so, a goal of the curriculum is to

  8. Small Group Discussion as a Key Component in Online Assessment Training for Enhanced Student Learning in Web-Based Peer Assessment

    Science.gov (United States)

    Liu, Xiongyi; Li, Lan; Zhang, Zhihong

    2018-01-01

    The purpose of this study is to examine the effect of online assessment training, with synchronous group discussion as a key component, on subsequent web-based peer assessment results. Participants included 81 college students, mostly women, taking a business writing class. After initial submission of a draft counter-offer letter, they completed…

  9. Action Learning: How Learning Transfers from Entrepreneurs to Small Firms

    Science.gov (United States)

    Jones, Karen; Sambrook, Sally A.; Pittaway, Luke; Henley, Andrew; Norbury, Heather

    2014-01-01

    This paper presents research with small- and medium-sized enterprise (SME) owners who have participated in a leadership development programme. The primary focus of this paper is on learning transfer and factors affecting it, arguing that entrepreneurs must engage in "action" in order to "learn" and that under certain conditions…

  10. Using Telestrations™ to Illustrate Small Group Communication Principles

    Science.gov (United States)

    Fedesco, Heather Noel

    2014-01-01

    This single class activity described here: (1) illustrates the importance of interdependence in groups; (2) can be used to measure group productivity and performance; (3) can encourage groups to engage in group learning; and (4) can facilitate group cohesion for newly formed groups. Students will be working in groups for the majority of their…

  11. Creating Effective Collaborative Learning Groups in an Online Environment

    Directory of Open Access Journals (Sweden)

    Jane E. Brindley

    2009-06-01

    Full Text Available Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups. Data collected over a three year period (15 cohorts from the Foundations course in the Master of Distance Education (MDE program offered jointly by University of Maryland University College (UMUC and the University of Oldenburg does not support the authors’ original hypothesis that assessment makes a significant difference to learner participation levels in small group learning projects and leads them to question how much emphasis should be placed on grading work completed in study groups to the exclusion of other strategies. Drawing on observations of two MDE courses, including the Foundations course, their extensive online teaching experience, and a review of the literature, the authors identify factors other than grading that contribute positively to the effectiveness of small collaborative learning groups in the online environment. In particular, the paper focuses on specific instructional strategies that facilitate learner participation in small group projects, which result in an enhanced sense of community, increased skill acquisition, and better learning outcomes.

  12. Small diameter symmetric networks from linear groups

    Science.gov (United States)

    Campbell, Lowell; Carlsson, Gunnar E.; Dinneen, Michael J.; Faber, Vance; Fellows, Michael R.; Langston, Michael A.; Moore, James W.; Multihaupt, Andrew P.; Sexton, Harlan B.

    1992-01-01

    In this note is reported a collection of constructions of symmetric networks that provide the largest known values for the number of nodes that can be placed in a network of a given degree and diameter. Some of the constructions are in the range of current potential engineering significance. The constructions are Cayley graphs of linear groups obtained by experimental computation.

  13. How do small groups make decisions?

    OpenAIRE

    Chahine, Saad; Cristancho, Sayra; Padgett, Jessica; Lingard, Lorelei

    2017-01-01

    In the competency-based medical education (CBME) approach, clinical competency committees are responsible for making decisions about trainees? competence. However, we currently lack a?theoretical model for group decision-making to inform this emerging assessment phenomenon. This paper proposes an organizing framework to study and guide the decision-making processes of clinical competency committees. This is an explanatory, non-exhaustive review, tailored to identify relevant theoretical and e...

  14. Group performance and group learning at dynamic system control tasks

    International Nuclear Information System (INIS)

    Drewes, Sylvana

    2013-01-01

    Proper management of dynamic systems (e.g. cooling systems of nuclear power plants or production and warehousing) is important to ensure public safety and economic success. So far, research has provided broad evidence for systematic shortcomings in individuals' control performance of dynamic systems. This research aims to investigate whether groups manifest synergy (Larson, 2010) and outperform individuals and if so, what processes lead to these performance advantages. In three experiments - including simulations of a nuclear power plant and a business setting - I compare the control performance of three-person-groups to the average individual performance and to nominal groups (N = 105 groups per experiment). The nominal group condition captures the statistical advantage of aggregated group judgements not due to social interaction. First, results show a superior performance of groups compared to individuals. Second, a meta-analysis across all three experiments shows interaction-based process gains in dynamic control tasks: Interacting groups outperform the average individual performance as well as the nominal group performance. Third, group interaction leads to stable individual improvements of group members that exceed practice effects. In sum, these results provide the first unequivocal evidence for interaction-based performance gains of groups in dynamic control tasks and imply that employers should rely on groups to provide opportunities for individual learning and to foster dynamic system control at its best.

  15. Science Integrating Learning Objectives: A Cooperative Learning Group Process

    Science.gov (United States)

    Spindler, Matt

    2015-01-01

    The integration of agricultural and science curricular content that capitalizes on natural and inherent connections represents a challenge for secondary agricultural educators. The purpose of this case study was to create information about the employment of Cooperative Learning Groups (CLG) to enhance the science integrating learning objectives…

  16. Learning during Group Therapy Leadership Training.

    Science.gov (United States)

    Stone, Walter N.; Green, Bonnie L.

    1978-01-01

    Examined factors affecting congitive learning during a combined experiential-didactic group therapy training program. The overall goal for trainees was the acquisition of a cognitive model of group functioning, which can be translated into consistent leadership techniques. (Author/PD)

  17. Effects of Group Size on Students Mathematics Achievement in Small Group Settings

    Science.gov (United States)

    Enu, Justice; Danso, Paul Amoah; Awortwe, Peter K.

    2015-01-01

    An ideal group size is hard to obtain in small group settings; hence there are groups with more members than others. The purpose of the study was to find out whether group size has any effects on students' mathematics achievement in small group settings. Two third year classes of the 2011/2012 academic year were selected from two schools in the…

  18. Peer-led small groups: Are we on the right track?

    Science.gov (United States)

    Moore, Fraser

    2017-10-01

    Peer tutor-led small group sessions are a valuable learning strategy but students may lack confidence in the absence of a content expert. This study examined whether faculty reinforcement of peer tutor-led small group content was beneficial. Two peer tutor-led small group sessions were compared with one faculty-led small group session using questionnaires sent to student participants and interviews with the peer tutors. One peer tutor-led session was followed by a lecture with revision of the small group content; after the second, students submitted a group report which was corrected and returned to them with comments. Student participants and peer tutors identified increased discussion and opportunity for personal reflection as major benefits of the peer tutor-led small group sessions, but students did express uncertainty about gaps in their learning following these sessions. Both methods of subsequent faculty reinforcement were perceived as valuable by student participants and peer tutors. Knowing in advance that the group report would be corrected reduced discussion in some groups, potentially negating one of the major benefits of the peer tutor-led sessions. Faculty reinforcement of peer-tutor led small group content benefits students but close attention should be paid to the method of reinforcement.

  19. Basic steps in establishing effective small group teaching sessions in medical schools.

    Science.gov (United States)

    Meo, Sultan Ayoub

    2013-07-01

    Small-group teaching and learning has achieved an admirable position in medical education and has become more popular as a means of encouraging the students in their studies and enhance the process of deep learning. The main characteristics of small group teaching are active involvement of the learners in entire learning cycle and well defined task orientation with achievable specific aims and objectives in a given time period. The essential components in the development of an ideal small group teaching and learning sessions are preliminary considerations at departmental and institutional level including educational strategies, group composition, physical environment, existing resources, diagnosis of the needs, formulation of the objectives and suitable teaching outline. Small group teaching increases the student interest, teamwork ability, retention of knowledge and skills, enhance transfer of concepts to innovative issues, and improve the self-directed learning. It develops self-motivation, investigating the issues, allows the student to test their thinking and higher-order activities. It also facilitates an adult style of learning, acceptance of personal responsibility for own progress. Moreover, it enhances student-faculty and peer-peer interaction, improves communication skills and provides opportunity to share the responsibility and clarify the points of bafflement.

  20. AGE GROUP CLASSIFICATION USING MACHINE LEARNING TECHNIQUES

    OpenAIRE

    Arshdeep Singh Syal*1 & Abhinav Gupta2

    2017-01-01

    A human face provides a lot of information that allows another person to identify characteristics such as age, sex, etc. Therefore, the challenge is to develop an age group prediction system using the automatic learning method. The task of estimating the age group of the human from their frontal facial images is very captivating, but also challenging because of the pattern of personalized and non-linear aging that differs from one person to another. This paper examines the problem of predicti...

  1. Evaluation of a Small-Group Technique as a Teacher Training Instrument. Final Report.

    Science.gov (United States)

    Whipple, Babette S.

    An exploratory study was designed to determine whether the use of a new, small group technique adds significantly to the level of training in early childhood education. Two groups of five student teachers learned the technique and were then evaluated. The evaluation procedure was designed to measure changes in their educational objectives, their…

  2. Explaining Groupware Implementation Through Group Learning

    NARCIS (Netherlands)

    Bondarouk, Tatiana; Sikkel, Nicolaas; Kosrow-Pour, M.

    Implementation of groupware tends to be an evolutionary process. We apply a theory of group learning as a framework to highlight relevant aspects of such a process. Here we present the results of a longitudinal case study to which this framework was applied. A human resource information system

  3. Explaining IT Implementation Through Group Learning

    NARCIS (Netherlands)

    Bondarouk, Tatiana; Sikkel, Nicolaas

    2005-01-01

    Implementation of an IT system in an organization takes a certain amount of time. System usage becomes stable when users have appropriated the system and new work practices have been established. We propose a concept of group learning as a framework to highlight relevant aspects of such a process. A

  4. Group Hypnotherapy With Learning Disabled Children.

    Science.gov (United States)

    Johnson, Lynn S.; And Others

    The impact of group hypnotic and self-hypnotic training on the academic performance and self-esteem of learning disabled children was explored. Three hypnotic training sessions and instructions for six weeks of daily self-hypnotic practice containing suggestions for imagery related to improvement in these areas were given to 15 children, their…

  5. Enhancing Collaborative Learning through Group Intelligence Software

    Science.gov (United States)

    Tan, Yin Leng; Macaulay, Linda A.

    Employers increasingly demand not only academic excellence from graduates but also excellent interpersonal skills and the ability to work collaboratively in teams. This paper discusses the role of Group Intelligence software in helping to develop these higher order skills in the context of an enquiry based learning (EBL) project. The software supports teams in generating ideas, categorizing, prioritizing, voting and multi-criteria decision making and automatically generates a report of each team session. Students worked in a Group Intelligence lab designed to support both face to face and computer-mediated communication and employers provided feedback at two key points in the year long team project. Evaluation of the effectiveness of Group Intelligence software in collaborative learning was based on five key concepts of creativity, participation, productivity, engagement and understanding.

  6. Differential impact of student behaviours on group interaction and collaborative learning: medical students' and tutors' perspectives.

    Science.gov (United States)

    Iqbal, Maha; Velan, Gary M; O'Sullivan, Anthony J; Balasooriya, Chinthaka

    2016-08-22

    Collaboration is of increasing importance in medical education and medical practice. Students' and tutors' perceptions about small group learning are valuable to inform the development of strategies to promote group dynamics and collaborative learning. This study investigated medical students' and tutors' views on competencies and behaviours which promote effective learning and interaction in small group settings. This study was conducted at UNSW Australia. Five focus group discussions were conducted with first and second year medical students and eight small group tutors were interviewed. Data were transcribed verbatim and thematic analysis was conducted. Students and tutors identified a range of behaviours that influenced collaborative learning. The main themes that emerged included: respectfulness; dominance, strong opinions and openness; constructiveness of feedback; active listening and contribution; goal orientation; acceptance of roles and responsibilities; engagement and enthusiasm; preparedness; self- awareness and positive personal attributes. An important finding was that some of these student behaviours were found to have a differential impact on group interaction compared with collaborative learning. This information could be used to promote higher quality learning in small groups. This study has identified medical students' and tutors' perceptions regarding interactional behaviours in small groups, as well as behaviours which lead to more effective learning in those settings. This information could be used to promote learning in small groups.

  7. Cooperative behavior evolution of small groups on interconnected networks

    International Nuclear Information System (INIS)

    Huang, Keke; Cheng, Yuan; Zheng, Xiaoping; Yang, Yeqing

    2015-01-01

    Highlights: • Small groups are modeled on interconnected networks. • Players face different dilemmas inside and outside small groups. • Impact of the ratio and strength of link on the behavioral evolution are studied. - Abstract: Understanding the behavioral evolution in evacuation is significant for guiding and controlling the evacuation process. Based on the fact that the population consists of many small groups, here we model the small groups which are separated in space but linked by other methods, such as kinship, on interconnected networks. Namely, the players in the same layer belong to an identical small group, while the players located in different layers belong to different small groups. And the players of different layers establish interaction by edge crossed layers. In addition, players face different dilemmas inside and outside small groups, in detail, the players in the same layer play prisoner’s dilemma, but players in different layers play harmony game. By means of numerous simulations, we study the impact of the ratio and strength of link on the behavioral evolution. Because the framework of this work takes the space distribution into account, which is close to the realistic life, we hope that it can provide a new insight to reveal the law of behavioral evolution of evacuation population.

  8. Integrating a Social Behavior Intervention during Small Group Academic Instruction Using a Total Group Criterion Intervention

    Science.gov (United States)

    Rodriguez, Billie Jo; Anderson, Cynthia M.

    2014-01-01

    Total group contingencies, a variation of interdependent group contingencies, provide educators with an efficient and effective mechanism to improve social behavior and increase academic skills. Their utility has not been examined in small educational groups. This is unfortunate as supplemental instruction frequently is delivered in small group…

  9. Learning Performance Enhancement Using Computer-Assisted Language Learning by Collaborative Learning Groups

    Directory of Open Access Journals (Sweden)

    Ya-huei Wang

    2017-08-01

    Full Text Available This study attempted to test whether the use of computer-assisted language learning (CALL and innovative collaborative learning could be more effective than the use of traditional collaborative learning in improving students’ English proficiencies. A true experimental design was used in the study. Four randomly-assigned groups participated in the study: a traditional collaborative learning group (TCLG, 34 students, an innovative collaborative learning group (ICLG, 31 students, a CALL traditional collaborative learning group (CALLTCLG, 32 students, and a CALL innovative collaborative learning group (CALLICLG, 31 students. TOEIC (Test of English for International Communication listening, reading, speaking, and writing pre-test and post-test assessments were given to all students at an interval of sixteen weeks. Multivariate analysis of covariance (MANCOVA, multivariate analysis of variance (MANOVA, and analysis of variance (ANOVA were used to analyze the data. The results revealed that students who used CALL had significantly better learning performance than those who did not. Students in innovative collaborative learning had significantly better learning performances than those in traditional collaborative learning. Additionally, students using CALL innovative collaborative learning had better learning performances than those in CALL collaborative learning, those in innovative collaborative learning, and those in traditional collaborative learning.

  10. Learning in and beyond Small Business Advisory Programmes

    Science.gov (United States)

    Parker, Rachel Louise; Hine, Damian

    2012-01-01

    The purpose of this paper is to analyse how participants learn in small business advisory programmes and to explore the impact of these learning programmes on the development of reflective learning dispositions in participants. The research involves two case studies of small business advisory programmes in Queensland, a state of Australia. One…

  11. Learning Together Through International Collaborative Writing Groups

    Directory of Open Access Journals (Sweden)

    Mick Healey

    2017-03-01

    Full Text Available The International Collaborative Writing Groups (ICWG initiative creates a space for ongoing collaboration amongst scholars of teaching and learning who co-author a manuscript on a topic of shared interest. The second ICWG, linked to the 2015 International Society for the Scholarship of Teaching and Learning Conference in Melbourne, Australia, involved 59 scholars from 11 countries. In this piece, we describe the aims, process, and outcomes for the ICWG, comparing it with the first ICWG in 2012. While international collaboration around a topic of shared interest is generally viewed positively, the realities of collaborating online with limited face-to-face interactions to complete a manuscript can be challenging. We argue, despite such challenges, that ongoing collaboration amongst scholars is vital to the scholarship of teaching and learning (SoTL movement. Drawing on our experience of leading the overall ICWG initiative and our research into participants’ experiences, we suggest there are individual dispositions toward collaboration that enrich and enable successful participation in ICWG experiences. We end by highlighting the final products arising from almost two year of collaborative thinking and writing from six groups.

  12. Searching for Intertextual Connections in Small Group Text Discussion

    Science.gov (United States)

    Chi, Feng-ming

    2012-01-01

    This paper reports the sources for and intentions of intertextuality made by 10 groups of Taiwanese university students in the process of discussing two American stories. Two types of data, small group text discussions and oral interviews, were gathered. The results indicated that participants used diverse sources of intertextual links, and with…

  13. What Do We Want Small Group Activities For? Voices from EFL Teachers in Japan

    Science.gov (United States)

    Kato, Yoshitaka

    2016-01-01

    This paper discusses the fundamental issue of why small group activities are utilized in the language learning classroom. Although these activities have gained popularity in the field of Teaching English as a Second Language (TESL), supported by a sound theoretical base, few studies have so far examined the reasons why language teachers are…

  14. Creating in the Collective: Dialogue, Collaboration, and the Search for Understanding in the Jazz Small Group

    Science.gov (United States)

    Branker, Anthony Daniel John

    2010-01-01

    What would happen if college students involved in jazz small group performance were given the opportunity to be musically independent and self-directed while working in their own collaborative space? What sorts of things would they experience? What kind of learning space would they create for themselves? The purpose of this study was to…

  15. Small group gender ratios impact biology class performance and peer evaluations.

    Science.gov (United States)

    Sullivan, Lauren L; Ballen, Cissy J; Cotner, Sehoya

    2018-01-01

    Women are underrepresented in science, technology, engineering, and mathematics (STEM) disciplines. Evidence suggests the microclimate of the classroom is an important factor influencing female course grades and interest, which encourages retention of women in STEM fields. Here, we test whether the gender composition of small (8-9 person) learning groups impacts course performance, sense of social belonging, and intragroup peer evaluations of intellectual contributions. Across two undergraduate active learning courses in introductory biology, we manipulated the classroom microclimate by varying the gender ratios of learning groups, ranging from 0% female to 100% female. We found that as the percent of women in groups increased, so did overall course performance for all students, regardless of gender. Additionally, women assigned higher peer- evaluations in groups with more women than groups with less women. Our work demonstrates an added benefit of the retention of women in STEM: increased performance for all, and positive peer perceptions for women.

  16. Group work in the English language curriculum sociocultural and ecological perspectives on second language classroom learning

    CERN Document Server

    Chappell, P

    2014-01-01

    This book explores how using small groups in second language classrooms supports language learning. Chappell's experience as a language teacher equips him to present a clear, evidence-based argument for the powerful influence group work has upon the opportunities for learning, and how it should therefore be an integral part of language lessons.

  17. Assessing learning in small sized physics courses

    Directory of Open Access Journals (Sweden)

    Emanuela Ene

    2018-01-01

    Full Text Available We describe the construction, validation, and testing of a concept inventory for an Introduction to Physics of Semiconductors course offered by the department of physics to undergraduate engineering students. By design, this inventory addresses both content knowledge and the ability to interpret content via different cognitive processes outlined in Bloom’s revised taxonomy. The primary challenge comes from the low number of test takers. We describe the Rasch modeling analysis for this concept inventory, and the results of the calibration on a small sample size, with the intention of providing a useful blueprint to other instructors. Our study involved 101 students from Oklahoma State University and fourteen faculty teaching or doing research in the field of semiconductors at seven universities. The items were written in four-option multiple-choice format. It was possible to calibrate a 30-item unidimensional scale precisely enough to characterize the student population enrolled each semester and, therefore, to allow the tailoring of the learning activities of each class. We show that this scale can be employed as an item bank from which instructors could extract short testlets and where we can add new items fitting the existing calibration.

  18. Assessing learning in small sized physics courses

    Science.gov (United States)

    Ene, Emanuela; Ackerson, Bruce J.

    2018-01-01

    We describe the construction, validation, and testing of a concept inventory for an Introduction to Physics of Semiconductors course offered by the department of physics to undergraduate engineering students. By design, this inventory addresses both content knowledge and the ability to interpret content via different cognitive processes outlined in Bloom's revised taxonomy. The primary challenge comes from the low number of test takers. We describe the Rasch modeling analysis for this concept inventory, and the results of the calibration on a small sample size, with the intention of providing a useful blueprint to other instructors. Our study involved 101 students from Oklahoma State University and fourteen faculty teaching or doing research in the field of semiconductors at seven universities. The items were written in four-option multiple-choice format. It was possible to calibrate a 30-item unidimensional scale precisely enough to characterize the student population enrolled each semester and, therefore, to allow the tailoring of the learning activities of each class. We show that this scale can be employed as an item bank from which instructors could extract short testlets and where we can add new items fitting the existing calibration.

  19. Metastable structures and size effects in small group dynamics.

    Science.gov (United States)

    Lauro Grotto, Rosapia; Guazzini, Andrea; Bagnoli, Franco

    2014-01-01

    In his seminal works on group dynamics Bion defined a specific therapeutic setting allowing psychoanalytic observations on group phenomena. In describing the setting he proposed that the group was where his voice arrived. This physical limit was later made operative by assuming that the natural dimension of a therapeutic group is around 12 people. Bion introduced a theory of the group aspects of the mind in which proto-mental individual states spontaneously evolve into shared psychological states that are characterized by a series of features: (1) they emerge as a consequence of the natural tendency of (both conscious and unconscious) emotions to combine into structured group patterns; (2) they have a certain degree of stability in time; (3) they tend to alternate so that the dissolution of one is rapidly followed by the emergence of another; (4) they can be described in qualitative terms according to the nature of the emotional mix that dominates the state, in structural terms by a kind of typical "leadership" pattern, and in "cognitive" terms by a set of implicit expectations that are helpful in explaining the group behavior (i.e., the group behaves "as if" it was assuming that). Here we adopt a formal approach derived from Socio-physics in order to explore some of the structural and dynamic properties of this small group dynamics. We will described data from an analytic DS model simulating small group interactions of agents endowed with a very simplified emotional and cognitive dynamic in order to assess the following main points: (1) are metastable collective states allowed to emerge in the model and if so, under which conditions in the parameter space? (2) can these states be differentiated in structural terms? (3) to what extent are the emergent dynamic features of the systems dependent of the system size? We will finally discuss possible future applications of the quantitative descriptions of the interaction structure in the small group clinical setting.

  20. Metastable structures and size effects in small group dynamics

    Directory of Open Access Journals (Sweden)

    Rosapia eLauro Grotto

    2014-07-01

    Full Text Available In his seminal works on group dynamics Bion defined a specific therapeutic setting allowing psychoanalytic observations on group phenomena. In describing the setting he proposed that the group was where his voice arrived. This physical limit was later made operative by assuming that the natural dimension of a therapeutic group is around 12 people. Bion introduced a theory of the group aspects of the mind in which proto-mental individual states spontaneously evolve into shared psychological states that are characterized by a series of features: 1 they emerge as a consequence of the natural tendency of (both conscious and unconscious emotions to combine into structured group patterns; 2 they have a certain degree of stability in time; 3 they tend to alternate so that the dissolution of one is rapidly followed by the emergence of another; 4 they can be described in qualitative terms according to the nature of the emotional mix that dominates the state, in structural terms by a kind of typical 'leadership’ pattern, and in 'cognitive’ terms by a set of implicit expectations that are helpful in explaining the group behavior (i.e. the group behaves 'as if’ it was assuming that…. Here we adopt a formal approach derived from Socio-physics in order to explore some of the structural and dynamic properties of this small group dynamics. We will described data from an analytic DS model simulating small group interactions of agents endowed with a very simplified emotional and cognitive dynamic in order to assess the following main points: 1 are metastable collective states allowed to emerge in the model and if so, under which conditions in the parameter space? 3 can these states be differentiated in structural terms? 3 to what extent are the emergent dynamic features of the systems dependent of the system size? We will finally discuss possible future applications of the quantitative descriptions of the interaction structure in the small group clinical

  1. A study of grouphate in a course on small group communication.

    Science.gov (United States)

    Myers, Scott A; Goodboy, Alan K

    2005-10-01

    This study explored the relationship between grouphate and cohesion, consensus, relational satisfaction, affective learning, and cognitive learning. Participants were 83 undergraduate students enrolled in an introductory course on small group communication. Participants completed the Grouphate scale, the Classroom Cohesion scale, the Consensus scale, the Relational Satisfaction scale, three subscales of the Instructional Affect Assessment Instrument, and the Cognitive Learning Loss measure. Mean grouphate significantly increased during the semester, and negative correlations were found between scores for grouphate and cohesion (-.50), consensus (-.45), relational satisfaction (-.58), attitude toward the behaviors recommended in the course (-.23), the likelihood of developing an appreciation for the course content (-.33), and cognitive learning (-.32). Results may imply that students' grouphate is not associated with prosocial outcomes of the group work in this course.

  2. Learning New Practices in Small Business: Engagement and Localised Support

    Science.gov (United States)

    Ehrich, Lisa C.; Billett, Stephen

    2004-01-01

    Discusses the findings of a study that investigated how the learning of innovative practices might best proceed in small businesses. The recent implementation of the Goods and Service Tax (GST) in Australia presented an opportunity for understanding how small business operatives learned to implement a new practice. The procedures comprised…

  3. Integrating Academic Interventions into Small Group Counseling in Elementary School

    Science.gov (United States)

    Steen, Sam; Kaffenberger, Carol J.

    2007-01-01

    Professional school counselors face the challenge of delivering guidance and counseling services to students while connecting to the educational mission of schools. This article is a summary and evaluation of a small group counseling program that targets academic issues while addressing personal/social issues with elementary-aged children. Results…

  4. A Mindfulness Experiential Small Group to Help Students Tolerate Ambiguity

    Science.gov (United States)

    Bohecker, Lynn; Vereen, Linwood G.; Wells, Pamela C.; Wathen, Cristen C.

    2016-01-01

    This study explored the lived experiences of 20 counselors-in-training (CITs) in a mindfulness experiential small group. Using grounded theory, the authors described a 5-dimensional model for navigating ambiguity. Findings suggest mindfulness training provides CITs self-reflection skills and a greater ability to manage cognitive complexity.

  5. Listening--A New Priority In Small Group Process?

    Science.gov (United States)

    Brack, Harold A.

    Although listening is a major activity in small group communication, it has received minimal attention. Examination of several books and journals reveals a very sparse treatment of the subject. More attention should be given to listening because it is a key factor in a democratic leadership style and requires different skills than does listening…

  6. Small arms proliferation. Report on working group 2

    International Nuclear Information System (INIS)

    1998-01-01

    The working group reported on the proliferation of small arms, light weapons non-lethal weapons, which have traditionally been given little attention in international talks on peace on the contrary to nuclear weapons which have been tested during the Second World War but never used in war later

  7. The electrocardiogram made (really) easy: Using small-group ...

    African Journals Online (AJOL)

    Medicine designed small-group tutorials using animations and analogies as methods to improve the ECG interpretation skills of students. Objectives. To improve students' ability to interpret ECGs and assess their perceptions of the tutorials. Methods. A questionnaire was administered to 67 final-year medical students after ...

  8. The Role of Small Enterprise in School Students' Workplace Learning.

    Science.gov (United States)

    Mulraney, James; Turner, Peter; Wyatt, Frank; Harris, Roger; Gibson, Terri

    The role of small enterprise in Australian school students' workplace learning was examined. First, the literature on structured workplace learning in Australia, Europe, and North America was reviewed. Next, four structured learning programs in South Australia and four in New South Wales were studied. Interviews were conducted with a total of 41…

  9. Preparation of small group constants for calculation of shielding

    International Nuclear Information System (INIS)

    Khokhlov, V.F.; Shejno, I.N.; Tkachev, V.D.

    1979-01-01

    Studied is the effect of the shielding calculation error connected with neglect of the angular and spatial neutron flux dependences while determining the small-group constants on the basis of the many-group ones. The economical method allowing for dependences is proposed. The spatial dependence is substituted by the average value according to the zones singled out in the limits of the zones of the same content; the angular cross section dependence is substituted by the average values in the half-ranges of the angular variable. To solve the transfer equation the ALGOL-ROSA-M program using the method of characteristic interpolation and trial run method is developed. The program regards correctly for nonscattered and single scattered radiations. Compared are the calculation results of neutron transmission (10.5 MeV-0.01 eV) in the 21-group approximation with the 3-group calculations for water (the layer thickness is 30 cm) and 5-group calculations for heterogeneous shielding of alternating stainless steel layers (3 layers, each of the 16 cm thickness) and graphite layers (2 layers, each of the 20 cm thickness). The analysis shows that the method proposed permits to obtain rather accurate results in the course of preparation of the small-group cross sections, decreasing considerably the number of the groups (from 21 to 3-5) and saving the machine time

  10. Grouped to Achieve: Are There Benefits to Assigning Students to Heterogeneous Cooperative Learning Groups Based on Pre-Test Scores?

    Science.gov (United States)

    Werth, Arman Karl

    Cooperative learning has been one of the most widely used instructional practices around the world since the early 1980's. Small learning groups have been in existence since the beginning of the human race. These groups have grown in their variance and complexity overtime. Classrooms are getting more diverse every year and instructors need a way to take advantage of this diversity to improve learning. The purpose of this study was to see if heterogeneous cooperative learning groups based on student achievement can be used as a differentiated instructional strategy to increase students' ability to demonstrate knowledge of science concepts and ability to do engineering design. This study includes two different groups made up of two different middle school science classrooms of 25-30 students. These students were given an engineering design problem to solve within cooperative learning groups. One class was put into heterogeneous cooperative learning groups based on student's pre-test scores. The other class was grouped based on random assignment. The study measured the difference between each class's pre-post gains, student's responses to a group interaction form and interview questions addressing their perceptions of the makeup of their groups. The findings of the study were that there was no significant difference between learning gains for the treatment and comparison groups. There was a significant difference between the treatment and comparison groups in student perceptions of their group's ability to stay on task and manage their time efficiently. Both the comparison and treatment groups had a positive perception of the composition of their cooperative learning groups.

  11. A Project Team Analysis Using Tuckman's Model of Small-Group Development.

    Science.gov (United States)

    Natvig, Deborah; Stark, Nancy L

    2016-12-01

    Concerns about equitable workloads for nursing faculty have been well documented, yet a standardized system for workload management does not exist. A project team was challenged to establish an academic workload management system when two dissimilar universities were consolidated. Tuckman's model of small-group development was used as the framework for the analysis of processes and effectiveness of a workload project team. Agendas, notes, and meeting minutes were used as the primary sources of information. Analysis revealed the challenges the team encountered. Utilization of a team charter was an effective tool in guiding the team to become a highly productive group. Lessons learned from the analysis are discussed. Guiding a diverse group into a highly productive team is complex. The use of Tuckman's model of small-group development provided a systematic mechanism to review and understand group processes and tasks. [J Nurs Educ. 2016;55(12):675-681.]. Copyright 2016, SLACK Incorporated.

  12. Replacing Lectures with Small Groups: The Impact of Flipping the Residency Conference Day

    Science.gov (United States)

    King, Andrew M.; Mayer, Chad; Barrie, Michael; Greenberger, Sarah; Way, David P.

    2018-01-01

    The flipped classroom, an educational alternative to the traditional lecture, has been widely adopted by educators at all levels of education and across many disciplines. In the flipped classroom, learners prepare in advance of the face-to-face meeting by learning content material on their own. Classroom time is reserved for application of the learned content to solving problems or discussing cases. Over the past year, we replaced most residency program lectures with small-group discussions using the flipped-classroom model, case-based learning, simulation and procedure labs. In the new model, residents prepared for conference by reviewing a patient case and studying suggested learning materials. Conference day was set aside for facilitated small-group discussions about the case. This is a cross-cohort study of emergency medicine residents who experienced the lecture-based curriculum to residents in the new flipped-classroom curriculum using paired comparisons (independent t-tests) on in-training exam scores while controlling for program year level. We also compared results of the evaluation of various program components. We observed no differences between cohorts on in-training examination scores. Small-group methods were rated the same across program years. Two program components in the new curriculum, an updated format of both adult and pediatric case conferences, were rated significantly higher on program quality. In preparation for didactics, residents in the new curriculum report spending more time on average with outside learning materials, including almost twice as much time reviewing textbooks. Residents found the new format of the case conferences to be of higher quality because of the inclusion of rapid-fire case discussions with targeted learning points. PMID:29383050

  13. Reggio Emilia Inspired Learning Groups: Relationships, Communication, Cognition, and Play

    Science.gov (United States)

    Hong, Seong Bock; Shaffer, LaShorage; Han, Jisu

    2017-01-01

    A key aspect of the Reggio Emilia inspired curriculum is a learning group approach that fosters social and cognitive development. The purpose of this paper is to investigate how a Reggio Emilia inspired learning group approach works for children with and without disabilities. This study gives insight into how to form an appropriate learning group…

  14. The Effect of Functional Roles on Group Efficiency : Using Multilevel Modeling and Content Analysis to Investigate Computer-Supported Collaboration in Small Groups

    NARCIS (Netherlands)

    Strijbos, J.W.; Martens, R.L.; Jochems, W.M.G.; Broers, N.J.

    2004-01-01

    The usefulness of roles to support small group performance can often be read; however, their effect is rarely empirically assessed. This article reports the effects of functional roles on group performance, efficiency, and collaboration during computer-supported collaborative learning. A comparison

  15. Focus group discussion in mathematical physics learning

    Science.gov (United States)

    Ellianawati; Rudiana, D.; Sabandar, J.; Subali, B.

    2018-03-01

    The Focus Group Discussion (FGD) activity in Mathematical Physics learning has helped students perform the stages of problem solving reflectively. The FGD implementation was conducted to explore the problems and find the right strategy to improve the students' ability to solve the problem accurately which is one of reflective thinking component that has been difficult to improve. The research method used is descriptive qualitative by using single subject response in Physics student. During the FGD process, one student was observed of her reflective thinking development in solving the physics problem. The strategy chosen in the discussion activity was the Cognitive Apprenticeship-Instruction (CA-I) syntax. Based on the results of this study, it is obtained the information that after going through a series of stages of discussion, the students' reflective thinking skills is increased significantly. The scaffolding stage in the CA-I model plays an important role in the process of solving physics problems accurately. Students are able to recognize and formulate problems by describing problem sketches, identifying the variables involved, applying mathematical equations that accord to physics concepts, executing accurately, and applying evaluation by explaining the solution to various contexts.

  16. An Enhanced Genetic Approach to Composing Cooperative Learning Groups for Multiple Grouping Criteria

    Science.gov (United States)

    Hwang, Gwo-Jen; Yin, Peng-Yeng; Hwang, Chi-Wei; Tsai, Chin-Chung

    2008-01-01

    Cooperative learning is known to be an effective educational strategy in enhancing the learning performance of students. The goal of a cooperative learning group is to maximize all members' learning efficacy. This is accomplished via promoting each other's success, through assisting, sharing, mentoring, explaining, and encouragement. To achieve…

  17. Learning by Starch Potato Growers: Learning in Small Businesses with No Employees

    Science.gov (United States)

    Faber, Niels R.; Maruster, Laura; Jorna, Rene J.; van Haren, Rob J. F.

    2012-01-01

    In small businesses with no employees, learning environments have a low learning readiness. Consequently, learners need to rely on their own agency to shape their learning experiences. Results from a study of agricultural entrepreneurs indicated that the components of motivation and self-regulated learning strategies shape learner's agency and…

  18. GROUPS AND TEAMS AS BUILDING BLOCKS FOR ORGANIZATIONAL LEARNING

    OpenAIRE

    Raluca ZOLTAN; Otilia-Maria BORDEIANU; Romulus VANCEA

    2013-01-01

    The purpose of this paper is to define and analyze the groups and teams within organization as most adequate framework that enable the collective learning. In addition the organizational learning process is presented, whose role is to identify possible changes at the organization level to become learning organization. The need to understand how the organizations learn and how they accelerate their learning process is greater today than ever. It is said that in the future, the only competitive...

  19. Structured Learning Teams: Reimagining Student Group Work

    Science.gov (United States)

    Lendvay, Gregory C.

    2014-01-01

    Even in a standards-based curriculum, teachers can apply constructivist practices such as structured learning teams. In this environment, students become invested in the learning aims, triggering the desire in students to awaken, get information, interpret, remix, share, and design scenarios.

  20. Machine Learning for Quantification of Small Vessel Disease Imaging Biomarkers

    NARCIS (Netherlands)

    Ghafoorian, M.

    2018-01-01

    This thesis is devoted to developing fully automated methods for quantification of small vessel disease imaging bio-markers, namely WMHs and lacunes, using vari- ous machine learning/deep learning and computer vision techniques. The rest of the thesis is organized as follows: Chapter 2 describes

  1. Language Learning Motivation through a Small Lens: A Research Agenda

    Science.gov (United States)

    Ushioda, Ema

    2016-01-01

    In this paper I propose an agenda for researching language learning motivation "through a small lens", to counteract our tendency in the second language (L2) motivation field to engage with language learning and teaching processes at a rather general level. I argue that by adopting a more sharply focused or contextualized angle of…

  2. Problems in the Deployment of Learning Networks In Small Organizations

    NARCIS (Netherlands)

    Shankle, Dean E.; Shankle, Jeremy P.

    2006-01-01

    Please, cite this publication as: Shankle, D.E., & Shankle, J.P. (2006). Problems in the Deployment of Learning Networks In Small Organizations. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. March 30th-31st, Sofia, Bulgaria:

  3. Fastest learning in small-world neural networks

    International Nuclear Information System (INIS)

    Simard, D.; Nadeau, L.; Kroeger, H.

    2005-01-01

    We investigate supervised learning in neural networks. We consider a multi-layered feed-forward network with back propagation. We find that the network of small-world connectivity reduces the learning error and learning time when compared to the networks of regular or random connectivity. Our study has potential applications in the domain of data-mining, image processing, speech recognition, and pattern recognition

  4. Group-Based Active Learning of Classification Models.

    Science.gov (United States)

    Luo, Zhipeng; Hauskrecht, Milos

    2017-05-01

    Learning of classification models from real-world data often requires additional human expert effort to annotate the data. However, this process can be rather costly and finding ways of reducing the human annotation effort is critical for this task. The objective of this paper is to develop and study new ways of providing human feedback for efficient learning of classification models by labeling groups of examples. Briefly, unlike traditional active learning methods that seek feedback on individual examples, we develop a new group-based active learning framework that solicits label information on groups of multiple examples. In order to describe groups in a user-friendly way, conjunctive patterns are used to compactly represent groups. Our empirical study on 12 UCI data sets demonstrates the advantages and superiority of our approach over both classic instance-based active learning work, as well as existing group-based active-learning methods.

  5. Learning rights, participation and toleration in student group work

    DEFF Research Database (Denmark)

    Wiberg, Merete

    2013-01-01

    . This article offers a moral perspective on group work by introducing a concept of ‘learning rights’ of the individual in group work. The aim of the paper is theoretically to offer a vocabulary concerning ‘learning rights’ of the individual in group work by applying John Dewey’s metaphor ‘the spectator versus...

  6. Students' Perceptions of Learning Geography through Group Investigation in Singapore

    Science.gov (United States)

    Tan, Ivy Geok-Chin; Sharan, Shlomo; Lee, Christine Kim-Eng

    2005-01-01

    This study examines students' perceptions of the Group Investigation method of cooperative learning. A total of 142 students (62 low-achievers and 80 high-achievers) from two schools worked in cooperative learning groups during a period of over six weeks using the Group Investigation method. At the end of the study, they were asked to write their…

  7. Task Type and Group Motivation: Implications for a Behavioral Approach to Leadership in Small Groups.

    Science.gov (United States)

    Latham, Van M.

    1987-01-01

    Discusses a theory of leadership effectiveness in small discussion/decision making groups developed to facilitate discussion and goal efficacy. Develops four leadership styles (coordinator, inventor, enthusiast, and director) focusing on two critical questions the leader must address. Discusses implications of the model for leadership training and…

  8. Learning and Training: Enhancing Small Business Success.

    Science.gov (United States)

    Kilpatrick, Sue; Crowley, Suzanne

    Owners or managers of 181 Australian businesses employing fewer than 20 people in the construction, manufacturing, property and business services, and retail industries in 3 metropolitan and 3 nonmetropolitan locations were interviewed by telephone to identify how they used training to enhance their small business's success. Of those surveyed,…

  9. Opinion dynamics within a virtual small group: the stubbornness effect

    Science.gov (United States)

    Guazzini, Andrea; Cini, Alessandro; Bagnoli, Franco; Ramasco, José

    2015-09-01

    The modeling of opinion dynamics is social systems has attracted a good deal of attention in the last decade. Even though based on intuition and observation, the mechanisms behind many of these models need solid empirical grounding. In this work, we investigate the relation among subjective variables (such as the personality), the dynamics of the affinity network dynamics, the communication patterns emerging throughout the social interactions and the opinions dynamics in a series of experiments with five small groups of ten people each. In order to ignite the discussion, the polemic topic of animal experimentation was proposed. The groups essentially polarized in two factions with a set of stubborn individuals (those not changing their opinions in time) playing the role of anchors. Our results suggest that the different layers present in the group dynamics (i.e., individual level, group dynamics and meso-communication) are deeply intermingled, specifically the stubbornness effect appears to be related to the dynamical features of the network topologies, and only in an undirected way to the personality of the participants.

  10. Opinion dynamics within a virtual small group: the stubbornness effect

    Directory of Open Access Journals (Sweden)

    Andrea eGuazzini

    2015-09-01

    Full Text Available The modeling of opinion dynamics is social systems has attracted a good deal of attention in the last decade. Even though based on intuition and observation, the mechanisms behind many of these models need solid empirical grounding. In this work, we investigate the relation among subjective variables (such as the personality, the dynamics of the affinity network dynamics, the communication patterns emerging throughout the social interactions and the opinions dynamics in a series of experiments with five small groups of ten people each. In order to ignite the discussion, the polemic topic of animal experimentation was proposed. The groups essentially polarized in two factions with a set of stubborn individuals (those not changing their opinions in time playing the role of anchors. Our results suggest that the different layers present in the group dynamics (i.e., individual level, group dynamics and meso-communication are deeply intermingled, specifically the stubbornness effect appears to be related to the dynamical features of the network topologies, and only in an undirected way to the personality of the participants.

  11. A qualitative assessment of faculty perspectives of small group teaching experience in Iraq.

    Science.gov (United States)

    Saleh, Abubakir M; Shabila, Nazar P; Dabbagh, Ali A; Al-Tawil, Namir G; Al-Hadithi, Tariq S

    2015-02-15

    of the system. Despite what the faculty perceived as the college's failure to provide physical settings or training for small group learning to the faculty and the students, the faculty members were able to articulate positive experiences and outcomes associated with their college's efforts to introduce teaching in smaller group sessions.

  12. Process factors facilitating and inhibiting medical ethics teaching in small groups.

    Science.gov (United States)

    Bentwich, Miriam Ethel; Bokek-Cohen, Ya'arit

    2017-11-01

    To examine process factors that either facilitate or inhibit learning medical ethics during case-based learning. A qualitative research approach using microanalysis of transcribed videotaped discussions of three consecutive small-group learning (SGL) sessions on medical ethics teaching (MET) for three groups, each with 10 students. This research effort revealed 12 themes of learning strategies, divided into 6 coping and 6 evasive strategies. Cognitive-based strategies were found to relate to Kamin's model of critical thinking in medical education, thereby supporting our distinction between the themes of coping and evasive strategies. The findings also showed that cognitive efforts as well as emotional strategies are involved in discussions of ethical dilemmas. Based on Kamin's model and the constructivist learning theory, an examination of the different themes within the two learning strategies-coping and evasive-revealed that these strategies may be understood as corresponding to process factors either facilitating or inhibiting MET in SGL, respectively. Our classification offers a more nuanced observation, specifically geared to pinpointing the desired and less desired process factors in the learning involved in MET in the SGL environment. Two key advantages of this observation are: (1) it brings to the forefront process factors that may inhibit and not merely facilitate MET in SGL and (2) it acknowledges the existence of emotional and not just cognitive process factors. Further enhancement of MET in SGL may thus be achieved based on these observations. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  13. Group work as an incentive for learning – students’ experiences of group work

    Science.gov (United States)

    Hammar Chiriac, Eva

    2014-01-01

    Group work is used as a means for learning at all levels in educational systems. There is strong scientific support for the benefits of having students learning and working in groups. Nevertheless, studies about what occurs in groups during group work and which factors actually influence the students’ ability to learn is still lacking. Similarly, the question of why some group work is successful and other group work results in the opposite is still unsolved. The aim of this article is to add to the current level of knowledge and understandings regarding the essence behind successful group work in higher education. This research is focused on the students’ experiences of group work and learning in groups, which is an almost non-existing aspect of research on group work prior to the beginning of the 21st century. A primary aim is to give university students a voice in the matter by elucidating the students’ positive and negative points of view and how the students assess learning when working in groups. Furthermore, the students’ explanations of why some group work ends up being a positive experience resulting in successful learning, while in other cases, the result is the reverse, are of interest. Data were collected through a study-specific questionnaire, with multiple choice and open-ended questions. The questionnaires were distributed to students in different study programs at two universities in Sweden. The present result is based on a reanalysis and qualitative analysis formed a key part of the study. The results indicate that most of the students’ experiences involved group work that facilitated learning, especially in the area of academic knowledge. Three important prerequisites (learning, study-social function, and organization) for group work that served as an effective pedagogy and as an incentive for learning were identified and discussed. All three abstractions facilitate or hamper students’ learning, as well as impact their experiences with

  14. Follow-groups, Enhancing Learning Potential at Project Exams

    DEFF Research Database (Denmark)

    Tollestrup, Christian H. T.

    2016-01-01

    In the Problem Based, Project Oriented Learning Program of Industrial Design Engineering at AAU students work and are examined/evaluated in groups. Following a period of a 6 years of ban on group-based exams by the government, the return of the group-based exam at Universities in 2014 has...... and the supervisor. Having the group based exam re-introduced sparked the interest for even further utilizing the exam situation for enhancing the learning outcome for each project and at the same time promote a more open atmosphere. Can the students learn even more and/or put their own project learning...... into perspective by seeing other project exams? So in order to investigate whether there was a possibility to further enhance the learning potential and understanding of the learning outcome the study board for the Architecture & Design program opened for a trial period for 2 semesters for voluntarily organizing...

  15. Peer Group Learning in Roche Pharma Development

    Science.gov (United States)

    Boulden, George P.; De Laat, Richard

    2005-01-01

    Pharma Development has used action learning to help participants in their 360[degrees] feedback programme develop their leadership competencies. The article describes how the programme was designed, supported and run across four sites over a period of 2 years. The programme was systematically evaluated and found to be successful in meeting its…

  16. Practicing What We Preach: Teacher Reflection Groups on Cooperative Learning

    Science.gov (United States)

    Farrell, Thomas S. C.; Jacobs, George M.

    2016-01-01

    This article discusses the use of teacher reflection groups to aid teachers in their efforts to facilitate cooperative learning among their students. It is argued that these teacher reflection groups function best when they are organized with reference to eight cooperative learning principles. Furthermore, it is suggested that these reflective…

  17. Supporting Alternative Strategies for Learning Chemical Applications of Group Theory

    Science.gov (United States)

    Southam, Daniel C.; Lewis, Jennifer E.

    2013-01-01

    A group theory course for chemists was taught entirely with process oriented guided inquiry learning (POGIL) to facilitate alternative strategies for learning. Students completed a test of one aspect of visuospatial aptitude to determine their individual approaches to solving spatial tasks, and were sorted into groups for analysis on the basis of…

  18. Group work as an incentive for learning – students’ experiences of group work

    Directory of Open Access Journals (Sweden)

    Eva eHammar Chiriac

    2014-06-01

    Full Text Available Group work is used as a means for learning at all levels in educational systems. There is strong scientific support for the benefits of having students learning and working in groups. Nevertheless, studies about what occurs in groups during group work and which factors actually influence the students’ ability to learn is still lacking. Likewise, the question of why some group work is successful and other work results in the opposite is still unsolved. The aim of this article is to add to the current level of knowledge and understandings regarding the essence behind successful group work in higher education. This research is focused on the students’ experiences of group work and learning in groups, which is an almost non-existing aspect of research on group work prior to the beginning of the 21st century. A primary aim is to give university students a voice in the matter by elucidating the students’ positive and negative points of view and how the students assess learning when working in groups. Furthermore, the students’ explanations of why some group work ends up being a positive experience resulting in successful learning, while in other cases, the result is the reverse, are of interest. Data were collected through a study-specific questionnaire, with multiple choice and open-ended questions. The questionnaires were distributed to students in different study programs at two universities in Sweden. The present result is based on a reanalysis and qualitative analysis formed a key part of the study. The results indicate that most of the students’ experiences involved group work that facilitated learning, especially in the area of academic knowledge. Three important prerequisites (learning, study-social function and organization for group work that served as an effective pedagogy and as an incentive for learning were identified and discussed. All three abstractions facilitate or hamper students’ learning, as well as impact their

  19. Literature Study Groups: Literacy Learning "with Legs"

    Science.gov (United States)

    Parsons, Sue Christian; Mokhtari, Kouider; Yellin, David; Orwig, Ryan

    2011-01-01

    Literature study groups help promote critical thinking and improve reading skills. These groups, in general, are characterized by: (1) a flexible grouping--usually determined by a reader's choice of a given book at a given time; (2) participant-centered dialogue, where the teacher takes on the role of facilitator and expert participant rather than…

  20. A prospective randomized trial of content expertise versus process expertise in small group teaching.

    Science.gov (United States)

    Peets, Adam D; Cooke, Lara; Wright, Bruce; Coderre, Sylvain; McLaughlin, Kevin

    2010-10-14

    Effective teaching requires an understanding of both what (content knowledge) and how (process knowledge) to teach. While previous studies involving medical students have compared preceptors with greater or lesser content knowledge, it is unclear whether process expertise can compensate for deficient content expertise. Therefore, the objective of our study was to compare the effect of preceptors with process expertise to those with content expertise on medical students' learning outcomes in a structured small group environment. One hundred and fifty-one first year medical students were randomized to 11 groups for the small group component of the Cardiovascular-Respiratory course at the University of Calgary. Each group was then block randomized to one of three streams for the entire course: tutoring exclusively by physicians with content expertise (n = 5), tutoring exclusively by physicians with process expertise (n = 3), and tutoring by content experts for 11 sessions and process experts for 10 sessions (n = 3). After each of the 21 small group sessions, students evaluated their preceptors' teaching with a standardized instrument. Students' knowledge acquisition was assessed by an end-of-course multiple choice (EOC-MCQ) examination. Students rated the process experts significantly higher on each of the instrument's 15 items, including the overall rating. Students' mean score (±SD) on the EOC-MCQ exam was 76.1% (8.1) for groups taught by content experts, 78.2% (7.8) for the combination group and 79.5% (9.2) for process expert groups (p = 0.11). By linear regression student performance was higher if they had been taught by process experts (regression coefficient 2.7 [0.1, 5.4], p teach first year medical students within a structured small group environment; preceptors with process expertise result in at least equivalent, if not superior, student outcomes in this setting.

  1. Qualitative Analysis of Collaborative Learning Groups in Large Enrollment Introductory Astronomy

    Science.gov (United States)

    Skala, Chija; Slater, Timothy F.; Adams, Jeffrey P.

    2000-08-01

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

  2. Group investigation with scientific approach in mathematics learning

    Science.gov (United States)

    Indarti, D.; Mardiyana; Pramudya, I.

    2018-03-01

    The aim of this research is to find out the effect of learning model toward mathematics achievement. This research is quasi-experimental research. The population of research is all VII grade students of Karanganyar regency in the academic year of 2016/2017. The sample of this research was taken using stratified cluster random sampling technique. Data collection was done based on mathematics achievement test. The data analysis technique used one-way ANOVA following the normality test with liliefors method and homogeneity test with Bartlett method. The results of this research is the mathematics learning using Group Investigation learning model with scientific approach produces the better mathematics learning achievement than learning with conventional model on material of quadrilateral. Group Investigation learning model with scientific approach can be used by the teachers in mathematics learning, especially in the material of quadrilateral, which is can improve the mathematics achievement.

  3. PERSPECTIVES ON GROUP WORK IN DISTANCE LEARNING

    Directory of Open Access Journals (Sweden)

    Rune Sarromaa HAUSSTÄTTER

    2007-01-01

    Full Text Available Current distance education benefits greatly from educational software that makes group work possible for students who are separated in time and space. However, some students prefer distance education because they can work on their own. This paper explores how students react to expectations on behalf of the course provider to do their assignments in collaborative groups. They are seemingly both positively surprised by the challenges that group work offer, and they are less positive to the downsides of group work. The paper discusses both sides of the experiences and suggests why this might be a paradox to live with.

  4. What Factors Influence Well-being of Students on Performing Small Group Discussion?

    Science.gov (United States)

    Wulanyani, N. M. S.; Vembriati, N.

    2018-01-01

    Generally, Faculty of Medicine of Udayana University applied Small Group Discussion (SGD) in its learning process. If group problem solving succeeds, each individual of the group will individually succeed. However, the success is also determined by each individual’s level of psychological well-being. When the students are in the high level of wellbeing, they will feel comfortable in small group discussion, and teamwork will be effective. Therefore, it is needed to conduct a research which investigates how psychological factors, such as traits, needs, cognitive, and social intelligence, influence students’ wellbeing in performing SGD. This research is also initiated by several cases of students who prefer individual learning and take SGD merely to fulfill attendance requirement. If the students have good wellbeing, they will take the SGD process optimally. The subject of this research was 100 students of Faculty of Medicine of Udayana University. This survey research used psychological test assessment, Psychological well-being scale, and Social Intelligence scale to gain data analyzed quantitatively. The results showed that all aspects of traits together with aspects ‘need for rules and supervision’ affect social intelligence. Furthermore, social intelligence factor with cognitive factors influence wellbeing of the students in the process of SGD.

  5. Influence of group member familiarity on online collaborative learning

    NARCIS (Netherlands)

    Janssen, J.J.H.M.; Erkens, G.; Kirschner, P.A.; Kanselaar, G.

    2009-01-01

    This study investigated the effects of group member familiarity during computer-supported collaborative learning. Familiarity may have an impact on online collaboration, because it may help group members to progress more quickly through the stages of group development, and may lead to higher group

  6. Learning Groups in MOOCs: Lessons for Online Learning in Higher Education

    Directory of Open Access Journals (Sweden)

    Godfrey Mayende

    2017-06-01

    Full Text Available when there is interaction within online learning groups, meaningful learning is achieved. Motivating and sustaining effective student interactions requires planning, coordination and implementation of curriculum, pedagogy and technology. For our aim to understand online learning group processes to identify effective online learning group mechanisms, comparative analysis was used on a massive open online course (MOOC run in 2015 and 2016. Qualitative (interaction on the platform and quantitative (survey methods were used. The findings revealed several possible ways to improve online learning group processes. This paper concludes that course organization helped in increasing individual participation in the groups. Motivation by peers helped to increase sustainability of interaction in the learning groups. Applying these mechanisms in higher education can make online learning groups more effective.

  7. Representation of Coordination Mechanisms in IMS Learning Design to Support Group-based Learning

    NARCIS (Netherlands)

    Miao, Yongwu; Burgos, Daniel; Griffiths, David; Koper, Rob

    2007-01-01

    Miao, Y., Burgos, D., Griffiths, D., & Koper, R. (2008). Representation of Coordination Mechanisms in IMS Learning Design to Support Group-based Learning. In L. Lockyer, S. Bennet, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and

  8. Structure of Small World Innovation Network and Learning Performance

    Directory of Open Access Journals (Sweden)

    Shuang Song

    2014-01-01

    Full Text Available This paper examines the differences of learning performance of 5 MNCs (multinational corporations that filed the largest number of patents in China. We establish the innovation network with the patent coauthorship data by these 5 MNCs and classify the networks by the tail of distribution curve of connections. To make a comparison of the learning performance of these 5 MNCs with differing network structures, we develop an organization learning model by regarding the reality as having m dimensions, which denotes the heterogeneous knowledge about the reality. We further set n innovative individuals that are mutually interactive and own unique knowledge about the reality. A longer (shorter distance between the knowledge of the individual and the reality denotes a lower (higher knowledge level of that individual. Individuals interact with and learn from each other within the small-world network. By making 1,000 numerical simulations and averaging the simulated results, we find that the differing structure of the small-world network leads to the differences of learning performance between these 5 MNCs. The network monopolization negatively impacts and network connectivity positively impacts learning performance. Policy implications in the conclusion section suggest that to improve firm learning performance, it is necessary to establish a flat and connective network.

  9. Scaffolding of Small Groups' Metacognitive Activities with an Avatar

    Science.gov (United States)

    Molenaar, Inge; Chiu, Ming Ming; Sleegers, Peter; van Boxtel, Carla

    2011-01-01

    Metacognitive scaffolding in a computer-supported learning environment can influence students' metacognitive activities, metacognitive knowledge and domain knowledge. In this study we analyze how metacognitive activities mediate the relationships between different avatar scaffolds on students' learning. Multivariate, multilevel analysis of the…

  10. Female peers in small work groups enhance women's motivation, verbal participation, and career aspirations in engineering

    Science.gov (United States)

    Dasgupta, Nilanjana; Scircle, Melissa McManus; Hunsinger, Matthew

    2015-01-01

    For years, public discourse in science education, technology, and policy-making has focused on the “leaky pipeline” problem: the observation that fewer women than men enter science, technology, engineering, and mathematics fields and more women than men leave. Less attention has focused on experimentally testing solutions to this problem. We report an experiment investigating one solution: we created “microenvironments” (small groups) in engineering with varying proportions of women to identify which environment increases motivation and participation, and whether outcomes depend on students’ academic stage. Female engineering students were randomly assigned to one of three engineering groups of varying sex composition: 75% women, 50% women, or 25% women. For first-years, group composition had a large effect: women in female-majority and sex-parity groups felt less anxious than women in female-minority groups. However, among advanced students, sex composition had no effect on anxiety. Importantly, group composition significantly affected verbal participation, regardless of women’s academic seniority: women participated more in female-majority groups than sex-parity or female-minority groups. Additionally, when assigned to female-minority groups, women who harbored implicit masculine stereotypes about engineering reported less confidence and engineering career aspirations. However, in sex-parity and female-majority groups, confidence and career aspirations remained high regardless of implicit stereotypes. These data suggest that creating small groups with high proportions of women in otherwise male-dominated fields is one way to keep women engaged and aspiring toward engineering careers. Although sex parity works sometimes, it is insufficient to boost women’s verbal participation in group work, which often affects learning and mastery. PMID:25848061

  11. Female peers in small work groups enhance women's motivation, verbal participation, and career aspirations in engineering.

    Science.gov (United States)

    Dasgupta, Nilanjana; Scircle, Melissa McManus; Hunsinger, Matthew

    2015-04-21

    For years, public discourse in science education, technology, and policy-making has focused on the "leaky pipeline" problem: the observation that fewer women than men enter science, technology, engineering, and mathematics fields and more women than men leave. Less attention has focused on experimentally testing solutions to this problem. We report an experiment investigating one solution: we created "microenvironments" (small groups) in engineering with varying proportions of women to identify which environment increases motivation and participation, and whether outcomes depend on students' academic stage. Female engineering students were randomly assigned to one of three engineering groups of varying sex composition: 75% women, 50% women, or 25% women. For first-years, group composition had a large effect: women in female-majority and sex-parity groups felt less anxious than women in female-minority groups. However, among advanced students, sex composition had no effect on anxiety. Importantly, group composition significantly affected verbal participation, regardless of women's academic seniority: women participated more in female-majority groups than sex-parity or female-minority groups. Additionally, when assigned to female-minority groups, women who harbored implicit masculine stereotypes about engineering reported less confidence and engineering career aspirations. However, in sex-parity and female-majority groups, confidence and career aspirations remained high regardless of implicit stereotypes. These data suggest that creating small groups with high proportions of women in otherwise male-dominated fields is one way to keep women engaged and aspiring toward engineering careers. Although sex parity works sometimes, it is insufficient to boost women's verbal participation in group work, which often affects learning and mastery.

  12. Successful Group Work: Using Cooperative Learning and Team-Based Learning in the Classroom

    Science.gov (United States)

    Grant-Vallone, E. J.

    2011-01-01

    This research study examined student perceptions of group experiences in the classroom. The author used cooperative learning and team-based learning to focus on three characteristics that are critical for the success of groups: structure of activities, relationships of group members, and accountability of group members. Results indicated that…

  13. [The Positionality of Caring Action: Small Group Dialogue in a Course on Nursing Ethics].

    Science.gov (United States)

    Chiang, Hsien-Hsien

    2016-12-01

    The content of nursing-ethics education has typically focused on the external standards of caring behavior and neglected the relationship between the ethical attitudes and internal experiences of caregivers. To explore the embodied experience in order to define the positionality of caring action, which is necessary to enrich the content of nursing ethics through small-group-learning-based dialogue. The researcher, as a participant observer, teaches a course on nursing ethics. Reflective analysis was used to analyze the data from the process of small group learning, a reflective group of faculty members, and 30 reflective journals submitted by 10 students. The results identified three items that were related to the positionality of caring action: the attitudes of belief, including the choice to belief and deep understanding; articulating the value system, including exploring affectivity and positionality; and cultivating the self through self-dialogues and dialogues with others. The attitudes of belief promote trust in interpersonal relationships. Articulating the value system deepens the meaning of caring. Cultivating the self may facilitate the ethical self.

  14. Observations of Student Behavior in Collaborative Learning Groups

    Science.gov (United States)

    Adams, Jeffrey P.; Brissenden, Gina; Lindell, Rebecca S.; Slater, Timothy F.; Wallace, Joy

    In an effort to determine how our students were responding to the use of collaborative learning groups in our large enrollment introductory astronomy (ASTRO 101) courses, we systematically observed the behavior of 270 undergraduate students working in 48 self-formed groups. Their observed behaviors were classified as: (i) actively engaged; (ii) watching actively; (iii) watching passively; and (iv) disengaged. We found that male behavior is consistent regardless of the sex-composition of the groups. However, females were categorized as watching passively and or disengaged significantly more frequently when working in groups that contained uneven numbers of males and females. This case study observation suggests that faculty who use collaborative learning groups might find that the level of student participation in collaborative group learning activities can depend on the sex-composition of the group.

  15. THE EFFECTS OF COOPERATIVE LEARNING MODEL GROUP INVESTIGATION AND MOTIVATION TOWARD PHYSICS LEARNING RESULTS MAN TANJUNGBALAI

    Directory of Open Access Journals (Sweden)

    Amalia Febri Aristi

    2014-12-01

    Full Text Available This study aimed to determine: (1 Is there a difference in student's learning outcomes with the application of learning models Investigation Group and Direct Instruction teaching model. (2 Is there a difference in students' motivation with the application of learning models Investigation Group and Direct Instruction teaching model, (3 Is there an interaction between learning models Investigation Group and Direct Instruction to improve students' motivation in learning outcomes Physics. This research is a quasi experimental. The study population was a student of class XII Tanjung Balai MAN. Random sample selection is done by randomizing the class. The instrument used consisted of: (1 achievement test (2 students' motivation questionnaire. The tests are used to obtain the data is shaped essay. The data in this study were analyzed using ANOVA analysis of two paths. The results showed that: (1 there were differences in learning outcomes between students who used the physics model of Group Investigation learning compared with students who used the Direct Instruction teaching model. (2 There was a difference in student's learning outcomes that had a low learning motivation and high motivation to learn both in the classroom and in the classroom Investigation Group Direct Instruction. (3 There was interaction between learning models Instruction Direct Group Investigation and motivation to learn in improving learning outcomes Physics.

  16. Tutoring Group Learning at a Distance.

    Science.gov (United States)

    Fahraeus, Eva R.

    Experiences from a distance course conducted during 1996-97 for high-school teachers in Sweden and reports from other experiments have yielded the conclusion that collaborating via electronic conferencing systems demands new communication patterns. This paper uses theories about communication, group processes, and shared symbolic order and social…

  17. Multiple Learning Strategies Project. Small Engine Repair. Visually Impaired.

    Science.gov (United States)

    Foster, Don; And Others

    This instructional package designed for visually impaired students, focuses on the vocational area of small engine repair. Contained in this document are forty learning modules organized into fourteen units: engine block; starters; fuel tank, lines, filters and pumps; carburetors; electrical; test equipment; motorcycle; machining; tune-ups; short…

  18. Learning Characteristics of Small Business Managers: Principles for Training

    Science.gov (United States)

    Jeffrey, Lynn M.; Hide, Sophie; Legg, Stephen

    2010-01-01

    Purpose: This paper aims to report on the second half of a two-part study that identified relevant content for safety audit training in small businesses. The specific aim of the paper is to determine the preferred learning styles and approaches of managers in these businesses in order to identify some principles which could be used to tailor…

  19. Performance of Distance Learning Students in a Small Business Management Course

    Science.gov (United States)

    Kotey, Bernice; Anderson, Phil

    2006-01-01

    Purpose: The purpose of the paper is to compare the performance of distance-learning students in a Small Business Management (SBM) course with that of internal (on-campus) students, and to examine students' demographics and information processing systems for their moderating effects on performance of each student group.…

  20. Clinical workplace learning : perceived learning value of individual and group feedback in a collectivistic culture

    NARCIS (Netherlands)

    Suhoyo, Yoyo; Schönrock-Adema, Johanna; Emilia, Ova; Kuks, Jan B M; Cohen-Schotanus, Janke

    2018-01-01

    BACKGROUND: Feedback is essential for workplace learning. Most papers in this field concern individual feedback. In collectivistic cultures, however, group feedback is common educational practice. This study was conducted to investigate the perceived learning value and characteristics of individual

  1. Conditioning Factors for Group Management in Blended Learning Scenarios

    NARCIS (Netherlands)

    Pérez-Sanagustín, Mar; Hernández-Leo, Davinia; Blat, Josep

    2009-01-01

    Pérez-Sanagustín, M., Hernández-Leo D., & Blat, J. (accepted). Conditioning Factors for Group Management in Blended Learning Scenarios. The 9th IEEE International Conference on Advanced Learning Technologies. July, 14-18, 2009, Riga, Latvia.

  2. Using SMART Board Technology to Teach Young Students with Disabilities and Limited Group Learning Experience to Read Environmental Text

    Science.gov (United States)

    Shepley, Collin; Lane, Justin D.; Gast, David L.

    2016-01-01

    A multiple probe design across behaviors was used to evaluate the effectiveness of a SMART Board used in conjunction with teacher delivered constant time delay (CTD) to teach environmental text to three young students with disabilities and minimal group learning experience during small group direct instruction. Observational learning, instructive…

  3. Demographic diversity, communication and learning behaviour in healthcare groups

    NARCIS (Netherlands)

    Curseu, P.L.

    2013-01-01

    An integrative model of group learning was tested in a sample of 40 healthcare groups (434 respondents), and the results show that age diversity reduces the frequency of face-to-face communication whereas educational diversity reduces the frequency of virtual communication in healthcare groups.

  4. Facilitating peer learning in study groups

    DEFF Research Database (Denmark)

    Adriansen, Hanne Kirstine; Madsen, Lene Møller

    2009-01-01

    In 2008 University of Aarhus, Denmark, issued a report concerning student experience with the study environment. Among the university's eight faculties, the Danish School of Education (DPU) held the sad record of having the lowest student well-being. This led to an action research project...... 'Facilitating study environment' at one of DPU's educations in spring 2009. The pilot project consisted of three elements: Facilitated study groups, a student bar with facilitated activities, and academic identity events. Subsequently, we have studied students' experiences with the project. This paper outlines...... the preliminary results from the facilitated study groups. After one term (February-May), student satisfaction with both the social and the disciplinary environment had increased. The project shows how academic and social integration can be achieved with minimum faculty member involvement. This is done by relying...

  5. Children's Behaviors and Emotions in Small-Group Argumentative Discussion: Explore the Influence of Big Five Personality Factors

    Science.gov (United States)

    Dong, Ting

    2009-01-01

    The assessment and structure of personality traits and small group learning during classroom discussions are both research fields that have undergone fast development in the past few decades. However, very few studies have investigated the relationship between individual personality characteristics and performance in discussions, especially with…

  6. Student Groups as Learning Entities: The Effect of Group Diversity and Teamwork Quality on Groups' Cognitive Complexity

    Science.gov (United States)

    Curseu, Petru L.; Pluut, Helen

    2013-01-01

    Collaborative learning has important group-level benefits, yet most studies in higher education only focus on individual benefits of collaborative learning experiences. This study extends these insights by testing a model in which teamwork quality mediates the impact of several compositional differences (gender, nationality and teamwork expertise…

  7. Student groups as learning entities : The effect of group diversity and teamwork quality on groups' cognitive complexity

    NARCIS (Netherlands)

    Curseu, P.L.; Pluut, H.

    2013-01-01

    Collaborative learning has important group-level benefits, yet most studies in higher education only focus on individual benefits of collaborative learning experiences. This study extends these insights by testing a model in which teamwork quality mediates the impact of several compositional

  8. Workplace learning through peer groups in medical school clerkships.

    Science.gov (United States)

    Chou, Calvin L; Teherani, Arianne; Masters, Dylan E; Vener, Margo; Wamsley, Maria; Poncelet, Ann

    2014-01-01

    When medical students move from the classroom into clinical practice environments, their roles and learning challenges shift dramatically from a formal curricular approach to a workplace learning model. Continuity among peers during clinical clerkships may play an important role in this different mode of learning. We explored students' perceptions about how they achieved workplace learning in the context of intentionally formed or ad hoc peer groups. We invited students in clerkship program models with continuity (CMCs) and in traditional block clerkships (BCs) to complete a survey about peer relationships with open-ended questions based on a workplace learning framework, including themes of workplace-based relationships, the nature of work practices, and selection of tasks and activities. We conducted qualitative content analysis to characterize students' experiences. In both BCs and CMCs, peer groups provided rich resources, including anticipatory guidance about clinical expectations of students, best practices in interacting with patients and supervisors, helpful advice in transitioning between rotations, and information about implicit rules of clerkships. Students also used each other as benchmarks for gauging strengths and deficits in their own knowledge and skills. Students achieve many aspects of workplace learning in clerkships through formal or informal workplace-based peer groups. In these groups, peers provide accessible, real-time, and relevant resources to help each other navigate transitions, clarify roles and tasks, manage interpersonal challenges, and decrease isolation. Medical schools can support effective workplace learning for medical students by incorporating continuity with peers in the main clinical clerkship year.

  9. Group Composition of Cooperative Learning: Does Heterogeneous Grouping Work in Asian Classrooms?

    Science.gov (United States)

    Thanh, Pham Thi Hong; Gillies, Robyn

    2010-01-01

    Constructing an appropriate group is important to teamwork success. Although, heterogeneous grouping is widely recommended in Western countries, this method of grouping is questioned in Asian classrooms because Asian and Western students have different cultures of learning. Unfortunately, this issue has not been addressed in any research to date.…

  10. Adapting the Survivor Game to Create a Group Learning Term Project in Business Finance

    Science.gov (United States)

    Campbell, Robert D.

    2017-01-01

    A large and growing body of research supports the view that the small-group learning structure can be an effective tool to enhance student performance and encourage innovative problem solving. This paper explains in detail how the framework of the popular television reality show Survivor has been adapted to form a vehicle for a college level group…

  11. The impact of group membership on collaborative learning with wikis.

    Science.gov (United States)

    Matschke, Christina; Moskaliuk, Johannes; Kimmerle, Joachim

    2013-02-01

    The social web stimulates learning through collaboration. However, information in the social web is often associated with information about its author. Based on previous evidence that ingroup information is preferred to outgroup information, the current research investigates whether group memberships of wiki authors affect learning. In an experimental study, we manipulated the group memberships (ingroup vs. outgroup) of wiki authors by using nicknames. The designated group memberships (being fans of a soccer team or not) were completely irrelevant for the domain of the wiki (the medical disorder fibromyalgia). Nevertheless, wiki information from the ingroup led to more integration of information into prior knowledge as well as more increase of factual knowledge than information from the outgroup. The results demonstrate that individuals apply social selection strategies when considering information from wikis, which may foster, but also hinder, learning and collaboration. Practical implications for collaborative learning in the social web are discussed.

  12. Minimal groups increase young children's motivation and learning on group-relevant tasks.

    Science.gov (United States)

    Master, Allison; Walton, Gregory M

    2013-01-01

    Three experiments (N = 130) used a minimal group manipulation to show that just perceived membership in a social group boosts young children's motivation for and learning from group-relevant tasks. In Experiment 1, 4-year-old children assigned to a minimal "puzzles group" persisted longer on a challenging puzzle than children identified as the "puzzles child" or children in a control condition. Experiment 2 showed that this boost in motivation occurred only when the group was associated with the task. In Experiment 3, children assigned to a minimal group associated with word learning learned more words than children assigned an analogous individual identity. The studies demonstrate that fostering shared motivations may be a powerful means by which to shape young children's academic outcomes. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

  13. The Decision-Making Process of a Small Task Group.

    Science.gov (United States)

    Roderick, Joan C.

    1985-01-01

    This article focuses on the following areas of group process: the nature of the task group, the steps taken to reach a decision, and the ways in which a leader can effectively manage the inevitable conflict that emerges within groups as the problem-solving process progresses. (CT)

  14. Using Cooperative Small Groups in Introductory Accounting Classes: A Practical Approach.

    Science.gov (United States)

    Miglietti, Cynthia

    2002-01-01

    Effective use of cooperative learning groups requires the following: attention to group formation, orientation that sets clear expectations and guidelines, activities to develop teamwork skills, peer evaluation, and other assessments that recognize and measure individual effort on group projects. (SK)

  15. Demographic diversity, communication and learning behaviour in healthcare groups.

    Science.gov (United States)

    Curşeu, Petru Lucian

    2013-01-01

    An integrative model of group learning was tested in a sample of 40 healthcare groups (434 respondents), and the results show that age diversity reduces the frequency of face-to-face communication whereas educational diversity reduces the frequency of virtual communication in healthcare groups. Frequency of communication (both face-to-face and virtual), in turn, positively impacts on the emergence of trust and psychological safety, which are essential drivers of learning behaviours in healthcare groups. Additional results show that average educational achievement within groups is conducive for communication frequency (both face-to-face and virtual), whereas mean age within groups has a negative association with the use of virtual communication in healthcare groups. Copyright © 2012 John Wiley & Sons, Ltd.

  16. Project based learning in organizations: towards a methodology for learning in groups

    NARCIS (Netherlands)

    Poell, R.F.; Krogt, F.J. van der

    2003-01-01

    This article introduces a methodology for employees in organizations to set up and carry out their own group learning projects. It is argued that employees can use project-based learning to make their everyday learning more systematic at times, without necessarily formalizing it. The article

  17. Project-based learning in organizations : Towards a methodology for learning in groups

    NARCIS (Netherlands)

    Poell, R.F.; van der Krogt, F.J.

    2003-01-01

    This article introduces a methodology for employees in organizations to set up and carry out their own group learning projects. It is argued that employees can use project-based learning to make their everyday learning more systematic at times, without necessarily formalizing it. The article

  18. Helping While Learning: A Skilled Group Helper Training Program.

    Science.gov (United States)

    Smaby, Marlowe H.; Tamminen, Armas W.

    1983-01-01

    Describes a developmental group training workshop for training experienced counselors to do group counseling. Discusses stages of training including exploration, understanding, and action, which can help counselors learn helping skills for counseling that can often transfer to their own interpersonal lives and interactions with others. (JAC)

  19. Learning How to Improve Vocabulary Instruction through Teacher Study Groups

    Science.gov (United States)

    Dimino, Joseph; Taylor, Mary Jo

    2009-01-01

    Professional development with proven positive effects on vocabulary instruction and student achievement: that's what reading teachers are looking for, and that's what the Teacher Study Group (TSG) model delivers. With the nine complete TSG sessions in this book, K-8 teachers will form dynamic in-school learning groups with their fellow educators…

  20. Professional Discussion Groups: Informal Learning in a Third Space

    Science.gov (United States)

    Jordan, Robert A.

    2013-01-01

    In this ethnographic study, I explored two discussion groups and discovered Third Space elements such as cultural hybridity, counterscript, and sharing of experiences and resources contributed to a safe learning environment existing at the boundaries between participant personal and professional spaces. The groups operated under the auspices of a…

  1. Investigating Science Collaboratively: A Case Study of Group Learning

    Science.gov (United States)

    Zinicola, Debra A.

    2009-01-01

    Discussions of one urban middle school group of students who were investigating scientific phenomena were analyzed; this study was conducted to discern if and how peer interaction contributes to learning. Through a social constructivist lens, case study methodology, we examined conceptual change among group members. Data about science talk was…

  2. A machine learning model with human cognitive biases capable of learning from small and biased datasets.

    Science.gov (United States)

    Taniguchi, Hidetaka; Sato, Hiroshi; Shirakawa, Tomohiro

    2018-05-09

    Human learners can generalize a new concept from a small number of samples. In contrast, conventional machine learning methods require large amounts of data to address the same types of problems. Humans have cognitive biases that promote fast learning. Here, we developed a method to reduce the gap between human beings and machines in this type of inference by utilizing cognitive biases. We implemented a human cognitive model into machine learning algorithms and compared their performance with the currently most popular methods, naïve Bayes, support vector machine, neural networks, logistic regression and random forests. We focused on the task of spam classification, which has been studied for a long time in the field of machine learning and often requires a large amount of data to obtain high accuracy. Our models achieved superior performance with small and biased samples in comparison with other representative machine learning methods.

  3. Effects of communication strategy training on EFL students’ performance in small-group discussions

    Directory of Open Access Journals (Sweden)

    Stuart Benson

    2013-10-01

    Full Text Available In recent years, a number of studies have been conducted with regard to communication strategy training and performance on communicative tasks (Lam, 2009; Nakatani, 2010; Naughton, 2006. This study aims to add to the literature by examining how two strategies, clarifying/confirming and extending a conversation, and two methods of teaching the strategies, affected the interactional sequences and overall group discussion performance of EFL students at a university in Japan. Pre and posttreatment small-group discussions were recorded for assessment, and a stimulated recall interview was administered to determine the participants’ perceptions of their learning and language use. Posttest results reveal that the experimental groups that were taught predetermined phrases aimed at clarifying/confirming and extending a conversation employed such phrases more frequently than the control group. However, this employment of phrases did not lead to higher gains in group discussion skills as the control group enjoyed the largest gains from pre to posttest. The researchers consider the findings in light of previous research, and conclude with recommendations for future research on the topic with special regard to research design.

  4. Testing an empirically derived mental health training model featuring small groups, distributed practice and patient discussion.

    Science.gov (United States)

    Murrihy, Rachael C; Byrne, Mitchell K; Gonsalvez, Craig J

    2009-02-01

    Internationally, family doctors seeking to enhance their skills in evidence-based mental health treatment are attending brief training workshops, despite clear evidence in the literature that short-term, massed formats are not likely to improve skills in this complex area. Reviews of the educational literature suggest that an optimal model of training would incorporate distributed practice techniques; repeated practice over a lengthy time period, small-group interactive learning, mentoring relationships, skills-based training and an ongoing discussion of actual patients. This study investigates the potential role of group-based training incorporating multiple aspects of good pedagogy for training doctors in basic competencies in brief cognitive behaviour therapy (BCBT). Six groups of family doctors (n = 32) completed eight 2-hour sessions of BCBT group training over a 6-month period. A baseline control design was utilised with pre- and post-training measures of doctors' BCBT skills, knowledge and engagement in BCBT treatment. Family doctors' knowledge, skills in and actual use of BCBT with patients improved significantly over the course of training compared with the control period. This research demonstrates preliminary support for the efficacy of an empirically derived group training model for family doctors. Brief CBT group-based training could prove to be an effective and viable model for future doctor training.

  5. Small groups, contexts, and civic engagement: A multilevel analysis of United States Congregational Life Survey data.

    Science.gov (United States)

    Whitehead, Andrew L; Stroope, Samuel

    2015-07-01

    Prior research suggests that church-goers are more civically engaged than their non-church-going counterparts. Little is known, however, about how the popular phenomenon of small groups factors into this equation. In the present study, we examine relationships between small group participation at individual and congregation levels and civic engagement. Using multilevel modeling and national data on congregations and individuals from the U.S. Congregational Life Study (n=82,044), we find that: (1) individual-level small group involvement is associated with four measures of civic engagement; (2) congregation-level small group participation is associated with both lower and higher civic engagement in the case of two outcomes; and (3) in the case of three civic outcomes, congregation-level small group participation moderates individual-level small group involvement such that small group members' civic activity more closely resembles the lower civic engagement of small group nonparticipants. In the case of one civic outcome, at high levels of overall small group participation, small group members' civic engagement drops below that of small group nonparticipants. Explanations for these findings, including a "crowding out" effect, are examined including their complex implications for debates regarding small groups, religious involvement, and civic engagement. Copyright © 2014 Elsevier Inc. All rights reserved.

  6. Teaching as Interaction: Challenges in Transitioning Teachers' Instruction to Small Groups

    Science.gov (United States)

    Wyatt, Tasha; Chapman-DeSousa, Brook

    2017-01-01

    Although small group instruction is often endorsed in teaching young children, teachers are rarely given explicit instruction on how to move instruction into small groups where effective adult-child interactions can take place. This study examines how 14 early childhood educators transitioned their instruction from whole to small group teaching…

  7. Cooperative Learning Groups and the Evolution of Human Adaptability : (Another Reason) Why Hermits Are Rare in Tonga and Elsewhere.

    Science.gov (United States)

    Bell, Adrian Viliami; Hernandez, Daniel

    2017-03-01

    Understanding the prevalence of adaptive culture in part requires understanding the dynamics of learning. Here we explore the adaptive value of social learning in groups and how formal social groups function as effective mediums of information exchange. We discuss the education literature on Cooperative Learning Groups (CLGs), which outlines the potential of group learning for enhancing learning outcomes. Four qualities appear essential for CLGs to enhance learning: (1) extended conversations, (2) regular interactions, (3) gathering of experts, and (4) incentives for sharing knowledge. We analyze these four qualities within the context of a small-scale agricultural society using data we collected in 2010 and 2012. Through an analysis of surveys, interviews, and observations in the Tongan islands, we describe the role CLGs likely plays in facilitating individuals' learning of adaptive information. Our analysis of group affiliation, membership, and topics of conversation suggest that the first three CLG qualities reflect conditions for adaptive learning in groups. We utilize ethnographic anecdotes to suggest the fourth quality is also conducive to adaptive group learning. Using an evolutionary model, we further explore the scope for CLGs outside the Tongan socioecological context. Model analysis shows that environmental volatility and migration rates among human groups mediate the scope for CLGs. We call for wider attention to how group structure facilitates learning in informal settings, which may be key to assessing the contribution of groups to the evolution of complex, adaptive culture.

  8. Deming, quality and the small medical group administrator.

    Science.gov (United States)

    Noll, D C

    1992-01-01

    As administrators, writes Douglas Noll, we can coordinate and implement quality measures affecting our practices and which impact the patient's total medical experience. Unfortunately, many smaller groups cannot hire an outside consultant or single employee whose sole purpose would be to monitor quality. Noll offers several simple practices that administrators can use to improve the quality of service in their groups.

  9. Clinical course teaching in transport of critically ill patients: Small group methods

    Directory of Open Access Journals (Sweden)

    Mohammad Taghi Beigmohammadi

    2016-10-01

    Full Text Available Critically ill patient transfer is potentially risky and may be lead to morbidity and mortality. Physicians' skill is very important for safe transport. We want to evaluate the effect of clinical course teaching on the promotion of physicians' abilities in the transport of critically ill patients. In an interventional study, 320 interns, male and female, were taught about patient transfer in two groups include in one day clinical course as the small group system (n=160 and other group the lecture base learning (n=160. In the clinical course, each participant under observation of an anesthesiologist in the operation room and ICU was acquainted with mask ventilation, intubation and learned to work with a defibrillator, infusion pump, portable ventilator and pulse oximeter. In lecture group, the anesthesiologist explained the topics by video and dummy. At the end of education course, the interns’ abilities were evaluated based on checklist method and scored by the project colleague in all educational items. Three hundred twenty interns, 122 males, and 198 females; were enrolled, two groups. The clinical course training caused improvements in the interns’ knowledge and abilities in intubation and use of the defibrillator and portable ventilator vs.lecture group significantly (P<0.005. The males were better than females in laryngoscopy, but the progress of the females was significantly better than males (P=0.003. The rate of adverse events was reduced significantly after clinical course teaching (P=0.041 Clinical course teaching could promote interns' clinical competencies in the transport of critically ill patients.

  10. Can peers rate reliably as experts in small CSCL groups?

    DEFF Research Database (Denmark)

    Magnisalis, Ioannis; Demetriadis, Stavros; Papadopoulos, Pantelis M.

    2016-01-01

    Research on the impact of peer rating (PR) has provided encouraging results, as a method to foster collaborative learning and improve its outcomes. The scope of this paper is to discuss peer rating towards two specific directions that usually are neglected in the CSCL field, namely: (a) coaching...... of objective anonymous peer rating through a rubric, and (b) provision of peer rating summary information during collaboration. The case study utilized an asynchronous CSCL tool with the two aforementioned capabilities. Initial results showed that peer rating, when anonymous, and guided, can be as reliable...

  11. Gender diversity and motivation in collaborative learning groups : the mediating role of group discussion quality

    NARCIS (Netherlands)

    Curseu, P.L.; Chappin, M.M.H.|info:eu-repo/dai/nl/304835056; Jansen, Rob J. G.

    Collaborative learning is often used in higher education to help students develop their teamwork skills and acquire curricular knowledge. In this paper we test a mediation model in which the quality of group discussions mediates the impact of gender diversity and group motivation on collaborative

  12. Gender diversity and motivation in collaborative learning groups : The mediating role of group discussion quality

    NARCIS (Netherlands)

    Curseu, Petre; Chappin, M.M.H.; Jansen, R.J.G.

    2018-01-01

    Collaborative learning is often used in higher education to help students develop their teamwork skills and acquire curricular knowledge. In this paper we test a mediation model in which the quality of group discussions mediates the impact of gender diversity and group motivation on collaborative

  13. mCell: Facilitating Mobile Communication of Small Groups

    OpenAIRE

    Mikko T. Tarkiainen; Jonna Häkkilä; Jan Blom; Merja Haveri; Jyri Virtanen

    2008-01-01

    Mobile communication technology offers a potential platform for new types of communication applications. Here, we describe the development and experiences with a mobile group communication application, mCell, that runs on a mobile phone. We present the underlying design implications, the application implementation, and a user study, where three groups used the application for one month. The findings of the user study reveal general user experiences with the application and show different patt...

  14. Integrating Collaborative Learning Groups in the Large Enrollment Lecture

    Science.gov (United States)

    Adams, J. P.; Brissenden, G.; Lindell Adrian, R.; Slater, T. F.

    1998-12-01

    Recent reforms for undergraduate education propose that students should work in teams to solve problems that simulate problems that research scientists address. In the context of an innovative large-enrollment course at Montana State University, faculty have developed a series of 15 in-class, collaborative learning group activities that provide students with realistic scenarios to investigate. Focusing on a team approach, the four principle types of activities employed are historical, conceptual, process, and open-ended activities. Examples of these activities include classifying stellar spectra, characterizing galaxies, parallax measurements, estimating stellar radii, and correlating star colors with absolute magnitudes. Summative evaluation results from a combination of attitude surveys, astronomy concept examinations, and focus group interviews strongly suggest that, overall, students are learning more astronomy, believe that the group activities are valuable, enjoy the less-lecture course format, and have significantly higher attendance rates. In addition, class observations of 48 self-formed, collaborative learning groups reveal that female students are more engaged in single-gender learning groups than in mixed gender groups.

  15. Improving Group Work Practices in Teaching Life Sciences: Trialogical Learning

    Science.gov (United States)

    Tammeorg, Priit; Mykkänen, Anna; Rantamäki, Tomi; Lakkala, Minna; Muukkonen, Hanni

    2017-08-01

    Trialogical learning, a collaborative and iterative knowledge creation process using real-life artefacts or problems, familiarizes students with working life environments and aims to teach skills required in the professional world. We target one of the major limitation factors for optimal trialogical learning in university settings, inefficient group work. We propose a course design combining effective group working practices with trialogical learning principles in life sciences. We assess the usability of our design in (a) a case study on crop science education and (b) a questionnaire for university teachers in life science fields. Our approach was considered useful and supportive of the learning process by all the participants in the case study: the students, the stakeholders and the facilitator. Correspondingly, a group of university teachers expressed that the trialogical approach and the involvement of stakeholders could promote efficient learning. In our case in life sciences, we identified the key issues in facilitating effective group work to be the design of meaningful tasks and the allowance of sufficient time to take action based on formative feedback. Even though trialogical courses can be time consuming, the experience of applying knowledge in real-life cases justifies using the approach, particularly for students just about to enter their professional careers.

  16. Towards identifying Collaborative Learning groups using Social Media

    Directory of Open Access Journals (Sweden)

    Selver Softic

    2012-11-01

    Full Text Available This work reports about the preliminary results and ongoing research based upon profiling collaborative learning groups of persons within the social micro-blogging platforms like Twitter that share potentially common interests on special topic. Hereby the focus is held on spontaneously initiated collaborative learning in Social Media and detection of collaborative learning groups based upon their communication dynamics. Research questions targeted to be answered are: are there any useful data mining algorithms to fulfill the task of pre-selection and clustering of users in social networks, how good do they perform, and what are the metrics that could be used for detection and evaluation in the realm of this task. Basic approach presented here uses as preamble hypothesis that users and their interests in Social Networks can be identified through content generated by them and content they consume. Special focus is held on topic oriented approach as least common bounding point. Those should be also the basic criteria used to detect and outline the learning groups. The aim of this work is to deliver first scientific pre-work for successfully implementation of recommender systems using social network metrics and content features of social network users for the purposes of better learning group communication and information consumption.

  17. Behavioral and biological interactions with small groups in confined microsocieties

    Science.gov (United States)

    Brady, J. V.; Emurian, H. H.

    1982-01-01

    Requirements for high levels of human performance in the unfamiliar and stressful environments associated with space missions necessitate the development of research-based technological procedures for maximizing the probability of effective functioning at all levels of personnel participation. Where the successful accomplishment of such missions requires the coordinated contributions of several individuals collectively identified with the achievement of a common objective, the conditions for characterizing a team, crew, or functional group are operationally defined. For the most part, studies of group performances under operational conditions which emphasize relatively long exposure to extended mission environments have been limited by the constraints imposed on experimental manipulations to identify critical effectiveness factors. On the other hand, laboratory studies involving relatively brief exposures to contrived task situations have been considered of questionable generality to operational settings requiring realistic group objectives.

  18. Processing graded feedback: electrophysiological correlates of learning from small and large errors.

    Science.gov (United States)

    Luft, Caroline Di Bernardi; Takase, Emilio; Bhattacharya, Joydeep

    2014-05-01

    Feedback processing is important for learning and therefore may affect the consolidation of skills. Considerable research demonstrates electrophysiological differences between correct and incorrect feedback, but how we learn from small versus large errors is usually overlooked. This study investigated electrophysiological differences when processing small or large error feedback during a time estimation task. Data from high-learners and low-learners were analyzed separately. In both high- and low-learners, large error feedback was associated with higher feedback-related negativity (FRN) and small error feedback was associated with a larger P300 and increased amplitude over the motor related areas of the left hemisphere. In addition, small error feedback induced larger desynchronization in the alpha and beta bands with distinctly different topographies between the two learning groups: The high-learners showed a more localized decrease in beta power over the left frontocentral areas, and the low-learners showed a widespread reduction in the alpha power following small error feedback. Furthermore, only the high-learners showed an increase in phase synchronization between the midfrontal and left central areas. Importantly, this synchronization was correlated to how well the participants consolidated the estimation of the time interval. Thus, although large errors were associated with higher FRN, small errors were associated with larger oscillatory responses, which was more evident in the high-learners. Altogether, our results suggest an important role of the motor areas in the processing of error feedback for skill consolidation.

  19. Small-Group Discourse: Establishing a Communication-Rich Classroom

    Science.gov (United States)

    Quebec Fuentes, Sarah

    2013-01-01

    Establishing a communication-rich classroom can be difficult. This article describes the process and findings of a practitioner action research study addressing the question of how teachers can interact with their students while they are working in groups to encourage and enhance student-to-student communication. Recommended research-based teacher…

  20. Impact of a Social Media Group Page on Undergraduate Medical Physiology Learning.

    Science.gov (United States)

    Shakoori, Tania Ahmed; Mahboob, Usman; Strivens, Janet; Willis, Ian

    2017-07-01

    To investigate the impact of associating classroom learning of medical physiology with a Facebook group page in an all-women medical college of a conservative small city in Pakistan. Qualitative interpretivist study using semi-structured interviews. Women Medical College Abbottabad, Pakistan, from March to December 2014. Aclosed Facebook study group was established at a local medical college in Pakistan. It was used to upload learning resources and initiate discussions, coordinated with classroom lectures of physiology. Thirteen semistructured interviews were conducted with volunteer students according to a standard protocol. Five major themes were identified. Facebook group is something new and exciting; it motivated self-study, research, collaborative learning and improved class attendance. Convenience of easily accessible resources allowed the students to concentrate on the lecture rather than note taking. It was easier to communicate with the instructor through Facebook than face to face. Lurkers were also learning. High achievers who had adapted to the current didactic system of teaching were less receptive of the collaborative learning and favored teaching geared towards exam preparation. Using social media for e-learning in undergraduate medical education can enhance the student learning experience, especially in resource-limited regions where Information and communication technology is not an integrated part of the teaching process.

  1. Medical Student Perspectives of Active Learning: A Focus Group Study.

    Science.gov (United States)

    Walling, Anne; Istas, Kathryn; Bonaminio, Giulia A; Paolo, Anthony M; Fontes, Joseph D; Davis, Nancy; Berardo, Benito A

    2017-01-01

    Phenomenon: Medical student perspectives were sought about active learning, including concerns, challenges, perceived advantages and disadvantages, and appropriate role in the educational process. Focus groups were conducted with students from all years and campuses of a large U.S. state medical school. Students had considerable experience with active learning prior to medical school and conveyed accurate understanding of the concept and its major strategies. They appreciated the potential of active learning to deepen and broaden learning and its value for long-term professional development but had significant concerns about the efficiency of the process, the clarity of expectations provided, and the importance of receiving preparatory materials. Most significantly, active learning experiences were perceived as disconnected from grading and even as impeding preparation for school and national examinations. Insights: Medical students understand the concepts of active learning and have considerable experience in several formats prior to medical school. They are generally supportive of active learning concepts but frustrated by perceived inefficiencies and lack of contribution to the urgencies of achieving optimal grades and passing United States Medical Licensing Examinations, especially Step 1.

  2. Do action learning sets facilitate collaborative, deliberative learning?: A focus group evaluation of Graduate Entry Pre-registration Nursing (GEN) students' experience.

    Science.gov (United States)

    Maddison, Charlotte; Strang, Gus

    2018-01-01

    The aim of this study was to investigate if by participating in action learning sets, Graduate Entry Pre-registration Nursing (GEN) students were able to engage in collaborative and deliberative learning. A single focus group interview involving eleven participants was used to collect data. Data analysis identified five themes; collaborative learning; reflection; learning through case study and problem-solving; communication, and rejection of codified learning. The themes are discussed and further analysed in the context of collaborative and deliberative learning. The evidence from this small scale study suggests that action learning sets do provide an environment where collaborative and deliberative learning can occur. However, students perceived some of them, particularly during year one, to be too 'teacher lead', which stifled learning. Copyright © 2017 Elsevier Ltd. All rights reserved.

  3. Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study.

    Science.gov (United States)

    Burgess, Annette; Roberts, Chris; Ayton, Tom; Mellis, Craig

    2018-04-10

    While Problem Based Learning (PBL) has long been established internationally, Team-based learning (TBL) is a relatively new pedagogy in medical curricula. Both PBL and TBL are designed to facilitate a learner-centred approach, where students, in interactive small groups, use peer-assisted learning to solve authentic, professionally relevant problems. Differences, however, exist between PBL and TBL in terms of preparation requirements, group numbers, learning strategies, and class structure. Although there are many similarities and some differences between PBL and TBL, both rely on constructivist learning theory to engage and motivate students in their learning. The aim of our study was to qualitatively explore students' perceptions of having their usual PBL classes run in TBL format. In 2014, two iterations in a hybrid PBL curriculum were converted to TBL format, with two PBL groups of 10 students each, being combined to form one TBL class of 20, split into four groups of five students. At the completion of two TBL sessions, all students were invited to attend one of two focus groups, with 14 attending. Thematic analysis was used to code and categorise the data into themes, with constructivist theory used as a conceptual framework to identify recurrent themes. Four key themes emerged; guided learning, problem solving, collaborative learning, and critical reflection. Although structured, students were attracted to the active and collaborative approach of TBL. They perceived the key advantages of TBL to include the smaller group size, the preparatory Readiness Assurance Testing process, facilitation by a clinician, an emphasis on basic science concepts, and immediate feedback. The competitiveness of TBL was seen as a spur to learning. These elements motivated students to prepare, promoted peer assisted teaching and learning, and focussed team discussion. An important advantage of PBL over TBL, was the opportunity for adequate clinical reasoning within the problem

  4. Implementation of small group discussion as a teaching method in earth and space science subject

    Science.gov (United States)

    Aryani, N. P.; Supriyadi

    2018-03-01

    In Physics Department Universitas Negeri Semarang, Earth and Space Science subject is included in the curriculum of the third year of physics education students. There are various models of teaching earth and space science subject such as textbook method, lecturer, demonstrations, study tours, problem-solving method, etc. Lectures method is the most commonly used of teaching earth and space science subject. The disadvantage of this method is the lack of two ways interaction between lecturers and students. This research used small group discussion as a teaching method in Earth and Space science. The purpose of this study is to identify the conditions under which an efficient discussion may be initiated and maintained while students are investigating properties of earth and space science subjects. The results of this research show that there is an increase in student’s understanding of earth and space science subject proven through the evaluation results. In addition, during the learning process, student’s activeness also increase.

  5. Group-sparse representation with dictionary learning for medical image denoising and fusion.

    Science.gov (United States)

    Li, Shutao; Yin, Haitao; Fang, Leyuan

    2012-12-01

    Recently, sparse representation has attracted a lot of interest in various areas. However, the standard sparse representation does not consider the intrinsic structure, i.e., the nonzero elements occur in clusters, called group sparsity. Furthermore, there is no dictionary learning method for group sparse representation considering the geometrical structure of space spanned by atoms. In this paper, we propose a novel dictionary learning method, called Dictionary Learning with Group Sparsity and Graph Regularization (DL-GSGR). First, the geometrical structure of atoms is modeled as the graph regularization. Then, combining group sparsity and graph regularization, the DL-GSGR is presented, which is solved by alternating the group sparse coding and dictionary updating. In this way, the group coherence of learned dictionary can be enforced small enough such that any signal can be group sparse coded effectively. Finally, group sparse representation with DL-GSGR is applied to 3-D medical image denoising and image fusion. Specifically, in 3-D medical image denoising, a 3-D processing mechanism (using the similarity among nearby slices) and temporal regularization (to perverse the correlations across nearby slices) are exploited. The experimental results on 3-D image denoising and image fusion demonstrate the superiority of our proposed denoising and fusion approaches.

  6. Successful E-Learning in Small and Medium-Sized Enterprises

    Science.gov (United States)

    Paulsen, Morten Flate

    2009-01-01

    So far, e-learning has primarily been used when there are many learners involved. The up-front investments related to e-learning are relatively high, and may be perceived as prohibitive for small and medium-sized enterprises (SMEs). Some e-learning is, however, getting less expensive, and some e-learning models are more suited for small-scale…

  7. The use of computer simulations in whole-class versus small-group settings

    Science.gov (United States)

    Smetana, Lara Kathleen

    This study explored the use of computer simulations in a whole-class as compared to small-group setting. Specific consideration was given to the nature and impact of classroom conversations and interactions when computer simulations were incorporated into a high school chemistry course. This investigation fills a need for qualitative research that focuses on the social dimensions of actual classrooms. Participants included a novice chemistry teacher experienced in the use of educational technologies and two honors chemistry classes. The study was conducted in a rural school in the south-Atlantic United States at the end of the fall 2007 semester. The study took place during one instructional unit on atomic structure. Data collection allowed for triangulation of evidence from a variety of sources approximately 24 hours of video- and audio-taped classroom observations, supplemented with the researcher's field notes and analytic journal; miscellaneous classroom artifacts such as class notes, worksheets, and assignments; open-ended pre- and post-assessments; student exit interviews; teacher entrance, exit and informal interviews. Four web-based simulations were used, three of which were from the ExploreLearning collection. Assessments were analyzed using descriptive statistics and classroom observations, artifacts and interviews were analyzed using Erickson's (1986) guidelines for analytic induction. Conversational analysis was guided by methods outlined by Erickson (1982). Findings indicated (a) the teacher effectively incorporated simulations in both settings (b) students in both groups significantly improved their understanding of the chemistry concepts (c) there was no statistically significant difference between groups' achievement (d) there was more frequent exploratory talk in the whole-class group (e) there were more frequent and meaningful teacher-student interactions in the whole-class group (f) additional learning experiences not measured on the assessment

  8. Large and small sets with respect to homomorphisms and products of groups

    Directory of Open Access Journals (Sweden)

    Riccardo Gusso

    2002-10-01

    Full Text Available We study the behaviour of large, small and medium subsets with respect to homomorphisms and products of groups. Then we introduce the definition af a P-small set in abelian groups and we investigate the relations between this kind of smallness and the previous one, giving some examples that distinguish them.

  9. Key Informant Models for Measuring Group-Level Variables in Small Groups: Application to Plural Subject Theory

    Science.gov (United States)

    Algesheimer, René; Bagozzi, Richard P.; Dholakia, Utpal M.

    2018-01-01

    We offer a new conceptualization and measurement models for constructs at the group-level of analysis in small group research. The conceptualization starts with classical notions of group behavior proposed by Tönnies, Simmel, and Weber and then draws upon plural subject theory by philosophers Gilbert and Tuomela to frame a new perspective…

  10. Ad Hoc Transient Groups: Instruments for Awareness in Learning Networks

    NARCIS (Netherlands)

    Fetter, Sibren; Rajagopal, Kamakshi; Berlanga, Adriana; Sloep, Peter

    2011-01-01

    Fetter, S., Rajagopal, K., Berlanga, A. J., & Sloep, P. B. (2011). Ad Hoc Transient Groups: Instruments for Awareness in Learning Networks. In W. Reinhardt, T. D. Ullmann, P. Scott, V. Pammer, O. Conlan, & A. J. Berlanga (Eds.), Proceedings of the 1st European Workshop on Awareness and Reflection in

  11. Effect of group conselling on learning and remembering strategies of ...

    African Journals Online (AJOL)

    The Study investigated the effect of group counseling on learning and remembering strategies of diploma students in University of Maiduguri and its implications for examination malpractices. Two objectives and two null hypotheses were formulated to guide the study. The population consisted of all the diploma students in ...

  12. Teacher educators' design and implementation of group learning activities

    NARCIS (Netherlands)

    De Hei, Miranda S.A.; Sjoer, Ellen; Admiraal, Wilfried; Strijbos, J.W.

    2016-01-01

    Group Learning Activities (GLAs) are a key ingredient of course designs in higher education. Various approaches for designing GLAs have been developed, featuring different design components. However, this has not yet resulted in clear guidelines for teachers on how to design GLAs. The purpose of

  13. Small grant management in health and behavioral sciences: Lessons learned.

    Science.gov (United States)

    Sakraida, Teresa J; D'Amico, Jessica; Thibault, Erica

    2010-08-01

    This article describes considerations in health and behavioral sciences small grant management and describes lessons learned during post-award implementation. Using the components by W. Sahlman [Sahlman, W. (1997). How to write a great business plan. Harvard Business Review, 75(4), 98-108] as a business framework, a plan was developed that included (a) building relationships with people in the research program and with external parties providing key resources, (b) establishing a perspective of opportunity for research advancement, (c) identifying the larger context of scientific culture and regulatory environment, and (d) anticipating problems with a flexible response and rewarding teamwork. Small grant management included developing a day-to-day system, building a grant/study program development plan, and initiating a marketing plan. Copyright 2010 Elsevier Inc. All rights reserved.

  14. Learning Opportunities And Learning Behaviours Of Small Business Starters: Relations With Goal Achievement, Skill Development, And Satisfaction

    NARCIS (Netherlands)

    A.M. van Gelderen (Marco); L. van der Sluis; P. Jansen (Paul)

    2004-01-01

    textabstractLearning is a vital issue for small business starters, contributing to short term and long term business performance, as well as to personal development. This study investigates when and how small business starters learn. It specifies the situations that offer learning opportunities, as

  15. Framing Negotiation: Dynamics of Epistemological and Positional Framing in Small Groups during Scientific Modeling

    Science.gov (United States)

    Shim, Soo-Yean; Kim, Heui-Baik

    2018-01-01

    In this study, we examined students' epistemological and positional framing during small group scientific modeling to explore their context-dependent perceptions about knowledge, themselves, and others. We focused on two small groups of Korean eighth-grade students who participated in six modeling activities about excretion. The two groups were…

  16. Students Negotiating and Designing Their Collaborative Learning Norms: A Group Developmental Perspective in Learning Communities

    Science.gov (United States)

    Hod, Yotam; Ben-Zvi, Dani

    2015-01-01

    This research shows how participants in classroom learning communities (LCs) come to take responsibility over designing their collaborative learning norms. Taking a micro-developmental perspective within a graduate-level course, we examined fine-grained changes in group discourse during a period of rapid change where this responsibility taking…

  17. Lifelong Learning from Natural Disasters: Transformative Group-Based Learning at Philippine Universities

    Science.gov (United States)

    Dahl, Kari Kragh Blume; Millora, Christopher Malagad

    2016-01-01

    This study explores reflective experience during transformative, group-based learning among university leaders following a natural disaster such as a typhoon in two Philippine universities. Natural disasters are recurrent phenomena in many parts of the world, but the literature largely ignores their impact on lifelong human learning, for instance…

  18. Collaborative learning in higher education : design, implementation and evaluation of group learning activities

    NARCIS (Netherlands)

    Hei, de M.S.A.

    2016-01-01

    In higher education, group learning activities (GLAs) are frequently implemented in online, blended or face-to-face educational contexts. A major problem for the design and implementation of good quality GLAs that lead to the desired learning outcomes is that many approaches to GLAs have been

  19. Food security: what the community wants. Learning through focus groups.

    Science.gov (United States)

    Hargrove, D; Dewolfe, J A; Thompson, L

    1994-01-01

    We used focus groups to learn the range of issues threatening food security of low income residents in our community. Five major themes emerged from the discussions: literacy, money, time, mental health and self-esteem, suggesting several approaches that could help ensure food security: 1) education, 2) sharing of resources, 3) coalition building, and 4) advocacy. Education programs have to be practical, allowing for demonstrations and hands-on learning while emphasizing skill building and problem solving. Incorporating a social aspect into learning may compensate for the social isolation and would capitalize on the impressive mutual support we witnessed. Strategies based on self-help and peer assistance may counteract low self-esteem and overcome suspicion of health professionals. A community-wide effort is needed to address the factors contributing to food insecurity. We envision the formation of a coalition of professionals, agencies, and low income people to develop a comprehensive strategy for achieving food security.

  20. Encouraging Second Language Use in Cooperative Learning Groups

    Directory of Open Access Journals (Sweden)

    George M Jacobs

    2013-11-01

    Full Text Available This article presents, explains and organizes ideas for promoting students’ use of their second language (this term includes foreign language when they work together in cooperative learning groups. The first part of the article reviews arguments as to whether students of second languages should be encouraged to use their second language with classmates when doing group activities. These arguments are discussed with reference to Second Language Acquisition (SLA theory. Practical issues are also explored. Next, the majority of the article presents ideas on how to promote second language use during peer interaction. Twenty-nine of these ideas are explained. The ideas are organized into five categories: a role for the L1; understanding the issue; creating a conducive climate; providing language support; and the task. It is recommended that teachers use ideas from the literature on cooperative learning when they ask students to interact.

  1. Rapid detection of small oscillation faults via deterministic learning.

    Science.gov (United States)

    Wang, Cong; Chen, Tianrui

    2011-08-01

    Detection of small faults is one of the most important and challenging tasks in the area of fault diagnosis. In this paper, we present an approach for the rapid detection of small oscillation faults based on a recently proposed deterministic learning (DL) theory. The approach consists of two phases: the training phase and the test phase. In the training phase, the system dynamics underlying normal and fault oscillations are locally accurately approximated through DL. The obtained knowledge of system dynamics is stored in constant radial basis function (RBF) networks. In the diagnosis phase, rapid detection is implemented. Specially, a bank of estimators are constructed using the constant RBF neural networks to represent the training normal and fault modes. By comparing the set of estimators with the test monitored system, a set of residuals are generated, and the average L(1) norms of the residuals are taken as the measure of the differences between the dynamics of the monitored system and the dynamics of the training normal mode and oscillation faults. The occurrence of a test oscillation fault can be rapidly detected according to the smallest residual principle. A rigorous analysis of the performance of the detection scheme is also given. The novelty of the paper lies in that the modeling uncertainty and nonlinear fault functions are accurately approximated and then the knowledge is utilized to achieve rapid detection of small oscillation faults. Simulation studies are included to demonstrate the effectiveness of the approach.

  2. The role of micro size computing clusters for small physics groups

    International Nuclear Information System (INIS)

    Shevel, A Y

    2014-01-01

    A small physics group (3-15 persons) might use a number of computing facilities for the analysis/simulation, developing/testing, teaching. It is discussed different types of computing facilities: collaboration computing facilities, group local computing cluster (including colocation), cloud computing. The author discuss the growing variety of different computing options for small groups and does emphasize the role of the group owned computing cluster of micro size.

  3. When high achievers and low achievers work in the same group: the roles of group heterogeneity and processes in project-based learning.

    Science.gov (United States)

    Cheng, Rebecca Wing-yi; Lam, Shui-fong; Chan, Joanne Chung-yan

    2008-06-01

    There has been an ongoing debate about the inconsistent effects of heterogeneous ability grouping on students in small group work such as project-based learning. The present research investigated the roles of group heterogeneity and processes in project-based learning. At the student level, we examined the interaction effect between students' within-group achievement and group processes on their self- and collective efficacy. At the group level, we examined how group heterogeneity was associated with the average self- and collective efficacy reported by the groups. The participants were 1,921 Hong Kong secondary students in 367 project-based learning groups. Student achievement was determined by school examination marks. Group processes, self-efficacy and collective efficacy were measured by a student-report questionnaire. Hierarchical linear modelling was used to analyse the nested data. When individual students in each group were taken as the unit of analysis, results indicated an interaction effect of group processes and students' within-group achievement on the discrepancy between collective- and self-efficacy. When compared with low achievers, high achievers reported lower collective efficacy than self-efficacy when group processes were of low quality. However, both low and high achievers reported higher collective efficacy than self-efficacy when group processes were of high quality. With 367 groups taken as the unit of analysis, the results showed that group heterogeneity, group gender composition and group size were not related to the discrepancy between collective- and self-efficacy reported by the students. Group heterogeneity was not a determinant factor in students' learning efficacy. Instead, the quality of group processes played a pivotal role because both high and low achievers were able to benefit when group processes were of high quality.

  4. Learning about Foodborne Pathogens: Evaluation of Student Perceptions of Group Project Work in a Food Microbiology Course

    Science.gov (United States)

    Turner, Mark S.

    2009-01-01

    This study examined the experiences of students in an active learning group work exercise in an introductory food microbiology course involving the study of foodborne pathogens. Small groups were required to access, analyze, and present information regarding a single food poisoning bacterium. The presentations contained features and…

  5. The implementation of problem-based learning in collaborative groups in a chiropractic program in Malaysia.

    Science.gov (United States)

    Win, Ni Ni; Nadarajah, Vishna Devi V; Win, Daw Khin

    2015-01-01

    Problem-based learning (PBL) is usually conducted in small-group learning sessions with approximately eight students per facilitator. In this study, we implemented a modified version of PBL involving collaborative groups in an undergraduate chiropractic program and assessed its pedagogical effectiveness. This study was conducted at the International Medical University, Kuala Lumpur, Malaysia, and involved the 2012 chiropractic student cohort. Six PBL cases were provided to chiropractic students, consisting of three PBL cases for which learning resources were provided and another three PBL cases for which learning resources were not provided. Group discussions were not continuously supervised, since only one facilitator was present. The students' perceptions of PBL in collaborative groups were assessed with a questionnaire that was divided into three domains: motivation, cognitive skills, and perceived pressure to work. Thirty of the 31 students (97%) participated in the study. PBL in collaborative groups was significantly associated with positive responses regarding students' motivation, cognitive skills, and perceived pressure to work (Plearning resources increased motivation and cognitive skills (Plearning resources.

  6. Evaluation of Small-Group Teaching in Human Gross Anatomy in a Caribbean Medical School

    Science.gov (United States)

    Chan, Lap Ki; Ganguly, Pallab K.

    2008-01-01

    Although there are a number of medical schools in the Caribbean islands, very few reports have come out so far in the literature regarding the efficacy of small-group teaching in them. The introduction of small-group teaching in the gross anatomy laboratory one and a half years ago at St. Matthew's University (SMU) on Grand Cayman appears to have…

  7. Assessing the Internal Dynamics of Mathematical Problem Solving in Small Groups.

    Science.gov (United States)

    Artzt, Alice F.; Armour-Thomas, Eleanor

    The purpose of this exploratory study was to examine the problem-solving behaviors and perceptions of (n=27) seventh-grade students as they worked on solving a mathematical problem within a small-group setting. An assessment system was developed that allowed for this analysis. To assess problem-solving behaviors within a small group a Group…

  8. A Learning Style-Based Grouping Collaborative Learning Approach to Improve EFL Students' Performance in English Courses

    Science.gov (United States)

    Kuo, Yu-Chen; Chu, Hui-Chun; Huang, Chi-Hao

    2015-01-01

    Learning English is an important and challenging task for English as Foreign Language (EFL) students. Educators had indicated that, without proper learning support, most EFL students might feel frustrated while learning English, which could significantly affect their learning performance. In the past research, learning usually utilized grouping,…

  9. Group music performance causes elevated pain thresholds and social bonding in small and large groups of singers

    Science.gov (United States)

    Weinstein, Daniel; Launay, Jacques; Pearce, Eiluned; Dunbar, Robin I. M.; Stewart, Lauren

    2016-01-01

    Over our evolutionary history, humans have faced the problem of how to create and maintain social bonds in progressively larger groups compared to those of our primate ancestors. Evidence from historical and anthropological records suggests that group music-making might act as a mechanism by which this large-scale social bonding could occur. While previous research has shown effects of music making on social bonds in small group contexts, the question of whether this effect ‘scales up’ to larger groups is particularly important when considering the potential role of music for large-scale social bonding. The current study recruited individuals from a community choir that met in both small (n = 20 – 80) and large (a ‘megachoir’ combining individuals from the smaller subchoirs n = 232) group contexts. Participants gave self-report measures (via a survey) of social bonding and had pain threshold measurements taken (as a proxy for endorphin release) before and after 90 minutes of singing. Results showed that feelings of inclusion, connectivity, positive affect, and measures of endorphin release all increased across singing rehearsals and that the influence of group singing was comparable for pain thresholds in the large versus small group context. Levels of social closeness were found to be greater at pre- and post-levels for the small choir condition. However, the large choir condition experienced a greater change in social closeness as compared to the small condition. The finding that singing together fosters social closeness – even in large contexts where individuals are not known to each other – is consistent with evolutionary accounts that emphasize the role of music in social bonding, particularly in the context of creating larger cohesive groups than other primates are able to manage. PMID:27158219

  10. The Effect of Group Investigation Learning Model with Brainstroming Technique on Students Learning Outcomes

    Directory of Open Access Journals (Sweden)

    Astiti Kade kAyu

    2018-01-01

    Full Text Available This study aims to determine the effect of group investigation (GI learning model with brainstorming technique on student physics learning outcomes (PLO compared to jigsaw learning model with brainstroming technique. The learning outcome in this research are the results of learning in the cognitive domain. The method used in this research is experiment with Randomised Postest Only Control Group Design. Population in this research is all students of class XI IPA SMA Negeri 9 Kupang year lesson 2015/2016. The selected sample are 40 students of class XI IPA 1 as the experimental class and 38 students of class XI IPA 2 as the control class using simple random sampling technique. The instrument used is 13 items description test. The first hypothesis was tested by using two tailed t-test. From that, it is obtained that H0 rejected which means there are differences of students physics learning outcome. The second hypothesis was tested using one tailed t-test. It is obtained that H0 rejected which means the students PLO in experiment class were higher than control class. Based on the results of this study, researchers recommend the use of GI learning models with brainstorming techniques to improve PLO, especially in the cognitive domain.

  11. Group processes in medical education: learning from social identity theory.

    Science.gov (United States)

    Burford, Bryan

    2012-02-01

    The clinical workplace in which doctors learn involves many social groups, including representatives of different professions, clinical specialties and workplace teams. This paper suggests that medical education research does not currently take full account of the effects of group membership, and describes a theoretical approach from social psychology, the social identity approach, which allows those effects to be explored. The social identity approach has a long history in social psychology and provides an integrated account of group processes, from the adoption of group identity through a process of self-categorisation, to the biases and conflicts between groups. This paper outlines key elements of this theoretical approach and illustrates their relevance to medical education. The relevance of the social identity approach is illustrated with reference to a number of areas of medical education. The paper shows how research questions in medical education may be usefully reframed in terms of social identity in ways that allow a deeper exploration of the psychological processes involved. Professional identity and professionalism may be viewed in terms of self-categorisation rather than simply attainment; the salience of different identities may be considered as influences on teamwork and interprofessional learning, and issues in communication and assessment may be considered in terms of intergroup biases. Social identity theory provides a powerful framework with which to consider many areas of medical education. It allows disparate influences on, and consequences of, group membership to be considered as part of an integrated system, and allows assumptions, such as about the nature of professional identity and interprofessional tensions, to be made explicit in the design of research studies. This power to question assumptions and develop deeper and more meaningful research questions may be increasingly relevant as the nature and role of the medical profession change

  12. Scientifically speaking: Identifying, analyzing, and promoting science talk in small groups

    Science.gov (United States)

    Holthuis, Nicole Inamine

    In this dissertation I define, document, and analyze the nature of students' science talk as they work in cooperative learning groups. Three questions form the basis of this research. First, what is science talk? Second, how much and what kind of science talk did students do? And, third, what conditions help promote or inhibit students' science talk? This study was conducted in a total of six classrooms in three high schools. I videotaped and audiotaped students as they worked in small groups during the course of an ecology unit. I analyzed this videotape data and field notes using both quantitative and qualitative methods. I define science talk as talk that serves to move students along in terms of the science (both content and process) required or suggested by the activity. More specifically, I identified five epistemological characteristics that delineate what counts as scientific knowledge and, subsequently, science talk. From this definition, I developed an analytic framework and science talk observation instrument to document the quantity and level of student and teacher talk during groupwork. Analysis of the data from this instrument indicates that the overall level of students' science talk is considerable and students do significantly more science talk than school talk. I also found that while the overall level and type of science talk does not vary by class or by school, it does vary by activity type. Finally, my analysis suggests that science talk does not vary by gender composition of the group. I explored the classroom conditions that promote or inhibit science talk during groupwork. My findings suggest that, among other things, teachers can promote science talk by delegating authority to students, by emphasizing content and the big idea, by implementing open-ended tasks, and by modeling science talk. In conclusion, the findings described in this dissertation point teachers and researchers toward ways in which they may improve practice in order to

  13. Clinical workplace learning: perceived learning value of individual and group feedback in a collectivistic culture.

    Science.gov (United States)

    Suhoyo, Yoyo; Schönrock-Adema, Johanna; Emilia, Ova; Kuks, Jan B M; Cohen-Schotanus, Janke

    2018-04-19

    Feedback is essential for workplace learning. Most papers in this field concern individual feedback. In collectivistic cultures, however, group feedback is common educational practice. This study was conducted to investigate the perceived learning value and characteristics of individual and group feedback in a collectivistic culture. During two weeks, on a daily basis, clerkship students (n = 215) from 12 clinical departments at Faculty of Medicine, Universitas Gadjah Mada, Yogyakarta, Indonesia, recorded individual and group feedback moments by using a structured form: the providers, focus and perceived learning value of feedback. Data were analysed with logistic regression and multilevel techniques. Students reported 2687 group and 1535 individual feedback moments. Group feedback more often focused on history taking, clinical judgment, patient management, patient counselling, and professional behaviour (OR ranging from 1.232, p cultures, group feedback may add to the array of educational measures that optimize student learning. Congruence between culture and type of feedback may be important for the effectiveness of feedback.

  14. "Explain to Your Partner": Teachers' Instructional Practices and Students' Dialogue in Small Groups

    Science.gov (United States)

    Webb, Noreen M.; Franke, Megan L.; De, Tondra; Chan, Angela G.; Freund, Deanna; Shein, Pat; Melkonian, Doris K.

    2009-01-01

    Collaborative group work has great potential to promote student learning, and increasing evidence exists about the kinds of interaction among students that are necessary to achieve this potential. Less often studied is the role of the teacher in promoting effective group collaboration. This article investigates the extent to which teachers'…

  15. Invented Spelling Activities in Small Groups and Early Spelling and Reading

    Science.gov (United States)

    Martins, Margarida Alves; Salvador, Liliana; Albuquerque, Ana; Silva, Cristina

    2016-01-01

    Our aim was to assess the impact of an invented spelling programme conducted in small groups on children's written language acquisition in Portuguese. We expected the experimental group to have better post-test results than the control group in spelling and reading. Participants were 160 preschool-age children who were randomly divided into an…

  16. Small, Task-Oriented Groups: Conflict, Conflict Management, Satisfaction, and Decision Quality.

    Science.gov (United States)

    Wall, Victor D., Jr.; And Others

    1987-01-01

    Examined relationship among amount of conflict experienced, the style of its management, individual satisfaction, and decision quality of small, task-oriented groups using 129 college student subjects in 24 groups. Data suggest a curvilinear relationship between the number of conflict episodes experienced by group members and the subsequent…

  17. Integrative and distributive negotiation in small groups : Effects of task structure, decision rule, and social motive

    NARCIS (Netherlands)

    Beersma, Bianca; De Dreu, Carsten K W

    2002-01-01

    This study examined the interactive effects of task structure, decision rule, and social motive on small-group negotiation processes and outcomes. Three-person groups negotiated either within an asymmetrical task structure (in which a majority of group members have compatible interests) or within a

  18. Social learning of fear and safety is determined by the demonstrator's racial group.

    Science.gov (United States)

    Golkar, Armita; Castro, Vasco; Olsson, Andreas

    2015-01-01

    Social learning offers an efficient route through which humans and other animals learn about potential dangers in the environment. Such learning inherently relies on the transmission of social information and should imply selectivity in what to learn from whom. Here, we conducted two observational learning experiments to assess how humans learn about danger and safety from members ('demonstrators') of an other social group than their own. We show that both fear and safety learning from a racial in-group demonstrator was more potent than learning from a racial out-group demonstrator. © 2015 The Author(s) Published by the Royal Society. All rights reserved.

  19. The Relationships among Group Size, Participation, and Performance of Programming Language Learning Supported with Online Forums

    Science.gov (United States)

    Shaw, Ruey-Shiang

    2013-01-01

    This study examined the relationships among group size, participation, and learning performance factors when learning a programming language in a computer-supported collaborative learning (CSCL) context. An online forum was used as the CSCL environment for learning the Microsoft ASP.NET programming language. The collaborative-learning experiment…

  20. Small business groups enhance performance and promote stability, not expropriation. Evidence from French SMEs

    OpenAIRE

    Anaïs Hamelin

    2010-01-01

    This paper investigates the influence of a firm’s distance from control on its performance, using a unique firm level data set on small business ownership, as well as balance sheet information. This study fills a gap in the empirical governance literature by investigating whether or not there is an expropriation of minority shareholders in small business groups. Contrary to what is usually observed for large business groups, results show a positive relationship between the separation of contr...

  1. Technology learning in a small open economy-The systems, modelling and exploiting the learning effect

    International Nuclear Information System (INIS)

    Martinsen, Thomas

    2011-01-01

    This paper reviews the characteristics of technology learning and discusses its application in energy system modelling in a global-local perspective. Its influence on the national energy system, exemplified by Norway, is investigated using a global and national Markal model. The dynamic nature of the learning system boundary and coupling between the national energy system and the global development and manufacturing system is elaborated. Some criteria important for modelling of spillover are suggested. Particularly, to ensure balance in global energy demand and supply and accurately reflect alternative global pathways spillover for all technologies as well as energy carrier cost/prices should be estimated under the same global scenario. The technology composition, CO 2 emissions and system cost in Norway up to 2050 exhibit sensitivity to spillover. Moreover, spillover may reduce both CO 2 emissions and total system cost. National energy system analysis of low carbon society should therefore consider technology development paths in global policy scenarios. Without the spillover from international deployment a domestic technology relies only on endogenous national learning. However, with high but realistic learning rates offshore floating wind may become cost-efficient even if initially deployed only in Norwegian niche markets. - Research highlights: → Spillover for all technologies should emanate from the same global scenario. → A global model is called for to estimate spillover.→ Spillover may reduce CO 2 emissions and the total system cost in a small open economy. → Off-shore floating wind may become cost-efficient in a national niche market.

  2. Learning a job: the workshop training with group of postgraduates

    Directory of Open Access Journals (Sweden)

    Corrado Pontalti

    2014-09-01

    Full Text Available In this work is faced the problem of the professional competence of the young students during their specialization in psychotherapy. Experience is described top work with them in small group, for three years, to fortnightly frequency. The clinical situations of the students are discusses with continuity, from the moment of the formulation of the project of care up to its conclusion. The sustained thesis is that the acquisition of competence stirs on two ways: a procedural competence (strategies and tactics of intervention and relational competence (co-transferal dynamics. Necessity is sustained that the teacher has a complete professional in comparison to the characteristics of the situation to transimit a work, almost artistic. The exploration of the relational dynamics it become important in once following, with objective to harmonize procedural competence and relational competence in a mature professional competence. Brief clinical illustrations are introduced.Keywords: training, procedural competence, relational competence, work group versus work community.

  3. Group learning versus local learning: Which is prefer for public cooperation?

    Science.gov (United States)

    Yang, Shi-Han; Song, Qi-Qing

    2018-01-01

    We study the evolution of cooperation in public goods games on various graphs, focusing on the effects that are brought by different kinds of strategy donors. This highlights a basic feature of a public good game, for which there exists a remarkable difference between the interactive players and the players who are imitated. A player can learn from all the groups where the player is a member or from the typically local nearest neighbors, and the results show that the group learning rules have better performance in promoting cooperation on many networks than the local learning rules. The heterogeneity of networks' degree may be an effective mechanism for harvesting the cooperation expectation in many cases, however, we find that heterogeneity does not definitely mean the high frequency of cooperators in a population under group learning rules. It was shown that cooperators always hardly evolve whenever the interaction and the replacement do not coincide for evolutionary pairwise dilemmas on graphs, while for PG games we find that breaking the symmetry is conducive to the survival of cooperators.

  4. Do Dental Students' Personality Types and Group Dynamics Affect Their Performance in Problem-Based Learning?

    Science.gov (United States)

    Ihm, Jung-Joon; An, So-Youn; Seo, Deog-Gyu

    2017-06-01

    The aim of this study was to determine whether the personality types of dental students and their group dynamics were linked to their problem-based learning (PBL) performance. The Myers-Briggs Type Indicator (MBTI) instrument was used with 263 dental students enrolled in Seoul National University School of Dentistry from 2011 to 2013; the students had participated in PBL in their first year. A four-session PBL setting was designed to analyze how individual personality types and the diversity of their small groups were associated with PBL performance. Overall, the results showed that the personality type of PBL performance that was the most prominent was Judging. As a group became more diverse with its different constituent personality characteristics, there was a tendency for the group to be higher ranked in terms of PBL performance. In particular, the overperforming group was clustered around three major profiles: Extraverted Intuitive Thinking Judging (ENTJ), Introverted Sensing Thinking Judging (ISTJ), and Extraverted Sensing Thinking Judging (ESTJ). Personality analysis would be beneficial for dental faculty members in order for them to understand the extent to which cooperative learning would work smoothly, especially when considering group personalities.

  5. Let's Face(book) It: Analyzing Interactions in Social Network Groups for Chemistry Learning

    Science.gov (United States)

    Rap, Shelley; Blonder, Ron

    2016-01-01

    We examined how social network (SN) groups contribute to the learning of chemistry. The main goal was to determine whether chemistry learning could occur in the group discourse. The emphasis was on groups of students in the 11th and 12th grades who learn chemistry in preparation for their final external examination. A total of 1118 discourse…

  6. Responsive Guided Reading in Grades K-5: Simplifying Small-Group Instruction

    Science.gov (United States)

    Berne, Jennifer; Degener, Sophie C.

    2010-01-01

    Guided reading is a staple of elementary literacy instruction, yet planning and conducting reading groups can be time consuming and challenging. This hands-on book presents an innovative approach to guided reading that is manageable even for teachers who are new to small-group, differentiated reading instruction. Numerous classroom examples…

  7. Factors Influencing Electronic Clinical Information Exchange in Small Medical Group Practices

    Science.gov (United States)

    Kralewski, John E.; Zink, Therese; Boyle, Raymond

    2012-01-01

    Purpose: The purpose of this study was to identify the organizational factors that influence electronic health information exchange (HIE) by medical group practices in rural areas. Methods: A purposive sample of 8 small medical group practices in 3 experimental HIE regions were interviewed to determine the extent of clinical information exchange…

  8. The small group subtlety of using ICT for participatory governance: A South African experience

    CSIR Research Space (South Africa)

    Twinomurinzi, H

    2012-04-01

    Full Text Available the necessity to re-design ICT to suit small groups as part of participative e-governance rather than the normative ICT design that suits individual work styles. Additionally, the research reveals that by working in groups, communities are more willing to accept...

  9. Building Children's Sense of Community in a Day Care Centre through Small Groups in Play

    Science.gov (United States)

    Koivula, Merja; Hännikäinen, Maritta

    2017-01-01

    This study examines the process through which children build a sense of community in small groups in a day care centre. The study asks the following: how does children's sense of community develop, and what are its key features? Data were collected by applying ethnographic methods in a group of three- to five-year-old children over eleven months.…

  10. Hazard assessment for small torrent catchments - lessons learned

    Science.gov (United States)

    Eisl, Julia; Huebl, Johannes

    2013-04-01

    for sediment retention. As far as the transport capacity of the lower reaches is limited a balance had to be found between protection on the one hand and sediment connectivity to the Wölzer-river on the other. The lessons learned kicked off discussions for future hazard assessment especially concerning the use of rainfall data and design precipitation values for small torrent catchments. Also the comparison with empirical values showed the need for differentiated concepts for hazard analysis. Therefor recommendations for the use of spatial rainfall reduction factors as well as the demarcation of hazard maps using different event scenarios are proposed.

  11. Reducing the Grade Disparities between American Indians and Euro-American Students in Introduction to Psychology through Small-Group, Peer-Mentored, Supplemental Instruction

    Science.gov (United States)

    Okun, Morris Alan; Berlin, Anna; Hanrahan, Jeanne; Lewis, James; Johnson, Kathryn

    2015-01-01

    Supplemental instruction (SI) is a small-group, peer-mentored programme which is compatible with the learning preferences of American Indian students. We tested the hypothesis that SI is a compensatory strategy that reduces the differences in the grades earned in introduction to psychology by Euro-American and American Indian students. The sample…

  12. Gender differences in leadership amongst first-year medical students in the small-group setting.

    Science.gov (United States)

    Wayne, Nancy L; Vermillion, Michelle; Uijtdehaage, Sebastian

    2010-08-01

    To investigate the extent of gender bias in the volunteerism of small-group leaders amongst first-year medical students, and whether bias could be eliminated with special instructions to the students. The gender of leaders in small-group sessions in a real academic setting was monitored under two conditions: control conditions, in which basic instructions were provided to participants, and intervention conditions, in which the same basic instructions were provided plus a brief "pep talk" on the importance of experiencing a leadership role in a safe environment. During the small-group sessions, an observer noted the gender and names of group leaders for later analysis. After a class debriefing, a subset of leaders and nonleaders from both the control and intervention groups were invited to be interviewed about their perceptions of the small-group experience. Interviews were tape recorded and transcribed for analysis. In 2007-2008 and 2008-2009, disproportionately fewer women than men volunteered to become small-group leaders under control conditions. This gender bias was eliminated under intervention conditions. The interviews illustrated how a subtle change in instructions helped some female students take on a leadership role. Gender bias in leadership in the small-group setting amongst medical students-even when women make up half of the class-may persist without targeted intervention. The authors suggest that frequent and consistent intervention during medical school could be an important factor in encouraging women to identify themselves as leaders, promoting confidence to consider leadership roles in medicine.

  13. Utilizing the Flipped Classroom, Simulation-Based Mastery Learning and Group Learning to Teach and Evaluate Lumbar Puncture Skills

    Directory of Open Access Journals (Sweden)

    Amanda Crichlow

    2018-01-01

    (pair of learners, where learners practice a task in teams in order to achieve the goal of performing the task individually, has been shown as an effective strategy to teach motor skills.10-12 This type of learning consists of a learner performing the procedure while the other learners actively observe, then alternate roles. In addition, recent studies have illustrated the improved efficiency with utilization of a flipped classroom with online educational materials when implementing mastery learning curriculums13-14. We designed a curriculum that utilizes a flipped classroom and a group learning protocol to improve the efficiency and ease of integration of a SBML lumbar puncture (LP curriculum. Objectives: The goal of the curriculum is to teach and evaluate senior medical students / emergency medicine residents on the performance of a lumbar puncture using a group learning protocol. Methods: Small group session

  14. Gender differences in an elementary school learning environment: A study on how girls learn science in collaborative learning groups

    Science.gov (United States)

    Greenspan, Yvette Frank

    Girls are marked by low self-confidence manifested through gender discrimination during the early years of socialization and culturalization (AAUW, 1998). The nature of gender bias affects all girls in their studies of science and mathematics, particularly in minority groups, during their school years. It has been found that girls generally do not aspire in either mathematical or science-oriented careers because of such issues as overt and subtle stereotyping, inadequate confidence in ability, and discouragement in scientific competence. Grounded on constructivism, a theoretical framework, this inquiry employs fourth generation evaluation, a twelve-step evaluative process (Guba & Lincoln, 1989). The focus is to discover through qualitative research how fifth grade girls learn science in a co-sexual collaborative learning group, as they engage in hands-on, minds-on experiments. The emphasis is centered on one Hispanic girl in an effort to understand her beliefs, attitudes, and behavior as she becomes a stakeholder with other members of her six person collaborative learning group. The intent is to determine if cultural and social factors impact the learning of scientific concepts based on observations from videotapes, interviews, and student opinion questionnaires. QSR NUD*IST 4, a computer software program is utilized to help categorize and index data. Among the findings, there is evidence that clearly indicates girls' attitudes toward science are altered as they interact with other girls and boys in a collaborative learning group. Observations also indicate that cultural and social factors affect girls' performance as they explore and discover scientific concepts with other girls and boys. Based upon what I have uncovered utilizing qualitative research and confirmed according to current literature, there seems to be an appreciable impact on the way girls appear to learn science. Rooted in the data, the results mirror the conclusions of previous studies, which

  15. A small experiment in online learning | Ryan | South African Journal ...

    African Journals Online (AJOL)

    World Wide Web, pressure grows to identify components of online learning environments that contribute to or support learning. Much of the research focus in online education has been on technical characteristics such as platforms, download speed, engaging links, streaming audio and streaming video. Evaluating the role ...

  16. Learning Cultures in Small to Medium-Size Enterprises and Their Role in Supporting the Learning Region

    Science.gov (United States)

    Fitzpatrick, Maeve; O'Connell, Janice; Murphy, Eamonn

    2010-01-01

    The role of work-based learning is a pivotal part of developing the learning region. With rates of employment at their highest for many years across Europe, the need for up-skilling the workforce in many areas will be essential to retain competitiveness and employability. This paper will focus on quality management up-skilling in small to…

  17. How do Small Groups Promote Behaviour Change? An Integrative Conceptual Review of Explanatory Mechanisms.

    Science.gov (United States)

    Borek, Aleksandra J; Abraham, Charles

    2018-03-01

    Small groups are used to promote health, well-being, and personal change by altering members' perceptions, beliefs, expectations, and behaviour patterns. An extensive cross-disciplinary literature has articulated and tested theories explaining how such groups develop, function, and facilitate change. Yet these theoretical understandings are rarely applied in the development, description, and evaluation of health-promotion, group-based, behaviour-change interventions. Medline database, library catalogues, search engines, specific journals and reference lists were searched for relevant texts. Texts were reviewed for explanatory concepts or theories describing change processes in groups, which were integrated into the developing conceptual structure. This was designed to be a parsimonious conceptual framework that could be applied to design and delivery. Five categories of interacting processes and concepts were identified and defined: (1) group development processes, (2) dynamic group processes, (3) social change processes, (4) personal change processes, and (5) group design and operating parameters. Each of these categories encompasses a variety of theorised mechanisms explaining individual change in small groups. The final conceptual model, together with the design issues and practical recommendations derived from it, provides a practical basis for linking research and theory explaining group functioning to optimal design of group-based, behaviour-change interventions. © 2018 The Authors. Applied Psychology: Health and Well-Being published by John Wiley & Sons Ltd on behalf of International Association of Applied Psychology.

  18. A PLG (Professional Learning Group): How to Stimulate Learners' Engagement in Problem-Solving

    Science.gov (United States)

    Sheety, Alia; Rundell, Frida

    2012-01-01

    This paper aims to describe, discuss and reflect the use of PLGs (professional learning groups) in higher education as a practice for enhancing student learning and team building. It will use theories supporting group-learning processes, explore optimal social contexts that enhance team collaboration, and reflect on the practice of PLG. The…

  19. Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors

    Science.gov (United States)

    Lin, Jian-Wei; Szu, Yu-Chin; Lai, Ching-Neng

    2016-01-01

    Group awareness can affect student online learning while self-regulation also can substantially influence student online learning. Although some studies identify that these two variables may partially determine learning behavior, few empirical studies or thorough analyses elucidate the simultaneous impact of these two variables (group awareness…

  20. Perceptions of problem-based learning (PBL) group effectiveness in a socially-culturally diverse medical student population.

    Science.gov (United States)

    Singaram, V S; Dolmans, D H J M; Lachman, N; van der Vleuten, C P M

    2008-07-01

    A key aspect of the success of a PBL curriculum is the effective implementation of its small group tutorials. Diversity among students participating in tutorials may affect the effectiveness of the tutorials and may require different implementation strategies. To determine how students from diverse backgrounds perceive the effectiveness of the processes and content of the PBL tutorials. This study also aims to explore the relationship between students' perceptions of their PBL tutorials and their gender, age, language, prior educational training, and secondary schooling. Data were survey results from 244 first-year student-respondents at the Nelson Mandela School of Medicine at the University of KwaZulu-Natal in South Africa. Exploratory factor analysis was conducted to verify scale constructs in the questionnaire. Relationships between independent and dependent variables were investigated in an analysis of variance. The average scores for the items measured varied between 3.3 and 3.8 (scale value 1 indicated negative regard and 5 indicated positive regard). Among process measures, approximately two-thirds of students felt that learning in a group was neither frustrating nor stressful and that they enjoyed learning how to work with students from different social and cultural backgrounds. Among content measures, 80% of the students felt that they learned to work successfully with students from different social and cultural groups and 77% felt that they benefited from the input of other group members. Mean ratings on these measures did not vary with students' gender, age, first language, prior educational training, and the types of schools they had previously attended. Medical students of the University of KwaZulu-Natal, regardless of their backgrounds, generally have positive perceptions of small group learning. These findings support previous studies in highlighting the role that small group tutorials can play in overcoming cultural barriers and promoting unity and

  1. Setting the question for inquiry: The effects of whole class vs small group on student achievement in elementary science

    Science.gov (United States)

    Cavagnetto, Andy Roy

    This study was conducted to determine the effects of two different student-centered approaches to setting the question for inquiry. The first approach (whole class) consisted of students setting a single question for inquiry after which students worked in small groups during an investigation phase of the activity with all groups exploring the same question. The second approach (small group) consisted of each group of students setting a question resulting in numerous questions being explored per class. A mixed method quasi-experimental design was utilized. Two grade five teachers from a small rural school district in the Midwestern United States participated, each teaching two sections of science (approximately 25 students per section). Results indicate three major findings. Instructional approach (whole class vs. small group) did not effect student achievement in science or language arts. Observational data indicated the actions and skills teachers utilized to implement the approaches were similar. Specifically, the pedagogical skills of dialogical interaction (which was found to be influenced by teacher level of control of learning and teacher content knowledge) and effective rather than efficient use of time were identified as key factors in teachers' progression toward a student-centered, teacher-managed instructional approach. Unit exams along with qualitative and quantitative teacher observation data indicated that these factors do have an impact on student achievement. Specifically increased dialogical interaction in the forms of greater student voice, and increased cognitive demands placed on students by embedding and emphasizing science argument within the student inquiry corresponded to positive gains in student achievement. Additionally, teacher's perception of student abilities was also found to influence professional growth. Finally, allowing students to set the questions for inquiry and design the experiments impact the classroom environment as teacher

  2. Female peers in small work groups enhance women's motivation, verbal participation, and career aspirations in engineering

    OpenAIRE

    Dasgupta, Nilanjana; Scircle, Melissa McManus; Hunsinger, Matthew

    2015-01-01

    Advances in science, technology, engineering, and mathematics are critical to the American economy and require a robust workforce. The scarcity of women in this workforce is a well-recognized problem, but data-driven solutions to this problem are less common. We provide experimental evidence showing that gender composition of small groups in engineering has a substantial impact on undergraduate women’s persistence. Women participate more actively in engineering groups when members are mostly ...

  3. Multi-unit Operations in Non-Nuclear Systems: Lessons Learned for Small Modular Reactors

    Energy Technology Data Exchange (ETDEWEB)

    OHara J. M.; Higgins, J.; DAgostino, A.

    2012-01-17

    The nuclear-power community has reached the stage of proposing advanced reactor designs to support power generation for decades to come. Small modular reactors (SMRs) are one approach to meet these energy needs. While the power output of individual reactor modules is relatively small, they can be grouped to produce reactor sites with different outputs. Also, they can be designed to generate hydrogen, or to process heat. Many characteristics of SMRs are quite different from those of current plants and may be operated quite differently. One difference is that multiple units may be operated by a single crew (or a single operator) from one control room. The U.S. Nuclear Regulatory Commission (NRC) is examining the human factors engineering (HFE) aspects of SMRs to support licensing reviews. While we reviewed information on SMR designs to obtain information, the designs are not completed and all of the design and operational information is not yet available. Nor is there information on multi-unit operations as envisioned for SMRs available in operating experience. Thus, to gain a better understanding of multi-unit operations we sought the lesson learned from non-nuclear systems that have experience in multi-unit operations, specifically refineries, unmanned aerial vehicles and tele-intensive care units. In this paper we report the lessons learned from these systems and the implications for SMRs.

  4. Improvement of Learning Process and Learning Outcomes in Physics Learning by Using Collaborative Learning Model of Group Investigation at High School (Grade X, SMAN 14 Jakarta)

    Science.gov (United States)

    Astra, I. Made; Wahyuni, Citra; Nasbey, Hadi

    2015-01-01

    The aim of this research is to improve the quality of physics learning through application of collaborative learning of group investigation at grade X MIPA 2 SMAN 14 Jakarta. The method used in this research is classroom action research. This research consisted of three cycles was conducted from April to May in 2014. Each cycle consists of…

  5. Effects of gender and role selection in cooperative learning groups on science inquiry achievement

    Science.gov (United States)

    Affhalter, Maria Geralyn

    An action research project using science inquiry labs and cooperative learning groups examined the effects of same-gender and co-educational classrooms on science achievement and teacher-assigned or self-selected group roles on students' role preferences. Fifty-nine seventh grade students from a small rural school district participated in two inquiry labs in co-educational classrooms or in an all-female classroom, as determined by parents at the beginning of the academic year. Students were assigned to the same cooperative groups for the duration of the study. Pretests and posttests were administered for each inquiry-based science lab. Posttest assessments included questions for student reflection on role assignment and role preference. Instruction did not vary and a female science teacher taught all class sections. The same-gender classroom and co-ed classrooms produced similar science achievement scores on posttests. Students' cooperative group roles, whether teacher-assigned or self-selected, produced similar science achievement scores on posttests. Male and female students shared equally in favorable and unfavorable reactions to their group roles during the science inquiry labs. Reflections on the selection of the leader role revealed a need for females in co-ed groups to be "in charge". When reflecting on her favorite role of leader, one female student in a co-ed group stated, "I like to have people actually listen to me".

  6. Ten-year diameter and basal area growth of trees surrounding small group selection openings

    Science.gov (United States)

    Philip M. McDonald; Martin W. Ritchie; Celeste S. Abbott

    1996-01-01

    The effects of small openings in forest stands has interested silviculturists and ecologists for years. Interest generally has centered on the vegetation in the openings, not on that immediately outside of them. Quantitative information on the growth of trees adjacent to group-selection openings, although often mentioned in forestry textbooks as contributing to cost...

  7. A cross-cultural comparative analysis of small group collaboration using mobile twitter

    NARCIS (Netherlands)

    Kyungsub Stephen Choi, Il Im; Hofstede, G.J.

    2016-01-01

    This study was undertaken to determine the distinctive user behaviors and patterns of participants communicating using Twitter on a mobile device in a small-group collaborative setting. Participants were from Western and Eastern cultures (the United States and Korea). Tweets were coded and

  8. Exploring Young Children's Response to Three Genres of Literature in Small-Peer Groups

    Science.gov (United States)

    Griffin, Jennifer Adams

    2010-01-01

    This teacher research studied second graders' small-group, peer-led discussions about three genres of literature--realistic fiction, biography picture books, and science information books--across one school year (during three units in the fall, winter, and spring). It set out to explore how this peer talk, in general, mediated children's responses…

  9. Strong Teens: A School-Based Small Group Experience for African American Males

    Science.gov (United States)

    White, Nathan J.; Rayle, Andrea Dixon

    2007-01-01

    This article describes the school-based, small group adaptation of the existing Strong Teens Curriculum (STC) for African American male adolescents in high schools. The STC was created to equip adolescents with skills that promote more effective social interaction and enhance personal emotional and psychological wellness. The authors present a…

  10. Coaching Paraprofessionals to Promote Engagement and Social Interactions during Small Group Activities

    Science.gov (United States)

    Ledford, Jennifer R.; Zimmerman, Kathleen N.; Chazin, Kate T.; Patel, Natasha M.; Morales, Vivian A.; Bennett, Brittany P.

    2017-01-01

    Paraprofessionals need adequate training and supports to assist young children with autism spectrum disorders to engage in appropriate social interactions during small group activities with their peers. In this study, we used in situ coaching and brief post-session feedback to improve the use of environmental arrangement, prompting, and praise by…

  11. Developing Reflective Dispositions through Collaborative Knowledge-Building during Small Group Bible Study

    Science.gov (United States)

    Toh, Tze Keong; Koh, Joyce Hwee Ling; Chai, Ching Sing

    2017-01-01

    This article explores the use of a constructivist pedagogical approach to cultivate reflective dispositions during small group Bible study. Conducted in a local church Bible class setting (n = 12), the instructional design emulated the reflective thinking process, while adopting collaborative knowledge-building as its pedagogical framework.…

  12. Developing Employment Interview and Interviewing Skills in Small-group Project Work.

    Science.gov (United States)

    Hindle, Paul

    2000-01-01

    Discusses the value of communications skills in geographical education. Describes the use of realistic interviews that were a part of small-group project work. Explains that students wrote job specifications, a curriculum vitae, a cover letter, and conducted interview panels. (CMK)

  13. Promoting Pre-Service Elementary Students' Understanding of Chemical Equilibrium through Discussions in Small Groups

    Science.gov (United States)

    Bilgin, Ibrahim

    2006-01-01

    The purpose of this study was to investigate the effectiveness of small group discussion on students' conceptual understanding of chemical equilibrium. Students' understanding of chemical equilibrium concepts was measured using the Misconception Identification Test. The test consisted of 30 items and administered as pre-posttests to a total of 81…

  14. Learning what to eat : Emerging cultural phenomena in group foragers

    NARCIS (Netherlands)

    van der Post, D.J.

    2008-01-01

    Understanding the evolution and role of cultural inheritance in animal biology is a challenge. Central questions are: How does cultural inheritance arise? How does it depend on learning mechanisms? How do cultures evolve and diversify? We address these issues by considering diet learning in

  15. Let's Face(book) It: Analyzing Interactions in Social Network Groups for Chemistry Learning

    Science.gov (United States)

    Rap, Shelley; Blonder, Ron

    2016-02-01

    We examined how social network (SN) groups contribute to the learning of chemistry. The main goal was to determine whether chemistry learning could occur in the group discourse. The emphasis was on groups of students in the 11th and 12th grades who learn chemistry in preparation for their final external examination. A total of 1118 discourse events were tallied in the different groups. We analyzed the different events that were found in chemistry learning Facebook groups (CLFGs). The analysis revealed that seven types of interactions were observed in the CLFGs: The most common interaction (47 %) dealt with organizing learning (e.g., announcements regarding homework, the location of the next class); learning interactions were observed in 22 % of the posts, and links to learning materials and social interactions constituted about 20 % each. The learning events that were ascertained underwent a deeper examination and three different types of chemistry learning interactions were identified. This examination was based on the theoretical framework of the commognitive approach to learning (Sfard in Thinking as communicating. Cambridge University Press, Cambridge, 2008), which will be explained. The identified learning interactions that were observed in the Facebook groups illustrate the potential of SNs to serve as an additional tool for teachers to advance their students' learning of chemistry.

  16. An innovative program to address learning barriers in small schools: Washington State School Nurse Corps.

    Science.gov (United States)

    Fast, Gail Ann; Gray, Lorali; Miles-Koehler, Mona

    2013-01-01

    While all schools in Washington State have had to deal with shrinking financial resources, small, rural school districts, with fewer than 2,000 students, face unique circumstances that further challenge their ability to meet rising student health needs. This article will explore how small districts utilize the services of the Washington State School Nurse Corps (SNC), an innovative program that supports student health and safety while reducing barriers to learning. Through direct registered nursing services and regional nurse administrative consultation and technical assistance, the SNC strengthens rural school districts' capacity to provide a safe and healthy learning environment. In addition, we will examine current research that links health and learning to discover how the SNC model is successful in addressing health risks as barriers to learning. Lastly, as resources continue to dwindle, partnerships between schools, the SNC, and state and local health and education organizations will be critical in maintaining health services and learning support to small, rural schools.

  17. Charge transfer through amino groups-small molecules interface improving the performance of electroluminescent devices

    Science.gov (United States)

    Havare, Ali Kemal; Can, Mustafa; Tozlu, Cem; Kus, Mahmut; Okur, Salih; Demic, Şerafettin; Demirak, Kadir; Kurt, Mustafa; Icli, Sıddık

    2016-05-01

    A carboxylic group functioned charge transporting was synthesized and self-assembled on an indium tin oxide (ITO) anode. A typical electroluminescent device [modified ITO/TPD (50 nm)/Alq3 (60 nm)/LiF (2 nm)/(120 nm)] was fabricated to investigate the effect of the amino groups-small molecules interface on the characteristics of the device. The increase in the surface work function of ITO is expected to facilitate the hole injection from the ITO anode to the Hole Transport Layer (HTL) in electroluminescence. The modified electroluminescent device could endure a higher current and showed a much higher luminance than the nonmodified one. For the produced electroluminescent devices, the I-V characteristics, optical characterization and quantum yields were performed. The external quantum efficiency of the modified electroluminescent device is improved as the result of the presence of the amino groups-small molecules interface.

  18. Health insurance reform and HMO penetration in the small group market.

    Science.gov (United States)

    Buchmueller, Thomas C; Liu, Su

    This study uses data from several national employer surveys conducted between the late 1980s and the mid-1990s to investigate the effect of state-level underwriting reforms on HMO penetration in the small group health insurance market. We identify reform effects by exploiting cross-state variation in the timing and content of reform legislation and by using mid-sized and large employers, which were not affected by the legislation, as within-state control groups. While it is difficult to disentangle the effect of state reforms from other factors affecting HMO penetration in the small group markets, the results suggest a positive relationship between insurance market regulations and HMO penetration.

  19. Understanding the Influence of Organizational Culture and Group Dynamics on Organizational Change and Learning

    Science.gov (United States)

    Lucas, Colleen; Kline, Theresa

    2008-01-01

    Purpose: The purpose of this study is to investigate the relationship between organizational culture, group dynamics, and organizational learning in the context of organizational change. Design/methodology/approach: A case study was used to examine cultural and group level factors that potentially influence groups' learning in the context of…

  20. Engaging Focus Group Methodology: The 4-H Middle School-Aged Youth Learning and Leading Study

    Science.gov (United States)

    Scott, Siri; Grant, Samantha; Nippolt, Pamela Larson

    2015-01-01

    With young people, discussing complex issues such as learning and leading in a focus group can be a challenge. To help prime youth for the discussion, we created a focus group approach that featured a fun, interactive activity. This article includes a description of the focus group activity, lessons learned, and suggestions for additional…

  1. Fear acquisition and liking of out-group and in-group members: Learning bias or attention?

    Science.gov (United States)

    Koenig, Stephan; Nauroth, Peter; Lucke, Sara; Lachnit, Harald; Gollwitzer, Mario; Uengoer, Metin

    2017-10-01

    The present study explores the notion of an out-group fear learning bias that is characterized by facilitated fear acquisition toward harm-doing out-group members. Participants were conditioned with two in-group and two out-group faces as conditioned stimuli. During acquisition, one in-group and one out-group face was paired with an aversive shock whereas the other in-group and out-group face was presented without shock. Psychophysiological measures of fear conditioning (skin conductance and pupil size) and explicit and implicit liking exhibited increased differential responding to out-group faces compared to in-group faces. However, the results did not clearly indicate that harm-doing out-group members were more readily associated with fear than harm-doing in-group members. In contrast, the out-group face not paired with shock decreased conditioned fear and disliking at least to the same extent that the shock-associated out-group face increased these measures. Based on these results, we suggest an account of the out-group fear learning bias that relates to an attentional bias to process in-group information. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

  2. A path less traveled: A self-guided action science inquiry among a small group of adult learners

    Science.gov (United States)

    Folkman, Daniel Vance

    This dissertation provides an analysis of the dialogue that occurred among a small group of adult learners who engaged in a self-guided action science inquiry into their own practice. The following pages describe how this group of five practitioners ventured into a critical, self-reflective inquiry into their own values, feelings, and intentions in search of personal and professional growth. It is a deeply revealing story that shows how, through group dialogue, the members gradually unravel the interconnections between their values, feelings, and intention. They uncover surprising and unanticipated patterns in their reasoning-in-action that reflect lessons from present day experiences as well as childhood axioms about what constitutes appropriate behavior. They push their learning further to recognize emotional triggers that are useful in confronting old habits of mind that must be overcome if new Model II strategies are to be learned and internalized. They conclude that becoming Model II requires a centering on basic values, a personal commitment to change, a willingness to persist in the face of resistance, and the wisdom to act with deliberate caution. The transformative power of this insight lies in the realization of what it takes personally and collectively to make the world a truly respectful, productive, democratic, and socially just place in which to live and work. The action science literature holds the assumption that a trained facilitator is needed to guide such an inquiry and the learning of Model II skills. Unfortunately, there are few educator-trainers available to facilitate the learning of Model II proficiencies over the months and years that may be required. The data presented here show that it is possible for a group of highly motivated individuals to initiate and sustain their own action science inquiry without the aid of a highly skilled facilitator. A model of the group dialogue is presented that highlights the salient characteristics of an

  3. Understanding Informal Learning in Small- and Medium-Sized Enterprises in South Korea

    Science.gov (United States)

    Jeong, Shinhee; McLean, Gary N.; Park, Soyoun

    2018-01-01

    Purpose: This paper aims to explore informal learning experiences among employees working in South Korean small- and medium-sized enterprises (SMEs) with fewer than 100 employees. This study specifically seeks to understand the characteristics of informal learning in Korean SMEs and culturally sensitive contextual factors that shape informal…

  4. A Process Model of Small Business Owner-Managers' Learning in Peer Networks

    Science.gov (United States)

    Zhang, Jing; Hamilton, Eleanor

    2009-01-01

    Purpose: The purpose of this study is to explore how owner-managers of small businesses can learn in peer networks to improve their management skills. It aims to offer a new way of understanding owner-managers' learning as part of a social process, by highlighting the complex, interactive relationship that exists between the owner-manager, his or…

  5. Business Simulation Exercises in Small Business Management Education: Using Principles and Ideas from Action Learning

    Science.gov (United States)

    Gabrielsson, Jonas; Tell, Joakim; Politis, Diamanto

    2010-01-01

    Recent calls to close the rigour-relevance gap in business school education have suggested incorporating principles and ideas from action learning in small business management education. In this paper we discuss how business simulation exercises can be used as a platform to trigger students' learning by providing them with a platform where they…

  6. The Impact of Workplace Learning on Job Satisfaction in Small US Commercial Banks

    Science.gov (United States)

    Rowden, Robert W.; Conine, Clyde T., Jr.

    2005-01-01

    Purpose: This study aims to examine workplace learning and job satisfaction in small, commercial US banks. Design/methodology/approach: Survey data collection with correlational procedure. Findings: The study found a statistically significant relationship between the workplace learning variables and the job satisfaction variables. Research…

  7. TIME DISTRIBUTIONS OF LARGE AND SMALL SUNSPOT GROUPS OVER FOUR SOLAR CYCLES

    International Nuclear Information System (INIS)

    Kilcik, A.; Yurchyshyn, V. B.; Abramenko, V.; Goode, P. R.; Cao, W.; Ozguc, A.; Rozelot, J. P.

    2011-01-01

    Here we analyze solar activity by focusing on time variations of the number of sunspot groups (SGs) as a function of their modified Zurich class. We analyzed data for solar cycles 20-23 by using Rome (cycles 20 and 21) and Learmonth Solar Observatory (cycles 22 and 23) SG numbers. All SGs recorded during these time intervals were separated into two groups. The first group includes small SGs (A, B, C, H, and J classes by Zurich classification), and the second group consists of large SGs (D, E, F, and G classes). We then calculated small and large SG numbers from their daily mean numbers as observed on the solar disk during a given month. We report that the time variations of small and large SG numbers are asymmetric except for solar cycle 22. In general, large SG numbers appear to reach their maximum in the middle of the solar cycle (phases 0.45-0.5), while the international sunspot numbers and the small SG numbers generally peak much earlier (solar cycle phases 0.29-0.35). Moreover, the 10.7 cm solar radio flux, the facular area, and the maximum coronal mass ejection speed show better agreement with the large SG numbers than they do with the small SG numbers. Our results suggest that the large SG numbers are more likely to shed light on solar activity and its geophysical implications. Our findings may also influence our understanding of long-term variations of the total solar irradiance, which is thought to be an important factor in the Sun-Earth climate relationship.

  8. Directions for new developments on statistical design and analysis of small population group trials.

    Science.gov (United States)

    Hilgers, Ralf-Dieter; Roes, Kit; Stallard, Nigel

    2016-06-14

    Most statistical design and analysis methods for clinical trials have been developed and evaluated where at least several hundreds of patients could be recruited. These methods may not be suitable to evaluate therapies if the sample size is unavoidably small, which is usually termed by small populations. The specific sample size cut off, where the standard methods fail, needs to be investigated. In this paper, the authors present their view on new developments for design and analysis of clinical trials in small population groups, where conventional statistical methods may be inappropriate, e.g., because of lack of power or poor adherence to asymptotic approximations due to sample size restrictions. Following the EMA/CHMP guideline on clinical trials in small populations, we consider directions for new developments in the area of statistical methodology for design and analysis of small population clinical trials. We relate the findings to the research activities of three projects, Asterix, IDeAl, and InSPiRe, which have received funding since 2013 within the FP7-HEALTH-2013-INNOVATION-1 framework of the EU. As not all aspects of the wide research area of small population clinical trials can be addressed, we focus on areas where we feel advances are needed and feasible. The general framework of the EMA/CHMP guideline on small population clinical trials stimulates a number of research areas. These serve as the basis for the three projects, Asterix, IDeAl, and InSPiRe, which use various approaches to develop new statistical methodology for design and analysis of small population clinical trials. Small population clinical trials refer to trials with a limited number of patients. Small populations may result form rare diseases or specific subtypes of more common diseases. New statistical methodology needs to be tailored to these specific situations. The main results from the three projects will constitute a useful toolbox for improved design and analysis of small

  9. Applications of learning based systems at AREVA group

    International Nuclear Information System (INIS)

    Jeanmart, F.; Leclerc, C.

    2006-01-01

    As part of its work on advanced information systems, AREVA is exploring the use of computerized tools based on 'machine learning' techniques. Some of these studies are being carried out by EURIWARE - continuing on from previous work done by AREVA NC - focused on the supervision of complex systems. Systems based on machine learning techniques are one of the possible solutions being investigated by AREVA: knowing that the stakes are high and involve better anticipation and control and high financial considerations. (authors)

  10. A Comparison of Web-based and Small-Group Palliative and End-of-Life Care Curricula: A Quasi-Randomized Controlled Study at One Institution

    Science.gov (United States)

    Day, Frank C.; Srinivasan, Malathi; Der-Martirosian, Claudia; Griffin, Erin; Hoffman, Jerome R.; Wilkes, Michael S.

    2014-01-01

    Purpose Few studies have compared the effect of web-based eLearning versus small-group learning on medical student outcomes. Palliative and end-of-life (PEOL) education is ideal for this comparison, given uneven access to PEOL experts and content nationally. Method In 2010, the authors enrolled all third-year medical students at the University of California, Davis School of Medicine into a quasi-randomized controlled trial of web-based interactive education (eDoctoring) compared to small-group education (Doctoring) on PEOL clinical content over two months. All students participated in three 3-hour PEOL sessions with similar content. Outcomes included a 24-item PEOL-specific self-efficacy scale with three domains (diagnosis/treatment [Cronbach’s alpha = 0.92, CI: 0.91–0.93], communication/prognosis [alpha = 0.95; CI: 0.93–0.96], and social impact/self-care [alpha = 0.91; CI: 0.88–0.92]); eight knowledge items; ten curricular advantage/disadvantages, and curricular satisfaction (both students and faculty). Results Students were randomly assigned to web-based eDoctoring (n = 48) or small-group Doctoring (n = 71) curricula. Self-efficacy and knowledge improved equivalently between groups: e.g., prognosis self-efficacy, 19%; knowledge, 10–42%. Student and faculty ratings of the web-based eDoctoring curriculum and the small group Doctoring curriculum were equivalent for most goals, and overall satisfaction was equivalent for each, with a trend towards decreased eDoctoring student satisfaction. Conclusions Findings showed equivalent gains in self-efficacy and knowledge between students participating in a web-based PEOL curriculum, in comparison to students learning similar content in a small-group format. Web-based curricula can standardize content presentation when local teaching expertise is limited, but may lead to decreased user satisfaction. PMID:25539518

  11. Making time for learning-oriented leadership in multidisciplinary hospital management groups.

    Science.gov (United States)

    Singer, Sara J; Hayes, Jennifer E; Gray, Garry C; Kiang, Mathew V

    2015-01-01

    Although the clinical requirements of health care delivery imply the need for interdisciplinary management teams to work together to promote frontline learning, such interdisciplinary, learning-oriented leadership is atypical. We designed this study to identify behaviors enabling groups of diverse managers to perform as learning-oriented leadership teams on behalf of quality and safety. We randomly selected 12 of 24 intact groups of hospital managers from one hospital to participate in a Safety Leadership Team Training program. We collected primary data from March 2008 to February 2010 including pre- and post-staff surveys, multiple interviews, observations, and archival data from management groups. We examined the level and trend in frontline perceptions of managers' learning-oriented leadership following the intervention and ability of management groups to achieve objectives on targeted improvement projects. Among the 12 intervention groups, we identified higher- and lower-performing intervention groups and behaviors that enabled higher performers to work together more successfully. Management groups that achieved more of their performance goals and whose staff perceived more and greater improvement in their learning-oriented leadership after participation in Safety Leadership Team Training invested in structures that created learning capacity and conscientiously practiced prescribed learning-oriented management and problem-solving behaviors. They made the time to do these things because they envisioned the benefits of learning, valued the opportunity to learn, and maintained an environment of mutual respect and psychological safety within their group. Learning in management groups requires vision of what learning can accomplish; will to explore, practice, and build learning capacity; and mutual respect that sustains a learning environment.

  12. eLEARNING - A CHANCE FOR SMALL AND MEDIUM SIZED ENTERPRISES

    Directory of Open Access Journals (Sweden)

    Ileana Hamburg

    2005-12-01

    Full Text Available eLearning through its flexibility and facility of access is seen as a major enabler of lifelong learning (LLL, as a catalyst of change and a chance for small and medium-sized enterprises (SMEs to improve their business and to integrate into European market. But so far the eLearning in the context of vocational educational training has been mainly adopted by large enterprises, while only little activity can be observed in SMEs. The question arises what the chances and challenges for SMEs are and what is the experience with its usage. In this paper after a presentation of key issues in eLearning chances and challenges of eLearning for SMEs are discussed and experiences are exemplified by three EU-funded eLearning projects. The focus lies on the ongoing project ARIEL - Analysing and Reporting the Implementation of Electronic Learning in Europe - coordinated by the Institut Arbeit und Technik (IAT.

  13. Supporting intra-group social metacognitive activities with technology: A grammar learning game

    NARCIS (Netherlands)

    Molenaar, I.; Horvers, A.; Desain, P.W.M.

    2017-01-01

    This study investigates the effects of a technology enhanced collaborative grammar learning activity on students sentence parsing and formulation. These types of collaborative learning activities for grammar education are expected to support more effective learning. Yet, effective intra-group social

  14. Using Technology-Enhanced, Cooperative, Group-Project Learning for Student Comprehension and Academic Performance

    Science.gov (United States)

    Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

    2016-01-01

    Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly…

  15. EFEKTIVITAS PENDEKATAN SAINTIFIK BERBASIS GROUP INVESTIGATION DAN DISCOVERY LEARNING DITINJAU DARI MINAT BELAJAR MAHASISWA

    Directory of Open Access Journals (Sweden)

    Ira Vahlia

    2017-06-01

    Full Text Available Appropriate learning models contribute to student learning interest in math. The purpose of this study is to describe the difference in effectiveness between scientific approach based on group investigation and discovery in terms of student's interest in learning. The research that is conducted is quasi experimental research and the design used is 2 x factorial description. In experimental class I that apply scientific approach model based on study group investigation obtained the average value of learning outcome of 66.60 while in the experimental class II applying the approach Science-based discovery learning obtained the average value of posttest of 76.28. Based on the marginal rate, the scientific approach to discovery-based learning on moderate interest in learning outcomes is higher than the learning outcomes at high and low interest. In the scientific approach based on group study investigation and discovery learning there are differences in average learning outcomes between high, medium and low interest. Scientific approach based on group investigation learning on higher interest in learning outcomes is higher than moderate and low interest.

  16. What's in a Name: Dimensions of Social Learning in Teacher Groups

    Science.gov (United States)

    Vrieling, E.; van den Beemt, A.; de Laat, M.

    2016-01-01

    Induced by a literature review, this paper presents a framework of dimensions and indicators highlighting the underpinning aspects and values of social learning within teacher groups. Notions of social networks, communities of practice and learning teams were taken as the main perspectives to influence this social learning framework. The review…

  17. A Service-Learning Initiative within a Community-Based Small Business

    Science.gov (United States)

    Simola, Sheldene

    2009-01-01

    Purpose: The purpose of this paper is to extend previous scholarly writing on community service-learning (SL) initiatives by looking beyond their use in the not-for-profit sector to their potential use in community-based small businesses. Design/methodology/approach: A rationale for the appropriateness of using SL projects in small businesses is…

  18. Learning Business Practices from Peers : Experimental Evidence from Small-scale Retailers in an Emerging Market

    NARCIS (Netherlands)

    Dalton, Patricio; Rüschenpöhler, Julius; Uras, Burak; Zia, Bilal

    This paper studies whether small-scale businesses can learn and adopt protable practices of their successful peers. We identify such practices through a detailed business survey in urban Indonesia and disseminate the information to a randomly selected sample of small retailers through a

  19. Preserving third year medical students' empathy and enhancing self-reflection using small group "virtual hangout" technology.

    Science.gov (United States)

    Duke, Pamela; Grosseman, Suely; Novack, Dennis H; Rosenzweig, Steven

    2015-01-01

    Medical student professionalism education is challenging in scope, purpose, and delivery, particularly in the clinical years when students in large universities are dispersed across multiple clinical sites. We initiated a faculty-facilitated, peer small group course for our third year students, creating virtual classrooms using social networking and online learning management system technologies. The course emphasized narrative self-reflection, group inquiry, and peer support. We conducted this study to analyze the effects of a professionalism course on third year medical students' empathy and self-reflection (two elements of professionalism) and their perceptions about the course. Students completed the Groningen Reflection Ability Scale (GRAS) and the Jefferson Scale of Empathy (JSE) before and after the course and provided anonymous online feedback. The results of the JSE before and after the course demonstrated preservation of empathy rather than its decline. In addition, there was a statistically significant increase in GRAS scores (p < 0.001), suggesting that the sharing of personal narratives may foster reflective ability and reflective practice among third year students. This study supports previous findings showing that students benefit from peer groups and discussion in a safe environment, which may include the use of a virtual group video platform.

  20. Literacy and Technology: Integrating Technology with Small Group, Peer-led Discussions of Literature

    Directory of Open Access Journals (Sweden)

    Genya Coffey

    2012-03-01

    Full Text Available This review examines research of computer-mediated small group discussion of literature. The goal of this review is to explore several instructional formats for integrating print-based and new literacies skills. First, the theoretical foundations for the shift from teacher-led to student led discussion are outlined. Research exploring ways in which technology has been infused into several common elements of literature discussion groups are presented next. Benefits and challenges of such integration are highlighted and suggestions for future research are presented.

  1. The Lp Spectrum of Locally Symmetric Spaces with Small Fundamental Group

    International Nuclear Information System (INIS)

    Weber, Andreas

    2009-01-01

    We determine the L p spectrum of the Laplace-Beltrami operator on certain complete locally symmetric spaces M whose universal covering X is a symmetric space of non-compact type with rank one. More precisely, we show that the L p spectra of M and X coincide if the fundamental group of M is small and if the injectivity radius of M is bounded away from zero. In the L 2 case, the restriction on the injectivity radius is not needed

  2. Small Groups, Big Change: Preliminary Findings from the Sparks for Change Institute

    Science.gov (United States)

    Kirsch, R.; Batchelor, R. L.; Habtes, S. Y.; King, B.; Crockett, J.

    2017-12-01

    The geoscience professoriate continues to under represent women and minorities, yet the value of diversity, both for science as well as recruiting and retaining diverse students, is well known. While there are growing numbers of early career tenure-track minority faculty, low retention rates pose a challenge for sustained diversity in the professoriate. Part of this challenge is the lack of institutional support and recognition in tenure and promotion pathways for faculty who undertake broadening participation efforts. Sparks for Change is a NSF Geoscience Opportunities for Leadership in Diversity (GOLD)-funded project that aims to change departmental culture to better value and reward inclusion and broadening participation efforts. By encouraging, recognizing, and rewarding diversity, equity, and inclusion (DEI) efforts at the department level, we aim to support and retain underrepresented minority (URM) faculty, who often disproportionately undertake these efforts, and to build more inclusive environments for faculty, staff and students alike. Sparks for Change utilizes a small group theory of change, arguing that the effort of a small group of committed individuals inside the organization is the best way to overcome the institutional inertia of academic departments that makes them resistant to change. For this effort, we propose that the ideal composition of these small groups is a junior faculty URM who is interested in DEI in the geosciences, a senior member of that same department who can lend weight to efforts and is positioned to help enact department policy, and an external broadening participation expert who can share best practices and provide accountability for the group. Eleven of these small groups, representing a range of institutions, will be brought together at the Sparks for Change Institute in Boulder, CO, in September. There they will receive leadership training on adaptive, transformative, and solidarity practices, share DEI experiences and

  3. Customized Assessment Group Initiative: A Complementary Approach to Students' Learning

    Science.gov (United States)

    Akindayomi, Akinloye

    2015-01-01

    This study, conducted in a US setting, examines the importance of group dynamics that emphasize cooperative team building through the proposed grouping strategy called Customized Assessment Group Initiative (CAGI). CAGI is a student grouping strategy designed to operationalize the mutual accountability concept central to the definition of teams by…

  4. Small functional groups for controlled differentiation of hydrogel-encapsulated human mesenchymal stem cells

    Science.gov (United States)

    Benoit, Danielle S. W.; Schwartz, Michael P.; Durney, Andrew R.; Anseth, Kristi S.

    2008-10-01

    Cell-matrix interactions have critical roles in regeneration, development and disease. The work presented here demonstrates that encapsulated human mesenchymal stem cells (hMSCs) can be induced to differentiate down osteogenic and adipogenic pathways by controlling their three-dimensional environment using tethered small-molecule chemical functional groups. Hydrogels were formed using sufficiently low concentrations of tether molecules to maintain constant physical characteristics, encapsulation of hMSCs in three dimensions prevented changes in cell morphology, and hMSCs were shown to differentiate in normal growth media, indicating that the small-molecule functional groups induced differentiation. To our knowledge, this is the first example where synthetic matrices are shown to control induction of multiple hMSC lineages purely through interactions with small-molecule chemical functional groups tethered to the hydrogel material. Strategies using simple chemistry to control complex biological processes would be particularly powerful as they could make production of therapeutic materials simpler, cheaper and more easily controlled.

  5. Service-learning from the views of university teachers: a qualitative study based on focus groups.

    Science.gov (United States)

    Shek, Daniel T L; Chan, Stephen C F

    2013-01-01

    Under the New Undergraduate Curriculum at The Hong Kong Polytechnic University (PolyU), students are required to take a 3-credit subject to fulfill service-learning requirements. To understand the views of teachers regarding service-learning, five focus group interviews (n=33) are conducted to examine the perceived characteristics and myths of service-learning as well as colleagues' views on the policy at PolyU. Results showed that most informants are aware of service-learning and have seen its benefits to both students and teachers. Most informants also possess positive views about service-learning. Nevertheless, in terms of service-learning at PolyU, three different groups of views on service-learning are observed, namely, positive, negative, and mixed views. This paper also discusses teachers' views on the anticipated difficulties of service-learning implementation and the ways, by which to promote the subject in the PolyU context.

  6. Firm performance model in small and medium enterprises (SMEs) based on learning orientation and innovation

    Science.gov (United States)

    Lestari, E. R.; Ardianti, F. L.; Rachmawati, L.

    2018-03-01

    This study investigated the relationship between learning orientation, innovation, and firm performance. A conceptual model and hypothesis were empirically examined using structural equation modelling. The study involved a questionnaire-based survey of owners of small and medium enterprises (SMEs) operating in Batu City, Indonesia. The results showed that both variables of learning orientation and innovation effect positively on firm performance. Additionally, learning orientation has positive effect innovation. This study has implication for SMEs aiming at increasing their firm performance based on learning orientation and innovation capability.

  7. Exploring the Impact of Students' Learning Approach on Collaborative Group Modeling of Blood Circulation

    Science.gov (United States)

    Lee, Shinyoung; Kang, Eunhee; Kim, Heui-Baik

    2015-01-01

    This study aimed to explore the effect on group dynamics of statements associated with deep learning approaches (DLA) and their contribution to cognitive collaboration and model development during group modeling of blood circulation. A group was selected for an in-depth analysis of collaborative group modeling. This group constructed a model in a…

  8. Evaluating effectiveness of small group information literacy instruction for Undergraduate Medical Education students using a pre- and post-survey study design.

    Science.gov (United States)

    McClurg, Caitlin; Powelson, Susan; Lang, Eddy; Aghajafari, Fariba; Edworthy, Steven

    2015-06-01

    The Undergraduate Medical Education (UME) programme at the University of Calgary is a three-year programme with a strong emphasis on small group learning. The purpose of our study was to determine whether librarian led small group information literacy instruction, closely integrated with course content and faculty participation, but without a hands on component, was an effective means to convey EBM literacy skills. Five 15-minute EBM information literacy sessions were delivered by three librarians to 12 practicing physician led small groups of 15 students. Students were asked to complete an online survey before and after the sessions. Data analysis was performed through simple descriptive statistics. A total of 144 of 160 students responded to the pre-survey, and 112 students answered the post-survey. Instruction in a small group environment without a mandatory hands on component had a positive impact on student's evidence-based information literacy skills. Students were more likely to consult a librarian and had increased confidence in their abilities to search and find relevant information. Our study demonstrates that student engagement and faculty involvement are effective tools for delivering information literacy skills when working with students in a small group setting outside of a computer classroom. © 2015 Health Libraries Group.

  9. Creating Small Learning Communities: Lessons from the Project on High-Performing Learning Communities about "What Works" in Creating Productive, Developmentally Enhancing, Learning Contexts

    Science.gov (United States)

    Felner, Robert D.; Seitsinger, Anne M.; Brand, Stephen; Burns, Amy; Bolton, Natalie

    2007-01-01

    Personalizing the school environment is a central goal of efforts to transform America's schools. Three decades of work by the Project on High Performance Learning Communities are considered that demonstrate the potential impact and importance of the creation of "small learning environments" on student motivation, adjustment, and well-being.…

  10. Using technology-enhanced, cooperative, group-project learning for student comprehension and academic performance

    Science.gov (United States)

    Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

    2016-05-01

    Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly divided into two groups, participated in this study and provided data through questionnaires issued before and after the experiment. The results, obtained through analyses of variance and structural equation modelling, reveal that technology-enhanced, cooperative, group-project learning improves students' comprehension and academic performance.

  11. Using a Group Approach to Motivate Adults to Learn Braille

    Science.gov (United States)

    Farrow, Kendra R.

    2015-01-01

    Teaching braille is one of the most time-consuming tasks for a vision rehabilitation therapist. Complicating this process, adults who might be considered to be good candidates for learning braille are often resistant to the idea (Ponchillia & Ponchillia, 1996). In an attempt to address these challenges, a combination of correspondence braille…

  12. Group level effects of social versus individual learning.

    Science.gov (United States)

    Jost, Jürgen; Li, Wei

    2013-06-01

    We study the effects of learning by imitating others within the framework of an iterated game in which the members of two complementary populations interact via random pairing at each round. This allows us to compare both the fitness of different strategies within a population and the performance of populations in which members have access to different types of strategies. Previous studies reveal some emergent dynamics at the population level, when players learn individually. We here investigate a different mechanism in which players can choose between two different learning strategies, individual or social. Imitating behavior can spread within a mixed population, with the frequency of imitators varying over generation time. When compared to a pure population with solely individual learners, a mixed population with both individual and social learners can do better, independently of the precise learning scheme employed. We can then search for the best imitating strategy. Imitating the neighbor with the highest payoff turns out to be consistently superior. This is in agreement with findings in experimental and model studies that have been carried out in different settings.

  13. Groups Meet . . . Teams Improve: Building Teams That Learn

    Science.gov (United States)

    Hillier, Janet; Dunn-Jensen, Linda M.

    2013-01-01

    Although most business students participate in team-based projects during undergraduate or graduate course work, the team experience does not always teach team skills or capture the team members' potential: Students complete the task at hand but the explicit process of becoming a team is often not learned. Drawing from organizational learning…

  14. The Effect of WhatsApp Messenger As Mobile Learning Integrated with Group Investigation Method of Learning Achievement

    Directory of Open Access Journals (Sweden)

    Hendrik Pratama

    2017-12-01

    Full Text Available The purpose of this research was determined the effect of application WhatsApp Messenger in the Group Investigation (GI method on learning achievement. The methods used experimental research with control group pretest-postest design. The sampling procedure used the purposive sampling technique that consists of 17 students as a control group and 17 students as an experimental group. The sample in this research is students in Electrical Engineering Education Study Program. The experimental group used the GI method that integrated with WhatsApp Messenger. The control group used lecture method without social media integration. The collecting data used observation, documentation, interview, questionnaire, and test. The researcher used a t-test for compared the control group and the experimental group’s learning outcomes at an alpha level of 0,05. The results showed differences between the experiment group and the control group. The study result of the experimental higher than the control groups. This learning was designed with start, grouping, planning, presenting, organizing, investigating, evaluating, ending’s stage. Integration of WhatsApp with group investigation method could cause the positive communication between student and lecturer. Discussion in this learning was well done, the student’s knowledge could appear in a group and the information could spread evenly and quickly.

  15. Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments

    Science.gov (United States)

    Goldberg, Fred; Price, Edward; Robinson, Stephen; Boyd-Harlow, Danielle; McKean, Michael

    2012-06-01

    We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS) curriculum was designed around specific principles based on research on learning to meet the needs of nonscience students, especially prospective and practicing elementary and middle school teachers. We describe the structure of the two curricula and the adaptation process, including a detailed comparison of similar activities from the two curricula and a case study of a LEPS classroom implementation. In LEPS, short instructor-guided lessons replace lengthier small group activities, and movies, rather than hands-on investigations, provide the evidence used to support and test ideas. LEPS promotes student peer interaction as an important part of sense making via “clicker” questions, rather than small group and whole class discussions typical of PSET. Examples of student dialog indicate that this format is capable of generating substantive student discussion and successfully enacting the design principles. Field-test data show similar student content learning gains with the two curricula. Nevertheless, because of classroom constraints, some important practices of science that were an integral part of PSET were not included in LEPS.

  16. Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments

    Directory of Open Access Journals (Sweden)

    Fred Goldberg1

    2012-05-01

    Full Text Available We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET, for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS curriculum was designed around specific principles based on research on learning to meet the needs of nonscience students, especially prospective and practicing elementary and middle school teachers. We describe the structure of the two curricula and the adaptation process, including a detailed comparison of similar activities from the two curricula and a case study of a LEPS classroom implementation. In LEPS, short instructor-guided lessons replace lengthier small group activities, and movies, rather than hands-on investigations, provide the evidence used to support and test ideas. LEPS promotes student peer interaction as an important part of sense making via “clicker” questions, rather than small group and whole class discussions typical of PSET. Examples of student dialog indicate that this format is capable of generating substantive student discussion and successfully enacting the design principles. Field-test data show similar student content learning gains with the two curricula. Nevertheless, because of classroom constraints, some important practices of science that were an integral part of PSET were not included in LEPS.

  17. Towards Automated Support for Small-Group Instruction: Using Data from an ITS to Automatically Group Students

    Science.gov (United States)

    Mendiburo, Maria; Williams, Laura; Segedy, James; Hasselbring, Ted

    2013-01-01

    In this paper, the authors explore the use of learning analytics as a method for easing the cognitive demands on teachers implementing the HALF instructional model. Learning analytics has been defined as "the measurement, collection, analysis and reporting of data about learners and their contexts for the purposes of understanding and…

  18. Group Investigation as a Cooperative Learning Strategy: An Integrated Analysis of the Literature

    Science.gov (United States)

    Mitchell, Mitzi G.; Montgomery, Hilary; Holder, Michelle; Stuart, Dan

    2008-01-01

    The cooperative learning strategy of group investigation has been used extensively in elementary and high school classrooms. Whereas this learning strategy seems to benefit low- and middle-achieving students, the performance of high-achieving students seems to change little. This article examines the literature on group investigation as a…

  19. Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement.

    Science.gov (United States)

    Hodges, Linda C

    2018-06-01

    As the use of collaborative-learning methods such as group work in science, technology, engineering, and mathematics classes has grown, so has the research into factors impacting effectiveness, the kinds of learning engendered, and demographic differences in student response. Generalizing across the range of this research is complicated by the diversity of group-learning approaches used. In this overview, I discuss theories of how group-work formats support or hinder learning based on the ICAP (interactive, constructive, active, passive) framework of student engagement. I then use this model to analyze current issues in group learning, such as the nature of student discourse during group work, the role of group learning in making our classrooms inclusive, and how classroom spaces factor into group learning. I identify key gaps for further research and propose implications from this research for teaching practice. This analysis helps identify essential, effective, and efficient features of group learning, thus providing faculty with constructive guidelines to support their work and affirm their efforts.

  20. Improving Collaborative Learning in the Classroom: Text Mining Based Grouping and Representing

    Science.gov (United States)

    Erkens, Melanie; Bodemer, Daniel; Hoppe, H. Ulrich

    2016-01-01

    Orchestrating collaborative learning in the classroom involves tasks such as forming learning groups with heterogeneous knowledge and making learners aware of the knowledge differences. However, gathering information on which the formation of appropriate groups and the creation of graphical knowledge representations can be based is very effortful…

  1. Effect of Group Work on EFL Students' Attitudes and Learning in Higher Education

    Science.gov (United States)

    Taqi, Hanan A.; Al-Nouh, Nowreyah A.

    2014-01-01

    The use of group work in classroom activities is a method used for motivating learning and increasing the idea of pleasure through learning. The current study investigates the advantages of group work in exams in the English department, in the College of Basic Education. 40 students in two classes of "The Introduction of Phonetics and…

  2. Analysis of multidrug resistant group B streptococci with reduced penicillin susceptibility forming small, less hemolytic colonies.

    Directory of Open Access Journals (Sweden)

    Hirotsugu Banno

    Full Text Available Group B streptococci (GBS; Streptococcus agalactiae are the leading cause of neonatal invasive diseases and are also important pathogens for elderly adults. Until now, nearly all GBS with reduced penicillin susceptibility (PRGBS have shown β-hemolytic activity and grow on sheep blood agar. However, we have previously reported three PRGBS clinical isolates harboring a CylK deletion that form small less hemolytic colonies. In this study, we examined the causes of small, less hemolytic colony formation in these clinical isolates. Isogenic strains were sequenced to identify the mutation related to a small colony size. We identified a 276_277insG nucleic acid insertion in the thiamin pyrophosphokinase (tpk gene, resulting in premature termination at amino acid 103 in TPK, as a candidate mutation responsible for small colony formation. The recombinant strain Δtpk, which harbored the 276_277insG insertion in the tpk gene, showed small colony formation. The recombinant strain ΔcylK, which harbored the G379T substitution in cylK, showed a reduction in hemolytic activity. The phenotypes of both recombinant strains were complemented by the expression of intact TPK or CylK, respectively. Moreover, the use of Rapid ID 32 API and VITEK MS to identify strains as GBS was evaluated clinical isolates and recombinant strains. VITEK MS, but not Rapid ID 32 API, was able to accurately identify the strains as GBS. In conclusion, we determined that mutations in tpk and cylK caused small colonies and reduced hemolytic activity, respectively, and characterized the clinical isolates in detail.

  3. Using Group Projects to Assess the Learning of Sampling Distributions

    Science.gov (United States)

    Neidigh, Robert O.; Dunkelberger, Jake

    2012-01-01

    In an introductory business statistics course, student groups used sample data to compare a set of sample means to the theoretical sampling distribution. Each group was given a production measurement with a population mean and standard deviation. The groups were also provided an excel spreadsheet with 40 sample measurements per week for 52 weeks…

  4. The Effect of Scaffolded Think-Group-Share Learning on Indonesian Elementary Schooler Satisfaction and Learning Achievement in English Classes

    Science.gov (United States)

    Mantik, Octavia; Choi, Hee Jun

    2017-01-01

    The purpose of this study was to examine whether or not "Scaffolded Think-Group-Share" learning can have a positive effect on student satisfaction and learning achievement in English classes of an Indonesian elementary school. To achieve this purpose, this study compared the findings from the two dependent variables (i.e., student…

  5. Learning and Cognition: The Interplay between The Subject and The Group Understanding The Processes of Problem-Based Learning

    Science.gov (United States)

    Møller, Kim Malmbak Meltofte; Fast, Michael

    2017-01-01

    The purpose of this article is to discuss the relationship between learning, epistemology, and intersubjectivity in the context of problem-based learning and project-oriented work at a university level. It aims to show how the collaboration of students in a group over a long period of time can put emphasis on the knowledge-practice discussion, and…

  6. Understanding Mathematic Concept in Relation and Function Method through Active Learning Type Group to Group Distributed LKS

    Science.gov (United States)

    Kudri, F.; Rahmi, R.; Haryono, Y.

    2018-04-01

    This research is motivated by the lack of understanding of mathematical concepts students and teachers have not familiarize students discussed in groups. This researchaims to determine whether an understanding of mathematical concepts junior class VIII SMPN 2 in Ranah Batahan Kabupaten Pasaman Barat by applying active learning strategy group to group types with LKS better than conventional learning. The type of research is experimental the design of randomized trials on the subject. The population in the study were all students VIII SMPN 2 Ranah Batahan Kabupaten Pasaman Barat in year 2012/2013 which consists of our class room experiment to determine the grade and control class with do nerandomly, so that classes VIII1 elected as a experiment class and class VIII4 as a control class. The instruments used in the test empirically understanding mathematical concepts are shaped by the essay with rt=0,82 greater than rt=0,468 means reliable tests used. The data analysis technique used is the test with the help of MINITAB. Based on the results of the data analisis known that both of the sample are normal and homogenity in real rate α = 0,05, so the hypothesis of this research is received. So, it can be concluded students’ understanding mathematical concept applied the active Group to Group learning strategy with LKS is better than the students’ understanding mathematical concept with Conventional Learning.

  7. Memory Transmission in Small Groups and Large Networks: An Agent-Based Model.

    Science.gov (United States)

    Luhmann, Christian C; Rajaram, Suparna

    2015-12-01

    The spread of social influence in large social networks has long been an interest of social scientists. In the domain of memory, collaborative memory experiments have illuminated cognitive mechanisms that allow information to be transmitted between interacting individuals, but these experiments have focused on small-scale social contexts. In the current study, we took a computational approach, circumventing the practical constraints of laboratory paradigms and providing novel results at scales unreachable by laboratory methodologies. Our model embodied theoretical knowledge derived from small-group experiments and replicated foundational results regarding collaborative inhibition and memory convergence in small groups. Ultimately, we investigated large-scale, realistic social networks and found that agents are influenced by the agents with which they interact, but we also found that agents are influenced by nonneighbors (i.e., the neighbors of their neighbors). The similarity between these results and the reports of behavioral transmission in large networks offers a major theoretical insight by linking behavioral transmission to the spread of information. © The Author(s) 2015.

  8. Recommendations on vaccination for Asian small animal practitioners: a report of the WSAVA Vaccination Guidelines Group.

    Science.gov (United States)

    Day, M J; Karkare, U; Schultz, R D; Squires, R; Tsujimoto, H

    2015-02-01

    In 2012 and 2013, the World Small Animal Veterinary Association (WSAVA) Vaccination Guidelines Group (VGG) undertook fact-finding visits to several Asian countries, with a view to developing advice for small companion animal practitioners in Asia related to the administration of vaccines to dogs and cats. The VGG met with numerous first opinion practitioners, small animal association leaders, academic veterinarians, government regulators and industry representatives and gathered further information from a survey of almost 700 veterinarians in India, China, Japan and Thailand. Although there were substantial differences in the nature and magnitude of the challenges faced by veterinarians in each country, and also differences in the resources available to meet those challenges, overall, the VGG identified insufficient undergraduate and postgraduate training in small companion animal microbiology, immunology and vaccinology. In most of the countries, there has been little academic research into small animal infectious diseases. This, coupled with insufficient laboratory diagnostic support, has limited the growth of knowledge concerning the prevalence and circulating strains of key infectious agents in most of the countries visited. Asian practitioners continue to recognise clinical infections that are now considered uncommon or rare in western countries. In particular, canine rabies virus infection poses a continuing threat to animal and human health in this region. Both nationally manufactured and international dog and cat vaccines are variably available in the Asian countries, but the product ranges are small and dominated by multi-component vaccines with a licensed duration of immunity (DOI) of only 1 year, or no description of DOI. Asian practitioners are largely unaware of current global trends in small animal vaccinology or of the WSAVA vaccination guidelines. Consequently, most practitioners continue to deliver annual revaccination with both core and non

  9. Comparison of micelle structure of glycolipids with different head groups by small angle neutron scattering

    International Nuclear Information System (INIS)

    He, Lizhong; Middelberg, Anton; Hartmann, Thorsten; Niemeyer, Bernd; Garamus, V.M.; Willumeit, Regine

    2005-01-01

    Full text: Glycolipids such as n-alkyl- beta-D-glucopyranoside and n-alkyl- beta-D-maltopyranoside can self-assemble into different structures depending on solution conditions. Their amphiphilic properties enable them to serve as biosurfactants in biology and biotechnology, especially for solubilizing membrane proteins. The physicochemical properties of glycolipids have attracted attentions from several research groups, aiming to better understand their application in biological and environmental processes. For example, small angle neutron and X-ray scattering have been used to study micelle structures formed by glycolipids. Our previous work has shown that n-octyl-beta- D-glucopyranoside and n-octyl- beta-D-maltopyranoside form micelles with different structure, suggesting an important role of the sugar head group in micelle formation. In the present work, we further compare micelle structures of n-octyl- beta-Dglucopyranoside and n-octyl- beta-D-galactopyranoside. These two glycolipids have the same hydrophobic tail and their head sugar groups differ only in the conformation with one hydroxyl group pointing to different direction. Our SANS data together with phase behaviours reported by other group have suggested that a slight alteration of head group conformation can significantly affect self-assembly of glycolipids. (authors)

  10. Owning and Operating a Small Business. A Guide for Industrial Cooperative Training Programs. Learning Activity Package No. 14.

    Science.gov (United States)

    Braden, Robert P.; Remzi, Kerim

    This learning activity package (LAP) on starting a small business is designed for student self-study. It will help students learn about their aptitudes and abilities as well as about the basics of running a small business. Following a list of learning objectives, the LAP contains a pretest (answer key provided at the end of the LAP). Ten learning…

  11. Benefits of Group Foraging Depend on Prey Type in a Small Marine Predator, the Little Penguin.

    Science.gov (United States)

    Sutton, Grace J; Hoskins, Andrew J; Arnould, John P Y

    2015-01-01

    Group foraging provides predators with advantages in over-powering prey larger than themselves or in aggregating small prey for efficient exploitation. For group-living predatory species, cooperative hunting strategies provide inclusive fitness benefits. However, for colonial-breeding predators, the benefit pay-offs of group foraging are less clear due to the potential for intra-specific competition. We used animal-borne cameras to determine the prey types, hunting strategies, and success of little penguins (Eudyptula minor), a small, colonial breeding air-breathing marine predator that has recently been shown to display extensive at-sea foraging associations with conspecifics. Regardless of prey type, little penguins had a higher probability of associating with conspecifics when hunting prey that were aggregated than when prey were solitary. In addition, success was greater when individuals hunted schooling rather than solitary prey. Surprisingly, however, success on schooling prey was similar or greater when individuals hunted on their own than when with conspecifics. These findings suggest individuals may be trading-off the energetic gains of solitary hunting for an increased probability of detecting prey within a spatially and temporally variable prey field by associating with conspecifics.

  12. Sharing a Personal Trainer: Personal and Social Benefits of Individualized, Small-Group Training.

    Science.gov (United States)

    Wayment, Heidi A; McDonald, Rachael L

    2017-11-01

    Wayment, HA and McDonald, RL. Sharing a personal trainer: personal and social benefits of individualized, small-group training. J Strength Cond Res 31(11): 3137-3145, 2017-We examined a novel personal fitness training program that combines personal training principles in a small-group training environment. In a typical training session, exercisers warm-up together but receive individualized training for 50 minutes with 1-5 other adults who range in age, exercise experience, and goals for participation. Study participants were 98 regularly exercising adult members of a fitness studio in the southwestern United States (64 women and 32 men), aged 19-78 years (mean, 46.52 years; SD = 14.15). Average membership time was 2 years (range, 1-75 months; mean, 23.54 months; SD = 20.10). In collaboration with the program directors, we developed a scale to assess satisfaction with key features of this unique training program. Participants completed an online survey in Fall 2015. Hypotheses were tested with a serial mediator model (model 6) using the SPSS PROCESS module. In support of the basic tenets of self-determination theory, satisfaction with small-group, individualized training supported basic psychological needs, which in turn were associated with greater autonomous exercise motivation and life satisfaction. Satisfaction with this unique training method was also associated with greater exercise self-efficacy. Autonomous exercise motivation was associated with both exercise self-efficacy and greater self-reported health and energy. Discussion focuses on why exercise programs that foster a sense of social belonging (in addition to motivation and efficacy) may be helpful for successful adherence to an exercise program.

  13. Group Selection and Learning for a Lab-Based Construction Management Course

    Science.gov (United States)

    Solanki, Pranshoo; Kothari, Nidhi

    2014-01-01

    In construction industries' projects, working in groups is a normal practice. Group work in a classroom is defined as students working collaboratively in a group so that everyone can participate on a collective task. The results from literature review indicate that group work is more effective method of learning as compared to individual work.…

  14. Designing and Testing a Mathematics Card Game for Teaching and Learning Elementary Group Theory

    Science.gov (United States)

    Galarza, Patrick

    2017-01-01

    This paper explores the viability and development of the first edition of the researcher's mathematical card game, Groups, as a learning tool for elementary group theory, a topic in abstract algebra. "Groups" was play-tested by six undergraduate students in late 2016 who provided feedback on "Groups" from both utility-centric…

  15. Minority dissent, social acceptance in collaborative learning groups

    NARCIS (Netherlands)

    Curşeu, Petru Lucian; Schruijer, S.G.L.; Fodor, Oana

    2017-01-01

    The main aim of this paper is to test the extent to which social acceptance moderates the impact of minority dissent on group cognitive complexity (GCC). We hypothesize that divergent views expressed by a minority increase GCC especially when the group climate is open to divergent contributions

  16. Learning the Structure of Bayesian Network from Small Amount of Data

    Directory of Open Access Journals (Sweden)

    Bogdan COCU

    2009-12-01

    Full Text Available Many areas of artificial intelligence must handling with imperfection ofinformation. One of the ways to do this is using representation and reasoning withBayesian networks. Creation of a Bayesian network consists in two stages. First stage isto design the node structure and directed links between them. Choosing of a structurefor network can be done either through empirical developing by human experts orthrough machine learning algorithm. The second stage is completion of probabilitytables for each node. Using a machine learning method is useful, especially when wehave a big amount of leaning data. But in many fields the amount of data is small,incomplete and inconsistent. In this paper, we make a case study for choosing the bestlearning method for small amount of learning data. Means more experiments we dropconclusion of using existent methods for learning a network structure.

  17. Comparison of small-group training with self-directed internet-based training in inhaler techniques.

    Science.gov (United States)

    Toumas, Mariam; Basheti, Iman A; Bosnic-Anticevich, Sinthia Z

    2009-08-28

    To compare the effectiveness of small-group training in correct inhaler technique with self-directed Internet-based training. Pharmacy students were randomly allocated to 1 of 2 groups: small-group training (n = 123) or self-directed Internet-based training (n = 113). Prior to intervention delivery, all participants were given a placebo Turbuhaler and product information leaflet and received inhaler technique training based on their group. Technique was assessed following training and predictors of correct inhaler technique were examined. There was a significant improvement in the number of participants demonstrating correct technique in both groups (small group training, 12% to 63%; p training, 9% to 59%; p groups in the percent change (n = 234, p > 0.05). Increased student confidence following the intervention was a predictor for correct inhaler technique. Self-directed Internet-based training is as effective as small-group training in improving students' inhaler technique.

  18. Lessons learned from a secret Facebook support group.

    Science.gov (United States)

    Oliver, Debra Parker; Washington, Karla; Wittenberg-Lyles, Elaine; Gage, Ashley; Mooney, Megan; Demiris, George

    2015-05-01

    The National Association of Social Workers developed practice standards for social workers using technology in their practice. These standards were derived from the foundation of the social work code of ethics and are helpful as social workers explore the use of new tools for the benefit of their clients. Hospice caregivers, both active and bereaved, are in great need of support but are often unable to attend traditional support groups. Facebook secret groups offer social workers a potential tool, given the geographic barriers that exist for traditional face-to-face support groups. The authors' experience with a secret Facebook group indicates that the technology can be useful when managed by a social worker facilitator. As social workers continue to explore helpful ways to use technology with clients, it is critical that they evaluate that practice and assess the clinical outcomes to establish an evidence base behind this practice.

  19. Prospecting for customers in the small employer market: the experience of Arizona Health Care Group.

    Science.gov (United States)

    Christianson, J B; Liu, C F; Schroeder, C M

    1994-01-01

    The findings of this study provide an interesting profile of the small employer "prospects" for prepaid health plans, where a prospect is defined as an employer that responds to a mass mailing effort with a request for information and further contact. About 60% of these prospects already have insurance, with 40% having group insurance. Therefore, a substantial portion of prospects are seeking to replace their existing health benefit package with a different one. Of those who do not offer existing insurance, the most common reason is that it is "too expensive" or the employer is "not profitable." A very small proportion do not offer insurance because they do not qualify for it due to medical underwriting considerations. Prospects tend to be larger than non-prospects in terms of sales, but employ lower wage employees, on average. About half of prospects are in service industries, a proportion typical of small employers in general. Somewhat surprisingly, most prospects have been in operation for over five years. They are not new firms attempting to establish their benefit packages. This is consistent with the findings on gross sales, suggesting that some maturity is necessary before an employer considers offering group health insurance as a benefit. The prepaid plans in this study also appeared to target established employers for their marketing efforts. In responding to questions about their attitudes towards health insurance, over one-quarter of prospects indicated that they would be unwilling to offer insurance at rates so low that they would not normally apply to the coverages offered by prepaid plans. Thus, although they were "prospects" by the study's definition, they were unlikely to eventually contract with prepaid plans. Those prospects that had offered insurance previously, but had discontinued it, tended to cite premium increases as the reason. This suggests that prospects among small employers are likely to be very price sensitive, and that further

  20. Technical Note: Harmonizing met-ocean model data via standard web services within small research groups

    Science.gov (United States)

    Signell, Richard; Camossi, E.

    2016-01-01

    Work over the last decade has resulted in standardised web services and tools that can significantly improve the efficiency and effectiveness of working with meteorological and ocean model data. While many operational modelling centres have enabled query and access to data via common web services, most small research groups have not. The penetration of this approach into the research community, where IT resources are limited, can be dramatically improved by (1) making it simple for providers to enable web service access to existing output files; (2) using free technologies that are easy to deploy and configure; and (3) providing standardised, service-based tools that work in existing research environments. We present a simple, local brokering approach that lets modellers continue to use their existing files and tools, while serving virtual data sets that can be used with standardised tools. The goal of this paper is to convince modellers that a standardised framework is not only useful but can be implemented with modest effort using free software components. We use NetCDF Markup language for data aggregation and standardisation, the THREDDS Data Server for data delivery, pycsw for data search, NCTOOLBOX (MATLAB®) and Iris (Python) for data access, and Open Geospatial Consortium Web Map Service for data preview. We illustrate the effectiveness of this approach with two use cases involving small research modelling groups at NATO and USGS.

  1. A Small-Group Activity Introducing the Use and Interpretation of BLAST

    Directory of Open Access Journals (Sweden)

    Peter D. Newell

    2013-08-01

    Full Text Available As biological sequence data are generated at an ever increasing rate, the role of bioinformatics in biological research also grows. Students must be trained to complete and interpret bioinformatic searches to enable them to effectively utilize the trove of sequence data available. A key bioinformatic tool for sequence comparison and genome database searching is BLAST (Basic Local Alignment Search Tool. BLAST identifies sequences in a database that are similar to the entered query sequence, and ranks them based on the length and quality of the alignment. Our goal was to introduce sophomore and junior level undergraduate students to the basic functions and uses of BLAST with a small group activity lasting a single class period. The activity provides students an opportunity to perform a BLAST search, interpret the data output, and use the data to make inferences about bacterial cell envelope structure. The activity consists of two parts. Part 1 is a handout to be completed prior to class, complete with video tutorial, that reviews cell envelope structure, introduces key terms, and allows students to familiarize themselves with the mechanics of a BLAST search. Part 2 consists of a hands-on, web-based small group activity to be completed during the class period. Evaluation of the activity through student performance assessments suggests that students who complete the activity can better interpret the BLAST output parameters % query coverage and % max identity. While the topic of the activity is bacterial cell wall structure, it could be adapted to address other biological concepts.

  2. eLEARNING - A CHANCE FOR SMALL AND MEDIUM SIZED ENTERPRISES

    OpenAIRE

    Ileana Hamburg; Christiane Lindecke; Judith Terstriep

    2005-01-01

    eLearning through its flexibility and facility of access is seen as a major enabler of lifelong learning (LLL), as a catalyst of change and a chance for small and medium-sized enterprises (SMEs) to improve their business and to integrate into European market. But so far the eLearning in the context of vocational educational training has been mainly adopted by large enterprises, while only little activity can be observed in SMEs. The question arises what the chances and challenges for SMEs are...

  3. Small Marine Protected Areas in Fiji Provide Refuge for Reef Fish Assemblages, Feeding Groups, and Corals

    Science.gov (United States)

    Pires, Mathias M.; Guimarães, Paulo Roberto; Hoey, Andrew S.; Hay, Mark E.

    2017-01-01

    The establishment of no-take marine protected areas (MPAs) on coral reefs is a common management strategy for conserving the diversity, abundance, and biomass of reef organisms. Generally, well-managed and enforced MPAs can increase or maintain the diversity and function of the enclosed coral reef, with some of the benefits extending to adjacent non-protected reefs. A fundamental question in coral reef conservation is whether these benefits arise within small MPAs (fish assemblages, composition of fish feeding groups, benthic cover, and key ecosystem processes (grazing, macroalgal browsing, and coral replenishment) in three small (0.5–0.8 km2) no-take MPAs and adjacent areas where fisheries are allowed (non-MPAs) on coral reefs in Fiji. The MPAs exhibited greater species richness, density, and biomass of fishes than non-MPAs. Furthermore, MPAs contained a greater abundance and biomass of grazing herbivores and piscivores as well as a greater abundance of cleaners than fished areas. We also found differences in fish associations when foraging, with feeding groups being generally more diverse and having greater biomass within MPAs than adjacent non-MPAs. Grazing by parrotfishes was 3–6 times greater, and macroalgal browsing was 3–5 times greater in MPAs than in non-MPAs. On average, MPAs had 260–280% as much coral cover and only 5–25% as much macroalgal cover as their paired non-MPA sites. Finally, two of the three MPAs had three-fold more coral recruits than adjacent non-MPAs. The results of this study indicate that small MPAs benefit not only populations of reef fishes, but also enhance ecosystem processes that are critical to reef resilience within the MPAs. PMID:28122006

  4. Capacity of small groups of muscles to accomplish precision grasping tasks.

    Science.gov (United States)

    Towles, Joseph D; Valero-Cuevas, Francisco J; Hentz, Vincent R

    2013-01-01

    An understanding of the capacity or ability of various muscle groups to generate endpoint forces that enable grasping tasks could provide a stronger biomechanical basis for the design of reconstructive surgery or rehabilitation for the treatment of the paralyzed or paretic hand. We quantified two-dimensional endpoint force distributions for every combination of the muscles of the index finger, in cadaveric specimens, to understand the capability of muscle groups to produce endpoint forces that accomplish three common types of grasps-tripod, tip and lateral pinch-characterized by a representative level of Coulomb friction. We found that muscle groups of 4 or fewer muscles were capable of generating endpoint forces that enabled performance of each of the grasping tasks examined. We also found that flexor muscles were crucial to accomplish tripod pinch; intrinsic muscles, tip pinch; and the dorsal interosseus muscle, lateral pinch. The results of this study provide a basis for decision making in the design of reconstructive surgeries and rehabilitation approaches that attempt to restore the ability to perform grasping tasks with small groups of muscles.

  5. Evolution of Facebook groups: Informal e-learning among medical laboratory scientists in Nigeria

    Directory of Open Access Journals (Sweden)

    Jarret Cassaniti

    2014-09-01

    Full Text Available Most people think of online courses when they talk about e-learning, but aspects of social media can also be considered e-learning. In 2011 the Knowledge for Health Project (K4Health began work with local partners to implement an e-learning and professional development policy for Medical Laboratory Scientists based on the needs identified by United States Agency for International Development (USAID/Nigeria. Six e-learning courses were developed and promoted through several channels including social media. A Facebook Group was created to share information about accessing and navigating the courses and attracted 8,500 members in 18 months. As the Group grew, the topics discussed evolved to include trade union news, employment opportunities and technical resources. Another Facebook Group provided insights that Facebook Groups could be used to facilitate interactions focused on continuing professional development. The findings show that Facebook Groups accommodate an informal learning style, allowing individuals to learn through peer support in flexible ways. It has also shown that the use of Facebook Groups is associated with high levels of engagement with e-learning courses.

  6. The evolution of social learning mechanisms and cultural phenomena in group foragers.

    Science.gov (United States)

    van der Post, Daniel J; Franz, Mathias; Laland, Kevin N

    2017-02-10

    Advanced cognitive abilities are widely thought to underpin cultural traditions and cumulative cultural change. In contrast, recent simulation models have found that basic social influences on learning suffice to support both cultural phenomena. In the present study we test the predictions of these models in the context of skill learning, in a model with stochastic demographics, variable group sizes, and evolved parameter values, exploring the cultural ramifications of three different social learning mechanisms. Our results show that that simple forms of social learning such as local enhancement, can generate traditional differences in the context of skill learning. In contrast, we find cumulative cultural change is supported by observational learning, but not local or stimulus enhancement, which supports the idea that advanced cognitive abilities are important for generating this cultural phenomenon in the context of skill learning. Our results help to explain the observation that animal cultures are widespread, but cumulative cultural change might be rare.

  7. Middle-school students of United Arab Emirates: effects of heterogeneous small group work on attitudes toward mathematics.

    Science.gov (United States)

    Alkhateeb, H M; Jumaa, M

    2000-10-01

    This study compared the effects of two instructional strategies, small heterogeneous cooperative learning experience versus lecture and discussion, on students' attitudes toward mathematics. 54 boys and 57 girls in Grade 8 of four middle-school mathematics classes participated. Two classes (57 students) were taught using a cooperative learning method and the other two classes (54 students) were taught using traditional lecture and discussion. Differences between attitudes of boys and girls were also investigated and discussed in the light of Arabic culture. The results suggested that cooperative learning might be a valuable method with which to teach mathematics concepts to boys.

  8. Group-Examination Improves Learning for Low-Achieving Students

    Science.gov (United States)

    Macpherson, G. L.; Lee, Young-Jin; Steeples, Don

    2011-01-01

    An introductory geology class that satisfies a liberal arts distribution requirement was used to investigate the benefits of allowing discussion during assessments. For three term examinations, students completed short- to medium-length essay tests individually (individual examination) and then again as part of an assigned group of four to five…

  9. What Do Students Really Do in Learning Groups

    Science.gov (United States)

    Considine, Jennifer R.

    2013-01-01

    This article describes an activity in which upon completion of this semester-long project, students should be able to: analyze and reflect upon their own communication behaviors in a group setting, and explain the importance of examining actual communication practices as opposed to retrospective self-report of communication practices. This project…

  10. Learning visual contexts for image annotation from Flickr groups

    NARCIS (Netherlands)

    Ulges, A.; Worring, M.; Breuel, T.

    2011-01-01

    We present an extension of automatic image annotation that takes the context of a picture into account. Our core assumption is that users do not only provide individual images to be tagged, but group their pictures into batches (e.g., all snapshots taken over the same holiday trip), whereas the

  11. Like It! Using Facebook Groups to Enhance Learning in Finance

    Science.gov (United States)

    Stephen, Sheryl-Ann K.

    2014-01-01

    It has been documented that Facebook is the most popular social networking site among students. Given that most students are already users of Facebook, implementing it into the curriculum provides an easy way for students to actively participate in class activities. This paper explores the idea that the use of Facebook Groups to complement…

  12. Estimating the mass of the Local Group using machine learning applied to numerical simulations

    Science.gov (United States)

    McLeod, M.; Libeskind, N.; Lahav, O.; Hoffman, Y.

    2017-12-01

    We present a new approach to calculating the combined mass of the Milky Way (MW) and Andromeda (M31), which together account for the bulk of the mass of the Local Group (LG). We base our work on an ensemble of 30,190 halo pairs from the Small MultiDark simulation, assuming a ΛCDM (Cosmological Constant and Cold Dark Matter) cosmology. This is used in conjunction with machine learning methods (artificial neural networks, ANN) to investigate the relationship between the mass and selected parameters characterising the orbit and local environment of the binary. ANN are employed to take account of additional physics arising from interactions with larger structures or dynamical effects which are not analytically well understood. Results from the ANN are most successful when the velocity shear is provided, which demonstrates the flexibility of machine learning to model physical phenomena and readily incorporate new information. The resulting estimate for the Local Group mass, when shear information is included, is 4.9×1012Msolar, with an error of ±0.8×1012Msolar from the 68% uncertainty in observables, and a r.m.s. scatter interval of +1.7‑1.3×1012Msolar estimated scatter from the differences between the model estimates and simulation masses for a testing sample of halo pairs. We also consider a recently reported large relative transverse velocity of M31 and the Milky Way, and produce an alternative mass estimate of 3.6±0.3+2.1‑1.3×1012Msolar. Although the methods used predict similar values for the most likely mass of the LG, application of ANN compared to the traditional Timing Argument reduces the scatter in the log mass by approximately half when tested on samples from the simulation.

  13. Using a Virtual Learning Environment to Manage Group Projects: A Case Study

    Science.gov (United States)

    Cleary, Yvonne; Marcus-Quinn, Ann

    2008-01-01

    Virtual Learning Environments (VLEs) are increasingly used by Higher Education Institutions to manage and enhance teaching and learning, and research. Discussion, chat, scheduling, and other collaboration tools make VLEs especially useful systems for designing and managing complex group projects. In the spring semester of 2006, students at the…

  14. Information Activities and Appropriation in Teacher Trainees' Digital, Group-Based Learning

    Science.gov (United States)

    Hanell, Fredrik

    2016-01-01

    Introduction: This paper reports results from an ethnographic study of teacher trainees' information activities in digital, group-based learning and their relation to the interplay between use and appropriation of digital tools and the learning environment. Method: The participants in the present study are 249 pre-school teacher trainees in…

  15. Introducing group-based asynchronous learning to business education : Reflections on effective course design and delivery

    NARCIS (Netherlands)

    Arnold, I.J.M.; Walker, R.

    2004-01-01

    This paper explores the contribution of virtual tools to student learning within full-time management programmes. More specifically, the paper focuses on asynchronous communication tools, considering the scope they offer for group-based collaborative learning outside the classroom. We report on the

  16. Social learning and the development of individual and group behaviour in mammal societies.

    Science.gov (United States)

    Thornton, Alex; Clutton-Brock, Tim

    2011-04-12

    As in human societies, social learning may play an important role in shaping individual and group characteristics in other mammals. Here, we review research on non-primate mammals, concentrating on work at our long-term meerkat study site, where longitudinal data and field experiments have generated important insights into the role of social learning under natural conditions. Meerkats live under high predation pressure and occupy a difficult foraging niche. Accordingly, pups make extensive use of social information in learning to avoid predation and obtain food. Where individual learning is costly or opportunities are lacking, as in the acquisition of prey-handling skills, adults play an active role in promoting learning through teaching. Social learning can also cause information to spread through groups, but our data suggest that this does not necessarily result in homogeneous, group-wide traditions. Moreover, traditions are commonly eroded by individual learning. We suggest that traditions will only persist where there are high costs of deviating from the group norm or where skill development requires extensive time and effort. Persistent traditions could, theoretically, modify selection pressures and influence genetic evolution. Further empirical studies of social learning in natural populations are now urgently needed to substantiate theoretical claims.

  17. Introducing Group-Based Asynchronous Learning to Business Education. Reflections on Effective Course Design and Delivery

    Science.gov (United States)

    Walker, Richard; Arnold, Ivo

    2004-01-01

    This paper explores the contribution of virtual tools to student learning within full-time management programmes. More specifically, the paper focuses on asynchronous communication tools, considering the scope they offer for group-based collaborative learning outside the classroom. We report on the effectiveness of this approach for an economics…

  18. Group Formation Based on Learning Styles: Can It Improve Students' Teamwork?

    Science.gov (United States)

    Kyprianidou, Maria; Demetriadis, Stavros; Tsiatsos, Thrasyvoulos; Pombortsis, Andreas

    2012-01-01

    This work explores the impact of teacher-led heterogeneous group formation on students' teamwork, based on students' learning styles. Fifty senior university students participated in a project-based course with two key organizational features: first, a web system (PEGASUS) was developed to help students identify their learning styles and…

  19. A Cooperative Learning Group Procedure for Improving CTE and Science Integration

    Science.gov (United States)

    Spindler, Matt

    2016-01-01

    The purpose of this case study was to create information about the employment of Cooperative Learning Groups (CLG) to enhance the science integrating learning objectives utilized in secondary CTE courses. The objectives of the study were to determine if CLGs were an effective means for increasing the number of: a) science integrating learning…

  20. Evaluation of electronic discussion groups as a teaching/learning strategy in an evidence-based medicine course: a pilot study.

    Science.gov (United States)

    Kamin, C; Glicken, A; Hall, M; Quarantillo, B; Merenstein, G

    2001-01-01

    As course directors, we wished to incorporate small group learning into our Evidence-based Medicine course for students to get feedback on the development of a well constructed, researchable clinical question. Scheduling of these groups was problematic. We sought to evaluate computer-mediated communication as an alternative to face-to-face small groups. Students were randomly assigned to either face-to-face small groups or asynchronous, electronic, small groups. Final examination scores were analyzed with an analysis of variance to determine if there were differences in student performance based on group type. Student survey items were analyzed using Fisher's Exact test to determine if there were differences in student attitudes based on group type. There were no significant differences found in overall student performance. Significant differences in student attitudes were found to exist with respect to: (1) participation in discussions, with face-to-face groups reporting greater participation; (2) putting more thought into comments, with electronic groups reporting more thought put into comments; and (3) difficulty relating to other students in the class, with electronic groups reporting more difficulty. We found electronic discussion groups (computer-mediated communication) to be a viable teaching/learning strategy with no adverse effects on student performance or attitudes.

  1. Collaborating with the Peace Corps to Maximize Student Learning in Group Counseling

    Science.gov (United States)

    Lambert, Simone; Goodman-Scott, Emily

    2013-01-01

    This article explores a model partnership with a counseling education program and the Peace Corps. Counselor education students in a group counseling course developed and implemented a singular structured group session with clients not typically used (e.g., non-counseling students) to maximize student learning and implement group counseling…

  2. Evaluation of Intelligent Grouping Based on Learners' Collaboration Competence Level in Online Collaborative Learning Environment

    Science.gov (United States)

    Muuro, Maina Elizaphan; Oboko, Robert; Wagacha, Waiganjo Peter

    2016-01-01

    In this paper we explore the impact of an intelligent grouping algorithm based on learners' collaborative competency when compared with (a) instructor based Grade Point Average (GPA) method level and (b) random method, on group outcomes and group collaboration problems in an online collaborative learning environment. An intelligent grouping…

  3. Tagclouds and Group Cognition: Effect of Tagging Support on Students' Reflective Learning in Team Blogs

    Science.gov (United States)

    Xie, Ying; Lin, Shu-Yuan

    2016-01-01

    We investigated the effects of supported tagging (a prompting mechanism for students to stop and think about their writing) for team blogging on undergraduate students' reflective learning and the relationship between tagclouds and group cognition. Thirty-nine students were randomly assigned to six groups and blogged for 5 weeks. Three groups were…

  4. Using Electronic Communication Tools in Online Group Activities to Develop Collaborative Learning Skills

    Science.gov (United States)

    Khalil, Hanan; Ebner, Martin

    2017-01-01

    The purpose of this study was to investigate the effect of using synchronous and asynchronous communication tools in online group activities to develop collaborative learning skills. An experimental study was implemented on a sample of faculty of education students in Mansoura University. The sample was divided into two groups, a group studied…

  5. Quantitative Approach to Collaborative Learning: Performance Prediction, Individual Assessment, and Group Composition

    Science.gov (United States)

    Cen, Ling; Ruta, Dymitr; Powell, Leigh; Hirsch, Benjamin; Ng, Jason

    2016-01-01

    The benefits of collaborative learning, although widely reported, lack the quantitative rigor and detailed insight into the dynamics of interactions within the group, while individual contributions and their impacts on group members and their collaborative work remain hidden behind joint group assessment. To bridge this gap we intend to address…

  6. New location of the Learning and Development group

    CERN Multimedia

    The Learning and Development group

    2016-01-01

    The HR-LD group would like to inform you that, owing to renovations, the service currently located on the fourth floor of Building 5 will be moving to the first floor of Building 653 for around eight months from September 2016.   The HR-LD group will be moving to the first floor of Building 653 for around eight months from September 2016. Please note as well that, from mid-September 2016, the language courses run by CERN will take place in Building 693 (next to the Technical Training Centre, Building 593), instead of on the fourth floor of Building 5. From mid-September 2016, the language courses run by CERN will take place in Building 693. The move will take place in two phases: Language courses: Thursday, 1 and Friday, 2 September 2016 HR-LD group: Monday, 5 and Tuesday, 6 September 2016 Communication by phone and e-mail may be disrupted during this time. The temporary office numbers of those moving will be shown in the CERN Phonebook. Thank you for your understanding.

  7. Multiple Learning Strategies Project. Small Engine Repair Service. Regular Vocational. [Vol. 1.

    Science.gov (United States)

    Pitts, Jim; And Others

    This instructional package is one of two designed for use by regular vocational students in the vocational area of small engine repair service. Contained in this document are forty-four learning modules organized into ten units: engine block; air cleaner; starters; fuel tanks; lines, filters, and pumps; carburetors; electrical; magneto systems;…

  8. Learning Ecosystem Complexity: A Study on Small-Scale Fishers' Ecological Knowledge Generation

    Science.gov (United States)

    Garavito-Bermúdez, Diana

    2018-01-01

    Small-scale fisheries are learning contexts of importance for generating, transferring and updating ecological knowledge of natural environments through everyday work practices. The rich knowledge fishers have of local ecosystems is the result of the intimate relationship fishing communities have had with their natural environments across…

  9. Positive Examples and Lessons Learned from Rural Small Business Adoption of E-Commerce Strategies

    Science.gov (United States)

    Lamie, R. David; Barkley, David L.; Markley, Deborah M.

    2011-01-01

    Rural small businesses struggling against the current of competition from "big box" retailers, weak consumer demand, and on-line shopping options must find strategies that work. Many are finding that adoption of e-commerce strategies is a key to survival, even prosperity. This article highlights the lessons learned from a recent case study…

  10. Workplace Learning, Job Satisfaction, and Organizational Commitment in Small to Midsize Companies in Taiwan

    Science.gov (United States)

    Chiang, Ti-Lin; Wang, Jia

    2008-01-01

    This quantitative study explored the relationships among workplace learning, job satisfaction, and organizational commitment (OC) in the context of small to midsize information technology companies in Taiwan. Twenty-six companies participated in the study, and a total of 206 valid surveys were collected and analyzed out of 450 that were…

  11. Incentive structure in team-based learning: graded versus ungraded Group Application exercises

    Directory of Open Access Journals (Sweden)

    Adam S Deardorff

    2014-04-01

    Conclusion: The use of ungraded Group Application exercises appears to be a successful modification of TBL, making it more “student-friendly” while maintaining the goals of active learning and development of teamwork skills.

  12. Social Transmission of False Memory in Small Groups and Large Networks.

    Science.gov (United States)

    Maswood, Raeya; Rajaram, Suparna

    2018-05-21

    Sharing information and memories is a key feature of social interactions, making social contexts important for developing and transmitting accurate memories and also false memories. False memory transmission can have wide-ranging effects, including shaping personal memories of individuals as well as collective memories of a network of people. This paper reviews a collection of key findings and explanations in cognitive research on the transmission of false memories in small groups. It also reviews the emerging experimental work on larger networks and collective false memories. Given the reconstructive nature of memory, the abundance of misinformation in everyday life, and the variety of social structures in which people interact, an understanding of transmission of false memories has both scientific and societal implications. © 2018 Cognitive Science Society, Inc.

  13. Savings and Loans Program, The Revenue of Small Micro Enterprises and Poverty Reduction among Women Groups

    Directory of Open Access Journals (Sweden)

    Ana Zahrotun Nihayah

    2017-04-01

    Full Text Available This research aims to understand the micro small medium business income both before and after receiving the program, to find out the number of poverty reduction, and to see the application of Islamic economic values on the women’s saving and loans program.The population of this research are members of the women’s saving and loans program, which is 215 people in total and scattered in 16 business group. Using random sampling techniques, there are 70 people that was taken into consideration. The method analysis used in in this research is using Wilcoxon rank test analysis, the poverty reduction analysis, and the Islamic economics values. Based on data analysis is(1 founded that the women’s saving and loans program affecting the micro small medium enterprises income. (2 Due to the women’s saving and loans program there are decreasing number of poverty rate about 20 percent. (3 It is realized that there are some applications of Islamic economics values upon the women’s saving and loans program, they are time extensions, fine replacement, social activities, and the improvement of society welfare.

  14. Breakout: An Open Measurement and Intervention Tool for Distributed Peer Learning Groups

    OpenAIRE

    Calacci, Dan; Lederman, Oren; Shrier, David; Pentland, Alex 'Sandy'

    2016-01-01

    We present Breakout, a group interaction platform for online courses that enables the creation and measurement of face-to-face peer learning groups in online settings. Breakout is designed to help students easily engage in synchronous, video breakout session based peer learning in settings that otherwise force students to rely on asynchronous text-based communication. The platform also offers data collection and intervention tools for studying the communication patterns inherent in online lea...

  15. Transformational leadership and group potency in small military units: The mediating role of group identification and cohesion

    Directory of Open Access Journals (Sweden)

    Carlos García-Guiu

    2016-12-01

    Full Text Available In the present study, we examined an exploratory model to assess the relationship between transformational leadership and group potency and analyze the mediating role of group identification and cohesion. The research was conducted with squads of the Spanish Army. The sample was composed of 243 members of 51 squads of operational units. Our findings highlighted the importance of the transformational leadership style of command of non-commissioned officers (NCOs due to its positive relationship with the group potency of the squad. We also analyzed the indirect relationships between transformational leadership and group identification and group cohesion and found that the latter variables played a mediating role between transformational leadership and group potency. The conclusions of this study are relevant due to the growing importance of transformational leadership and actions implemented at lower levels of the command chain for the success of missions of security organizations and defense.

  16. Using group learning to promote integration and cooperative learning between Asian and Australian second-year veterinary science students.

    Science.gov (United States)

    Mills, Paul C; Woodall, Peter F; Bellingham, Mark; Noad, Michael; Lloyd, Shan

    2007-01-01

    There is a tendency for students from different nationalities to remain within groups of similar cultural backgrounds. The study reported here used group project work to encourage integration and cooperative learning between Australian students and Asian (Southeast Asian) international students in the second year of a veterinary science program. The group project involved an oral presentation during a second-year course (Structure and Function), with group formation engineered to include very high, high, moderate, and low achievers (based on previous grades). One Asian student and three Australian students were placed in each group. Student perceptions of group dynamics were analyzed through a self-report survey completed at the end of the presentations and through group student interviews. Results from the survey were analyzed by chi-square to compare the responses between Asian and Australian students, with statistical significance accepted at p learning experience. Asian students expressed a greater preference for working in a group than for working alone (p = 0.001) and reported more frequently than Australian students that teamwork produces better results (p = 0.01). Australian students were more likely than Asian students to voice their opinion in a team setting (p = 0.001), while Asian students were more likely to depend on the lecturer for directions (p = 0.001). The results also showed that group project work appeared to create an environment that supported learning and was a successful strategy to achieve acceptance of cultural differences.

  17. Combining bimodal presentation schemes and buzz groups improves clinical reasoning and learning at morning report.

    Science.gov (United States)

    Balslev, Thomas; Rasmussen, Astrid Bruun; Skajaa, Torjus; Nielsen, Jens Peter; Muijtjens, Arno; De Grave, Willem; Van Merriënboer, Jeroen

    2014-12-11

    Abstract Morning reports offer opportunities for intensive work-based learning. In this controlled study, we measured learning processes and outcomes with the report of paediatric emergency room patients. Twelve specialists and 12 residents were randomised into four groups and discussed the same two paediatric cases. The groups differed in their presentation modality (verbal only vs. verbal + text) and the use of buzz groups (with vs. without). The verbal interactions were analysed for clinical reasoning processes. Perceptions of learning and judgment of learning were reported in a questionnaire. Diagnostic accuracy was assessed by a 20-item multiple-choice test. Combined bimodal presentation and buzz groups increased the odds ratio of clinical reasoning to occur in the discussion of cases by a factor of 1.90 (p = 0.013), indicating superior reasoning for buzz groups working with bimodal materials. For specialists, a positive effect of bimodal presentation was found on perceptions of learning (p presentation on diagnostic accuracy was noted in the specialists (p presentation and buzz group discussion of emergency cases improves clinicians' clinical reasoning and learning.

  18. Polio Endgame: Lessons Learned From the Immunization Systems Management Group.

    Science.gov (United States)

    Zipursky, Simona; Vandelaer, Jos; Brooks, Alan; Dietz, Vance; Kachra, Tasleem; Farrell, Margaret; Ottosen, Ann; Sever, John L; Zaffran, Michel J

    2017-07-01

    The Immunization Systems Management Group (IMG) was established to coordinate and oversee objective 2 of the Polio Eradication and Endgame Strategic Plan 2013-2018, namely, (1) introduction of ≥1 dose of inactivated poliovirus vaccine in all 126 countries using oral poliovirus vaccine (OPV) only as of 2012, (2) full withdrawal of OPV, starting with the withdrawal of its type 2 component, and (3) using polio assets to strengthen immunization systems in 10 priority countries. The IMG's inclusive, transparent, and partnership-focused approach proved an effective means of leveraging the comparative and complementary strengths of each IMG member agency. This article outlines 10 key factors behind the IMG's success, providing a potential set of guiding principles for the establishment and implementation of other interagency collaborations and initiatives beyond the polio sphere. © The Author 2017. Published by Oxford University Press for the Infectious Diseases Society of America.

  19. Exploring creativity and critical thinking in traditional and innovative problem-based learning groups.

    Science.gov (United States)

    Chan, Zenobia C Y

    2013-08-01

    To explore students' attitude towards problem-based learning, creativity and critical thinking, and the relevance to nursing education and clinical practice. Critical thinking and creativity are crucial in nursing education. The teaching approach of problem-based learning can help to reduce the difficulties of nurturing problem-solving skills. However, there is little in the literature on how to improve the effectiveness of a problem-based learning lesson by designing appropriate and innovative activities such as composing songs, writing poems and using role plays. Exploratory qualitative study. A sample of 100 students participated in seven semi-structured focus groups, of which two were innovative groups and five were standard groups, adopting three activities in problem-based learning, namely composing songs, writing poems and performing role plays. The data were analysed using thematic analysis. There are three themes extracted from the conversations: 'students' perceptions of problem-based learning', 'students' perceptions of creative thinking' and 'students' perceptions of critical thinking'. Participants generally agreed that critical thinking is more important than creativity in problem-based learning and clinical practice. Participants in the innovative groups perceived a significantly closer relationship between critical thinking and nursing care, and between creativity and nursing care than the standard groups. Both standard and innovative groups agreed that problem-based learning could significantly increase their critical thinking and problem-solving skills. Further, by composing songs, writing poems and using role plays, the innovative groups had significantly increased their awareness of the relationship among critical thinking, creativity and nursing care. Nursing educators should include more types of creative activities than it often does in conventional problem-based learning classes. The results could help nurse educators design an appropriate

  20. Using Small Group Debates to Actively Engage Students in an Introductory Microbiology Course†

    Science.gov (United States)

    Shaw, Joyce A.

    2012-01-01

    Debates stimulate critical thinking and can be a highly effective way to actively engage students in the classroom. This paper describes a small group debate format in which groups of four to six students debated preassigned topics in microbiology in front of the rest of the class. Rapid advancements in science, especially in microbiology, provide the scaffolding for students to locate and share evidence-based information from a plethora of complex and often conflicting sources. Student-generated debate presentations can be a welcome respite from the lecture format. Debates were scheduled throughout the course to coincide with topics being covered. Questionnaires distributed immediately after each debate revealed that the debates were well received by students and were effective in changing student attitudes and misconceptions. Debate preparation provided students the opportunity to gain proficiency in accessing information from electronic databases, to use resources from professional organizations, and to synthesize and analyze information. In addition, the debate process gave students experience in developing oral communication skills. PMID:23653803

  1. Anatomy by whole body dissection: a focus group study of students' learning experience.

    Science.gov (United States)

    Burgess, Annette; Ramsey-Stewart, George

    2015-01-01

    The social construction of knowledge within medical education is essential for learning. Students' interactions within groups and associated learning artifacts can meaningfully impact learning. Situated cognition theory poses that knowledge, thinking, and learning are located in experience. In recent years, there has been a reported decline in time spent on anatomy by whole body dissection (AWBD) within medical programs. However, teaching by surgeons in AWBD provides unique opportunities for students, promoting a deeper engagement in learning. In this study, we apply situated cognition theory as a conceptual framework to explore students' perceptions of their learning experience within the 2014 iteration of an 8-week elective AWBD course. At the end of the course, all students (n=24) were invited to attend one of three focus groups. Framework analysis was used to code and categorize data into themes. In total, 20/24 (83%) students participated in focus groups. Utilizing situated cognition theory as a conceptual framework, we illustrate students' learning experiences within the AWBD course. Students highlighted opportunities to create and reinforce their own knowledge through active participation in authentic dissection tasks; guidance and clinical context provided by surgeons as supervisors; and the provision of an inclusive learning community. Situated cognition theory offers a valuable lens through which to view students' learning experience in the anatomy dissection course. By doing so, the importance of providing clinical relevance to medical teaching is highlighted. Additionally, the value of having surgeons teach AWBD and the experience they share is illustrated. The team learning course design, with varying teaching methods and frequent assessments, prompting student-student and student-teacher interaction, was also beneficial for student learning.

  2. The Comparative Study of Collaborative Learning and SDLC Model to develop IT Group Projects

    Directory of Open Access Journals (Sweden)

    Sorapak Pukdesree

    2017-11-01

    Full Text Available The main objectives of this research were to compare the attitudes of learners between applying SDLC model with collaborative learning and typical SDLC model and to develop electronic courseware as group projects. The research was a quasi-experimental research. The populations of the research were students who took Computer Organization and Architecture course in the academic year 2015. There were 38 students who participated to the research. The participants were divided voluntary into two groups including an experimental group with 28 students using SDLC model with collaborative learning and a control group with 10 students using typical SDLC model. The research instruments were attitude questionnaire, semi-structured interview and self-assessment questionnaire. The collected data was analysed by arithmetic mean, standard deviation, and independent sample t-test. The results of the questionnaire revealed that the attitudes of the learners using collaborative learning and SDLC model were statistically significant difference between the mean score for experimental group and control group at a significance level of 0.05. The independent statistical analyses were significantly different between the two groups at a significance level of 0.05. The results of the interviewing revealed that most of the learners had the corresponding opinions that collaborative learning was very useful with highest level of their attitudes comparing with the previous methodology. Learners had left some feedbacks that collaborative learning should be applied to other courses.

  3. The Influence of tolerance on the Learning Processes in Project Group Work

    DEFF Research Database (Denmark)

    Wiberg, Merete

    This paper presents a moral perspective on group work in higher education by addressing tolerance as a moral value of practice which is intertwined with learning of disciplinary knowledge. The relevance of tolerance among students is discussed in relation to Dewey's ideas of learning through...... participation. A link between morality and learning via knowledge production is to be found in the concept of participation due to an understanding of education as constitutive for a democratic society.The aim is to sharpen and discuss the concept of tolerance with respect to both strength and limits...... of the concept. Project group work is an example of a social setting in an educational context where collaboration between students on the one hand is seen as a way to stimulate processes of learning  and on the other hand to strengthen social and moral competences. To be discussed in the paper is how group work...

  4. Loads on small muscle groups as a risk of hypertensive conditions

    Directory of Open Access Journals (Sweden)

    Olga G. Kourova

    2017-12-01

    Full Text Available Background ― Hypertension is a widespread condition nowadays. Changes in physical activity patterns of the population, namely, sedentary lifestyle and increased loads on small muscle groups, are the key factors behind the development of hypertension. Although science has amassed sufficient amounts of facts about a hypertensive effect of local loads, the very mechanisms underlying adaptive reactions of the circulatory system have not received comprehensive study. Material and Methods ― We studied adaptive reactions to local muscle work in 108 adult subjects groups aged between 18 and 20, 30 and 35, and 60 and 74 respectively by means of a Mosso’s ergograph until the onset of fatigue with all the three age groups receiving medium loads. We have analyzed their work performance, including static and dynamic stamina. We took blood pressure measurements, electrocardiograms (ECGs and electroencephalograms (EEGs before and after the test. Results ― We discovered increased heartbeat rates, systolic blood pressure, and diastolic blood pressure in all of the subjects, as they were doing local load tests, while their ECGs showed shortened electric diastole time, which was indicative of heart functional tension, especially in the subjects aged between 18 and, and 60 and 74. Adverse heart reactions were more pronounced while the subjects were doing static tests rather than dynamic tests, and their EEGs showed increased slow-wave activity within alpha- and theta-ranges, with regularly recurrent alpha wave synchronizations. Conclusion ― Our research shows that central mechanisms underlie hypertensive reactions of the cardiovascular system to local loads with the participation of metabolic receptors of muscles. We have also justified the necessity of preventive campaigns against hypertensions in individuals receiving increased amounts of local muscle work in the motor mode.

  5. Empowering the digitally excluded: learning initiatives for (invisible groups

    Directory of Open Access Journals (Sweden)

    Jane Seale

    2012-12-01

    Full Text Available There is growing evidence that some digitally excluded groups of learners are receiving more attention than others. Discussions regarding why some digitally excluded learners are more visible than others and therefore worthy of more committed digital inclusion interventions raises important questions about how we define and conceptualise digital inclusion and digital inclusion practice; particularly in relation to empowerment. In this article, we draw on a range of research, practice and policy literature to examine two important questions: what is empowerment and in whose hands does empowerment lie? We argue that empowerment involves making informed choices about technology use, but that learners often require support- human intervention- to make these choices. However, current digital inclusion research has failed to produce a detailed critique of what constitutes empowering support from educational institutions and their staff. A lack of open and reflexive accounts of practice means that we are no closer to identifying and understanding the kinds of empowering practices that are required to challenge the kinds of prejudices, stereotypes, risk-aversiveness and low aspirations associated with the most invisible of digitally excluded learners.

  6. Effects of Flipped Learning Using Online Materials in a Surgical Nursing Practicum: A Pilot Stratified Group-Randomized Trial.

    Science.gov (United States)

    Lee, Myung Kyung; Park, Bu Kyung

    2018-01-01

    This study examined the effect of flipped learning in comparison to traditional learning in a surgical nursing practicum. The subjects of this study were 102 nursing students in their third year of university who were scheduled to complete a clinical nursing practicum in an operating room or surgical unit. Participants were randomly assigned to either a flipped learning group (n = 51) or a traditional learning group (n = 51) for the 1-week, 45-hour clinical nursing practicum. The flipped-learning group completed independent e-learning lessons on surgical nursing and received a brief orientation prior to the commencement of the practicum, while the traditional-learning group received a face-to-face orientation and on-site instruction. After the completion of the practicum, both groups completed a case study and a conference. The student's self-efficacy, self-leadership, and problem-solving skills in clinical practice were measured both before and after the one-week surgical nursing practicum. Participants' independent goal setting and evaluation of beliefs and assumptions for the subscales of self-leadership and problem-solving skills were compared for the flipped learning group and the traditional learning group. The results showed greater improvement on these indicators for the flipped learning group in comparison to the traditional learning group. The flipped learning method might offer more effective e-learning opportunities in terms of self-leadership and problem-solving than the traditional learning method in surgical nursing practicums.

  7. Communicating about overdiagnosis: Learning from community focus groups on osteoporosis.

    Directory of Open Access Journals (Sweden)

    Ray Moynihan

    Full Text Available Overdiagnosis is considered a risk associated with the diagnosis of osteoporosis-as many people diagnosed won't experience harm from the condition. As yet there's little evidence on community understanding of overdiagnosis outside cancer- where it is an established risk of some screening programs-or effective ways to communicate about it. We examined community understanding around overdiagnosis of osteoporosis, to optimise communication strategies about this problem.Using a qualitative design we recruited a community sample of women, 50-80 years, from the Gold Coast community around Bond University, Australia, using random digit dialing, and conducted 5 focus groups with 41 women. A discussion guide and 4-part presentation were developed and piloted, with independent review from a consumer and clinical experts. Initial discussion had 4 segments: osteoporosis; bone density vs. other risk factors; medication; and overdiagnosis. The second half included the 4 short presentations and discussions on each. Analysis used Framework Analysis method. Initially participants described osteoporosis as bone degeneration causing some fear, demonstrated imprecise understanding of overdiagnosis, had a view osteoporosis couldn't be overdiagnosed as bone scans provided "clear cut" results, expressed belief in early diagnosis, and interest in prevention strategies enabling control. Following presentations, participants expressed some understanding of overdiagnosis, preference for describing osteoporosis as a "risk factor" not "disease", concern about a poor risk-benefit ratio for medications, and surprise and unease the definition of osteoporosis decided bone density of young women was "normal", without age adjustment. Limitations include English-speaking backgrounds of the sample and complex materials.Our findings suggest a gap between community expectations and how experts sometimes arbitrarily set low diagnostic thresholds which label those at risk as "diseased

  8. "No One Really Knows What It Is That I Need": Learning a New Job at a Small Private College

    Science.gov (United States)

    Olson, Joann S.

    2015-01-01

    Colleges and universities are sites of learning, not only for tuition-paying students, but also for those employed by the institution. This qualitative study explored the workplace learning experiences of non-faculty staff at a small, faith-based private college in the upper Midwest who had recently changed jobs within the institution. Learning to…

  9. Spontaneous mass generation and the small dimensions of the Standard Model gauge groups U(1, SU(2 and SU(3

    Directory of Open Access Journals (Sweden)

    Guillermo García Fernández

    2017-02-01

    The result follows from strong antiscreening of the running coupling for those larger groups (with an appropriately small number of flavors together with scaling properties of the Dyson–Schwinger equation for the fermion mass.

  10. A Review and Annotated Bibliography of the Literature Pertaining to Team and Small Group Performance (1989 to 1999)

    National Research Council Canada - National Science Library

    LaJoie, Andrew

    1999-01-01

    .... Training and military doctrine has been evolving to reflect this emphasis on teamwork. The purpose of this annotated bibliography is to review literature published over the last ten years concerning team and small group performance...

  11. Oregon department of transportation small business group twice-monthly payments pilot project : summary report.

    Science.gov (United States)

    2008-07-01

    Oregon Department of Transportation (ODOT) recently completed a pilot study on small business payment practices. In the study, three pilot projects were tested where payments to small business contractors were changed from a monthly payment to twice-...

  12. Empirically Derived Lessons Learned about What Makes Peer-Led Exercise Groups Flourish.

    Science.gov (United States)

    Fletcher, Kathlyn E; Ertl, Kristyn; Ruffalo, Leslie; Harris, LaTamba; Whittle, Jeff

    2017-01-01

    Physical exercise confers many health benefits, but it is difficult to motivate people to exercise. Although community exercise groups may facilitate initiation and persistence in an exercise program, reports regarding factors that allow such groups to flourish are limited. We performed a prospective qualitative evaluation of our experience starting a program of community-based, peer-led exercise groups for military veterans to identify important lessons learned. We synthesized data from structured observations, post-observation debriefings, and focus groups. Our participants were trained peer leaders and exercise group members. Our main outcomes consisted of empirically derived lessons learned during the implementation of a peer-led group exercise program for veterans at multiple community sites. We collected and analyzed data from 40 observation visits (covering 14 sites), 7 transcribed debriefings, and 5 focus groups. We identified five lessons learned. (1) The camaraderie and social aspect of the exercise groups provided motivation for people to stay involved. (2) Shared responsibility and commitment to each other by the group members was instrumental to success. (3) Regular meeting times encouraged participation. (4) Variety, especially getting outdoors, was very popular for some groups. (5) Modest involvement of professionals encouraged ongoing engagement with the program. Both social and programmatic issues influence implementation of group exercise programs for older, predominantly male, veterans. These results should be confirmed in other settings.

  13. Adapting and Evaluating a Tree of Life Group for Women with Learning Disabilities

    Science.gov (United States)

    Randle-Phillips, Cathy; Farquhar, Sarah; Thomas, Sally

    2016-01-01

    Background: This study describes how a specific narrative therapy approach called 'the tree of life' was adapted to run a group for women with learning disabilities. The group consisted of four participants and ran for five consecutive weeks. Materials and Methods: Participants each constructed a tree to represent their lives and presented their…

  14. The Potential of a Mobile Group Blog to Support Cultural Learning among Overseas Students

    Science.gov (United States)

    Shao, Yinjuan; Crook, Charles

    2015-01-01

    We explored the use of mobile social software, in the form of a mobile group blog, to assist cultural learning. The potential of using this technology for cultural adaptation among overseas students was examined as those students adapted to the everyday life of studying abroad. Two pilot studies and a successful field study of a mobile group blog…

  15. Group Trust, Communication Media, and Interactivity: Toward an Integrated Model of Online Collaborative Learning

    Science.gov (United States)

    Du, Jianxia; Wang, Chuang; Zhou, Mingming; Xu, Jianzhong; Fan, Xitao; Lei, Saosan

    2018-01-01

    The present investigation examines the multidimensional relationships among several critical components in online collaborative learning, including group trust, communication media, and interactivity. Four hundred eleven university students from 103 groups in the United States responded survey items on online collaboration, interactivity,…

  16. Mixed-Age Grouping in Early Childhood--Creating the Outdoor Learning Environment

    Science.gov (United States)

    Rouse, Elizabeth

    2015-01-01

    Children attending centre-based early childhood care and education programmes across Australia are most likely to be grouped according to age and development. While multi- or mixed-age grouping has been seen to have positive benefits on young children's learning and pro-social behaviours, this approach is not usually adopted in the organisation of…

  17. Training Counseling Students to Develop Group Leadership Self-Efficacy and Multicultural Competence through Service Learning

    Science.gov (United States)

    Midgett, Aida; Hausheer, Robin; Doumas, Diana M.

    2016-01-01

    This article describes a service-learning project designed to increase student group leadership self-efficacy and multicultural competence. Students facilitated debriefing groups for campus and community members after they participated in a theater production aimed at increasing awareness of oppression, power, and privilege. Students completed…

  18. A Mindfulness-Based Group for Young People with Learning Disabilities: A Pilot Study

    Science.gov (United States)

    Thornton, Victoria; Williamson, Rachel; Cooke, Bronwen

    2017-01-01

    Background: Mindfulness is becoming increasingly reported as an effective way to support well-being and reduce mental health difficulties. Materials and Methods: This study reports on the development and pilot of a mindfulness-based group for young people with learning disabilities and their carers. Results: Group participants reported that the…

  19. Using Student Learning and Development Outcomes to Evaluate a First-Year Undergraduate Group Video Project

    Science.gov (United States)

    Jensen, Murray; Mattheis, Allison; Johnson, Brady

    2012-01-01

    Students in an interdisciplinary undergraduate introductory course were required to complete a group video project focused on nutrition and healthy eating. A mixed-methods approach to data collection involved observing and rating video footage of group work sessions and individual and focus group interviews. These data were analyzed and used to evaluate the effectiveness of the assignment in light of two student learning outcomes and two student development outcomes at the University of Minnesota. Positive results support the continued inclusion of the project within the course, and recommend the assignment to other programs as a viable means of promoting both content learning and affective behavioral objectives. PMID:22383619

  20. The Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students

    Directory of Open Access Journals (Sweden)

    Gili Marbach-Ad

    2016-12-01

    Full Text Available This study describes the implementation and effectiveness of small-group active engagement (GAE exercises in an introductory biology course (BSCI207 taught in a large auditorium setting. BSCI207 (Principles of Biology III—Organismal Biology is the third introductory core course for Biological Sciences majors. In fall 2014, the instructors redesigned one section to include GAE activities to supplement lecture content. One section (n = 198 employed three lectures per week. The other section (n = 136 replaced one lecture per week with a GAE class. We explored the benefits and challenges associated with implementing GAE exercises and their relative effectiveness for unique student groups (e.g., minority students, high- and low-grade point average [GPA] students. Our findings show that undergraduates in the GAE class exhibited greater improvement in learning outcomes than undergraduates in the traditional class. Findings also indicate that high-achieving students experienced the greatest benefit from GAE activities. Some at-risk student groups (e.g., two-year transfer students showed comparably low learning gains in the course, despite the additional support that may have been afforded by active learning. Collectively, these findings provide valuable feedback that may assist other instructors who wish to revise their courses and recommendations for institutions regarding prerequisite coursework approval policies.

  1. Adaptive structured dictionary learning for image fusion based on group-sparse-representation

    Science.gov (United States)

    Yang, Jiajie; Sun, Bin; Luo, Chengwei; Wu, Yuzhong; Xu, Limei

    2018-04-01

    Dictionary learning is the key process of sparse representation which is one of the most widely used image representation theories in image fusion. The existing dictionary learning method does not use the group structure information and the sparse coefficients well. In this paper, we propose a new adaptive structured dictionary learning algorithm and a l1-norm maximum fusion rule that innovatively utilizes grouped sparse coefficients to merge the images. In the dictionary learning algorithm, we do not need prior knowledge about any group structure of the dictionary. By using the characteristics of the dictionary in expressing the signal, our algorithm can automatically find the desired potential structure information that hidden in the dictionary. The fusion rule takes the physical meaning of the group structure dictionary, and makes activity-level judgement on the structure information when the images are being merged. Therefore, the fused image can retain more significant information. Comparisons have been made with several state-of-the-art dictionary learning methods and fusion rules. The experimental results demonstrate that, the dictionary learning algorithm and the fusion rule both outperform others in terms of several objective evaluation metrics.

  2. Effects of Reinforcement on Peer Imitation in a Small Group Play Context

    Science.gov (United States)

    Barton, Erin E.; Ledford, Jennifer R.

    2018-01-01

    Children with disabilities often have deficits in imitation skills, particularly in imitating peers. Imitation is considered a behavioral cusp--which, once learned, allows a child to access additional and previously unavailable learning opportunities. In the current study, researchers examined the efficacy of contingent reinforcement delivered…

  3. Comulang: towards a collaborative e-learning system that supports student group modeling.

    Science.gov (United States)

    Troussas, Christos; Virvou, Maria; Alepis, Efthimios

    2013-01-01

    This paper describes an e-learning system that is expected to further enhance the educational process in computer-based tutoring systems by incorporating collaboration between students and work in groups. The resulting system is called "Comulang" while as a test bed for its effectiveness a multiple language learning system is used. Collaboration is supported by a user modeling module that is responsible for the initial creation of student clusters, where, as a next step, working groups of students are created. A machine learning clustering algorithm works towards group formatting, so that co-operations between students from different clusters are attained. One of the resulting system's basic aims is to provide efficient student groups whose limitations and capabilities are well balanced.

  4. The networked minority: How a small group prevailed in a local windfarm conflict

    International Nuclear Information System (INIS)

    Anderson, Carmel

    2013-01-01

    This paper aims to explain through a qualitative case study how a small protest group prevailed during a local windfarm conflict in south-eastern Australia. A social capital analytical framework was developed to analyse the data. The analysis found that two communities inhabited the area for which the windfarm development was proposed. The public participation process failed to address the concerns of both communities and led to the emergence of a social network of resistance. The network had high stocks of bridging social capital, which enabled an effective protest that led to the abandonment of the development. Their effectiveness was inadvertently aided by the windfarm supporters who were unable to act collectively to defend their interests because socio-economic changes in the community among other factors had led to a depletion of their social capital. In this context, different democratic participatory processes were needed to address the concerns of the two communities. Guidance and tools for researching and developing the types of participatory processes needed for vulnerable communities with low social capital and those similar to the social network with high social capital are provided. These will inform community-appropriate public participation processes and participatory planning policy. - Highlights: ► A case study of a local social network's resistance to a windfarm is undertaken. ► The link between high social capital and resistance is confirmed. ► Successful protest groups can be aided by passive windfarm supporters. ► Protesters are likely to participate in well-designed participatory processes. ► Guidance for developing community-specific participatory processes is provided

  5. Perspectives on Troubled Interactions:What Happened When a Small Group

    Directory of Open Access Journals (Sweden)

    Sara Ross

    2006-06-01

    Full Text Available This study investigated fostering political development (as defined in the report through an integration of adult development, public issues analysis, and structured public discourse. Entitled The Integral Process For Working On Complex Issues (TIP, that multi-session discourse methodology includes issue analysis and framing, deliberation, and organizing systemic action. Its issue-framing template helps users generate multiple approaches to issues that reflect different levels of complexity and incorporate the conceivable human and institutional perspectives and environmental life conditions. The small group used the discourse process to select a public issue of concern and to begin to address it. It was about how to change the community’s adversarial political culture. They conducted a deliberative action inquiry into their own tones and intentions toward that issue as the starting point to address it, and did deliberative decision-making on that basis. The political reasoning and culture of the group developed during the study, evidenced by the group’s work and changes that participants experienced. The study is the first of its kind in several respects, which are: (a to use this public discourse process as part of the research methodology, (b to perform this kind of empirical research on public discourse and deliberation, and (c to foster political and adult development while addressing complex issues. This extended length research report departs from traditional journal article formats not only by its length but also by integrating its report of findings with analyses of the processes that resulted in the findings. It is complemented by a shorter article in this issue of Integral Review, which describes the steps of the process and the major themes evident in participants’ experience.

  6. Gender differences in online collaborative learning groups promoting affective education and social capital

    Directory of Open Access Journals (Sweden)

    Mebane Minou Ella

    Full Text Available This paper reports the results of a study aimed to establish whether the amount and types of conflicts vary in all male, all female and mixed gender groups working in asynchronous collaborative learning online settings. Sixty psychology majors were divided into three groups conducted online by the same teacher. The study show that the levels of participation in the three groups varied in relation to gender composition. Further the results evidenced all female group did have more conflicts then male and mixed groups, but primarily they did not have interpersonal. The female groups´ conflicts seem to be related to goal-oriented process of work.

  7. Aligning Coordination Class Theory with a New Context: Applying a Theory of Individual Learning to Group Learning

    Science.gov (United States)

    Barth-Cohen, Lauren A.; Wittmann, Michael C.

    2017-01-01

    This article presents an empirical analysis of conceptual difficulties encountered and ways students made progress in learning at both individual and group levels in a classroom environment in which the students used an embodied modeling activity to make sense of a specific scientific scenario. The theoretical framework, coordination class theory,…

  8. Metastatic non-small cell lung cancer Current treatment based on evidence (ONCOL Group)

    International Nuclear Information System (INIS)

    Castro, Carlos; Cardona, Andres Felipe; Reveiz, Ludovic; Serrano, Silvia Juliana; Carranza, Hernan; Vargas, Carlos Alberto; Reguart, Noemi; Campo, Felipe; Ospina, Edgar Guillermo; Sanchez, Oswaldo; Torres, Diana; Otero, Jorge Miguel

    2010-01-01

    to perform a review of evidence about the treatment of non-small cell lung cancer (NSCLC). Source of data: the information was obtained from searches conducted in Medline, CCTR, Biosis, Embase, Lilacs and CINHAL. We also collected the most representative references presented during the last five years at Asco, ESMO and IASLC. Data extraction: data were extracted by associate members to the ONCOL Group. The collection of information did not follow a uniform strategy. Results of data synthesis: therapy for NSCLC can prolong survival and improve quality of life, but the majority of advanced stage patients dies due to disease progression within 2 years, meaning that there is room for improvement. The standard chemotherapy for NSCLC involves one of a number of platinum-based doublets that have been shown to improve survival when compared with single agents or best supportive care. These doublets are generally comparable in terms of efficacy, differing primarily in their toxicity profiles. However, encouraging new options may be approaching, including therapies targeted to specific patient subpopulations, and the use of combinations of current and new drugs to produce synergistic effects. This review present a detailed analysis of current evidence regarding the treatment of NSCLC based on a representative case series. This review didn't conduct a systematic evaluation of the evidence. Conclusion: medical therapy for NSCLC produces positive changes in main outcomes, including quality of life

  9. Risk transfer formula for individual and small group markets under the Affordable Care Act.

    Science.gov (United States)

    Pope, Gregory C; Bachofer, Henry; Pearlman, Andrew; Kautter, John; Hunter, Elizabeth; Miller, Daniel; Keenan, Patricia

    2014-01-01

    The Affordable Care Act provides for a program of risk adjustment in the individual and small group health insurance markets in 2014 as Marketplaces are implemented and new market reforms take effect. The purpose of risk adjustment is to lessen or eliminate the influence of risk selection on the premiums that plans charge. The risk adjustment methodology includes the risk adjustment model and the risk transfer formula. This article is the third of three in this issue of the Medicare & Medicaid Research Review that describe the ACA risk adjustment methodology and focuses on the risk transfer formula. In our first companion article, we discussed the key issues and choices in developing the methodology. In our second companion paper, we described the risk adjustment model that is used to calculate risk scores. In this article we present the risk transfer formula. We first describe how the plan risk score is combined with factors for the plan allowable premium rating, actuarial value, induced demand, geographic cost, and the statewide average premium in a formula that calculates transfers among plans. We then show how each plan factor is determined, as well as how the factors relate to each other in the risk transfer formula. The goal of risk transfers is to offset the effects of risk selection on plan costs while preserving premium differences due to factors such as actuarial value differences. Illustrative numerical simulations show the risk transfer formula operating as anticipated in hypothetical scenarios.

  10. Metagenomics uncovers a new group of low GC and ultra-small marine Actinobacteria

    Science.gov (United States)

    Ghai, Rohit; Mizuno, Carolina Megumi; Picazo, Antonio; Camacho, Antonio; Rodriguez-Valera, Francisco

    2013-01-01

    We describe a deep-branching lineage of marine Actinobacteria with very low GC content (33%) and the smallest free living cells described yet (cell volume ca. 0.013 μm3), even smaller than the cosmopolitan marine photoheterotroph, ‘Candidatus Pelagibacter ubique'. These microbes are highly related to 16S rRNA sequences retrieved by PCR from the Pacific and Atlantic oceans 20 years ago. Metagenomic fosmids allowed a virtual genome reconstruction that also indicated very small genomes below 1 Mb. A new kind of rhodopsin was detected indicating a photoheterotrophic lifestyle. They are estimated to be ~4% of the total numbers of cells found at the site studied (the Mediterranean deep chlorophyll maximum) and similar numbers were estimated in all tropical and temperate photic zone metagenomes available. Their geographic distribution mirrors that of picocyanobacteria and there appears to be an association between these microbial groups. A new sub-class, ‘Candidatus Actinomarinidae' is proposed to designate these microbes. PMID:23959135

  11. Learning and Cognition - The interplay between the Subject and the Group

    DEFF Research Database (Denmark)

    Møller, Kim Malmbak; Fast, Alf Michael

    2017-01-01

    The purpose of this article is to discuss the relationship between learning, epistemology and intersubjectivity in the context of problem-based learning and project-oriented work at a university level. It aims to show how the collaboration of students in a group over a longer period of time can put...... emphasis on the knowledge - practice discussion, and thereby on some of the values required to progress in science as a field and to develop knowledge. This article focuses on how to describe the dialectical interplay between the individual’s learning and the groups’ learning process, in the development...... of a project in a field. This process of a dialectical interplay is a matter of cognition and development of the self, and the development of competencies and knowledge. Learning is a process based on the involvement of the self, engaging in the interaction with a problem and with others. The process...

  12. Using Service-Learning Projects to Jump Start Research at Small Institutions

    Science.gov (United States)

    Ongley, L. K.; Spigel, K.; Olin, J.

    2010-12-01

    Geoscientists at small institutions must frequently be very creative about funding and conducting research. High teaching loads, tuition-driven budgets, and a dearth of geosciences colleagues all contribute challenges to an intellectual life that includes research as a scholarship endeavor. Fortunately, service-learning can be used as a multi-purpose pedagogical technique. Unity College is a very small environmentally-focused undergraduate institution in rural Maine with a student population of less than 600 students. Our students really appreciate learning in the field and through participation in projects that impact the communities in which they live and study. Our Environmental Science (geosciences) and Environmental Analysis (chemistry) majors have been showing increasing interest in pursuing graduate school and independent projects in greater and greater depth. In the past 5 years we have had a complete turn-over in geoscience and chemistry faculty (2 persons), a shift that has brought new ideas to campus and a different idea about importance of research. Unity College has always been a big proponent of community-based projects so the extension to service learning as a pedagogical technique has been smooth. A wide variety of towns, schools, land trusts, pond associations and other groups approach Unity College with project ideas. We are best equipped to handle suggestions that relate to environmental chemistry and to lake sedimentation owing to the research interests of our geoscience faculty. We present two examples of ways to sequence student work that ultimately end in student/faculty research projects. Sophomores in the Unity College Environmental Stewardship Core curriculum may choose to take a course that introduces lake sedimentation as a tool to study environmental change. Students in the course take several sediment cores to analyze proxies of environmental change to reconstruct past environments. The final results are reported to the community

  13. Social learning and the development of individual and group behaviour in mammal societies

    OpenAIRE

    Thornton, Alex; Clutton-Brock, Tim

    2011-01-01

    As in human societies, social learning may play an important role in shaping individual and group characteristics in other mammals. Here, we review research on non-primate mammals, concentrating on work at our long-term meerkat study site, where longitudinal data and field experiments have generated important insights into the role of social learning under natural conditions. Meerkats live under high predation pressure and occupy a difficult foraging niche. Accordingly, pups make extensive us...

  14. Learning science through talk: A case study of middle school students engaged in collaborative group investigation

    Science.gov (United States)

    Zinicola, Debra Ann

    Reformers call for change in how science is taught in schools by shifting the focus towards conceptual understanding for all students. Constructivist learning is being promoted through the dissemination of National and State Science Standards that recommend group learning practices in science classrooms. This study examined the science learning and interactions, using case study methodology, of one collaborative group of 4 students in an urban middle school. Data on science talk and social interaction were collected over 9 weeks through 12 science problem solving sessions. To determine student learning through peer interaction, varied group structures were implemented, and students reflected on the group learning experience. Data included: field notes, cognitive and reflective journals, audiotapes and videotapes of student talk, and audiotapes of group interviews. Journal data were analyzed quantitatively and all other data was transcribed into The Ethnograph database for qualitative analysis. The data record was organized into social and cognitive domains and coded with respect to interaction patterns to show how group members experienced the social construction of science concepts. The most significant finding was that all students learned as a result of 12 talk sessions as evidenced by pre- and post-conceptual change scores. Interactions that promoted learning involved students connecting their thoughts, rephrasing, and challenging ideas. The role structure was only used by students about 15% of the time, but it started the talk with a science focus, created awareness of scientific methods, and created an awareness of equitable member participation. Students offered more spontaneous, explanatory talk when the role structure was relaxed, but did not engage in as much scientific writing. They said the role structure was important for helping them know what to do in the talk but they no longer needed it after a time. Gender bias, status, and early adolescent

  15. Children's learning of number words in an indigenous farming-foraging group.

    Science.gov (United States)

    Piantadosi, Steven T; Jara-Ettinger, Julian; Gibson, Edward

    2014-07-01

    We show that children in the Tsimane', a farming-foraging group in the Bolivian rain-forest, learn number words along a similar developmental trajectory to children from industrialized countries. Tsimane' children successively acquire the first three or four number words before fully learning how counting works. However, their learning is substantially delayed relative to children from the United States, Russia, and Japan. The presence of a similar developmental trajectory likely indicates that the incremental stages of numerical knowledge - but not their timing - reflect a fundamental property of number concept acquisition which is relatively independent of language, culture, age, and early education. © 2014 John Wiley & Sons Ltd.

  16. Task Performance in Small Group Settings: The Role of Group Members' Self-Efficacy And Collective Efficacy and Group's Characteristics

    Science.gov (United States)

    Khong, Jerrine Z. N.; Liem, Gregory Arief D.; Klassen, Robert M.

    2017-01-01

    The present study extends the literature by investigating the relative salience of self- and collective efficacy in predicting group performance among early adolescents in Indonesia. A total of 435 early adolescents (mean age 11.70 years, 53% female) were randomly assigned to groups of three to four and completed three group tasks (task 1:…

  17. A "safe space" for learning and reflection: one school's design for continuity with a peer group across clinical clerkships.

    Science.gov (United States)

    Chou, Calvin L; Johnston, C Bree; Singh, Bobby; Garber, Jonathan D; Kaplan, Elizabeth; Lee, Kewchang; Teherani, Arianne

    2011-12-01

    The value of continuity in medical education, particularly during clerkships, is increasingly recognized. Previous clerkship-based models have described changes that emphasize continuity in patient care, learner supervision, and curriculum. The creation of continuous student peer groups can foster interactions that enhance mutual support through uncomfortable professional transitions during the clerkship years. Here, the authors describe a third-year clerkship model based at the San Francisco Veterans Affairs (VA) Medical Center called VA Longitudinal Rotations (VALOR), designed explicitly to establish a supportive learning environment for small peer groups.Seven groups of medical students (42 total) completed VALOR across three academic years between 2007 and 2009. On clerkships during VALOR, one hour per week was designated for faculty-facilitated sessions amongst peer groups. Students' perceptions of peer group support and overall program satisfaction were determined with immediate post surveys and focus groups at the end of VALOR, and with follow-up surveys 5 to 27 months after completing VALOR. Students strongly valued several elements of VALOR peer groups, including support through clerkship challenges, meeting for facilitated reflection, and appreciating patient experiences across the continuum of care. Students' appreciation for their peer group experiences persisted well after the conclusion of VALOR. VALOR students performed the same as or better than traditional clerkship students on knowledge and skill-based outcomes. The authors demonstrate that their third-year clerkship program using peer groups has built supportive learning networks and facilitated reflection, allowing students to develop critical professional skills. Student communication around patient care was also feasible and highly valued.

  18. The investigation of effectiveness of individual and group forms of learning a foreign language in Kazakhstan

    Directory of Open Access Journals (Sweden)

    Saltanat Meiramova

    2015-12-01

    Full Text Available 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.

  19. Evaluating a blended-learning course taught to different groups of learners in a dental school.

    Science.gov (United States)

    Pahinis, Kimon; Stokes, Christopher W; Walsh, Trevor F; Cannavina, Giuseppe

    2007-02-01

    The purpose of this study was to present and evaluate a blended-learning course developed for undergraduate (B.D.S.), postgraduate, and diploma (hygiene and therapy) students at the University of Sheffield School of Clinical Dentistry. Blended learning is the integration of classroom face-to-face learning with online learning. The overall methodology used for this study was action research. The data were collected using three processes: questionnaires to collect contextual data from the students taking the course; a student-led, nominal group technique to collect group data from the participants; and a non-participant observer technique to record the context in which certain group and individual behaviors occurred. The online component of the course was accepted as a valuable resource by 65 percent of those responding. While online information-sharing occurred (31 percent of the students posted in forums), there was no evidence of online collaboration, with only 8 percent replying to forum postings. Accessibility of the online environment was one of the main concerns of the students at the nominal group sessions. Differences regarding overall engagement with the course between the student groups (years) were observed during the sessions. The majority of the students were satisfied with the Information and Communication Technologies (ICT) course. No statistically significant differences between males and females were found, but there were differences between different student cohorts (year groups).

  20. A note on resource allocation scheduling with group technology and learning effects on a single machine

    Science.gov (United States)

    Lu, Yuan-Yuan; Wang, Ji-Bo; Ji, Ping; He, Hongyu

    2017-09-01

    In this article, single-machine group scheduling with learning effects and convex resource allocation is studied. The goal is to find the optimal job schedule, the optimal group schedule, and resource allocations of jobs and groups. For the problem of minimizing the makespan subject to limited resource availability, it is proved that the problem can be solved in polynomial time under the condition that the setup times of groups are independent. For the general setup times of groups, a heuristic algorithm and a branch-and-bound algorithm are proposed, respectively. Computational experiments show that the performance of the heuristic algorithm is fairly accurate in obtaining near-optimal solutions.

  1. Interprofessional communication skills training for serious illness: evaluation of a small-group, simulated patient intervention.

    Science.gov (United States)

    Bays, Alison M; Engelberg, Ruth A; Back, Anthony L; Ford, Dee W; Downey, Lois; Shannon, Sarah E; Doorenbos, Ardith Z; Edlund, Barbara; Christianson, Phyllis; Arnold, Richard W; O'Connor, Kim; Kross, Erin K; Reinke, Lynn F; Cecere Feemster, Laura; Fryer-Edwards, Kelly; Alexander, Stewart C; Tulsky, James A; Curtis, J Randall

    2014-02-01

    Communication with patients and families is an essential component of high-quality care in serious illness. Small-group skills training can result in new communication behaviors, but past studies have used facilitators with extensive experience, raising concerns this is not scalable. The objective was to investigate the effect of an experiential communication skills building workshop (Codetalk), led by newly trained facilitators, on internal medicine trainees' and nurse practitioner students' ability to communicate bad news and express empathy. Trainees participated in Codetalk; skill improvement was evaluated through pre- and post- standardized patient (SP) encounters. The subjects were internal medicine residents and nurse practitioner students at two universities. The study was carried out in anywhere from five to eight half-day sessions over a month. The first and last sessions included audiotaped trainee SP encounters coded for effective communication behaviors. The primary outcome was change in communication scores from pre-intervention to post-intervention. We also measured trainee characteristics to identify predictors of performance and change in performance over time. We enrolled 145 trainees who completed pre- and post-intervention SP interviews-with participation rates of 52% for physicians and 14% for nurse practitioners. Trainees' scores improved in 8 of 11 coded behaviors (p<0.05). The only significant predictors of performance were having participated in the intervention (p<0.001) and study site (p<0.003). The only predictor of improvement in performance over time was participating in the intervention (p<0.001). A communication skills intervention using newly trained facilitators was associated with improvement in trainees' skills in giving bad news and expressing empathy. Improvement in communication skills did not vary by trainee characteristics.

  2. Group learning capacity: The roles of open-mindedness and shared vision

    Directory of Open Access Journals (Sweden)

    Mimi eLord

    2015-02-01

    Full Text Available Open-mindedness is a construct that is considered a key foundational aspect of learning in individuals, groups and organizations. Also known as critical inquiry or reflection, open-mindedness is believed to increase learning through examination of prior beliefs, decisions and mistakes, and also through openness to new ideas. Renowned theorists including Dewey and Argyris have emphasized the relationship between open-mindedness and learning, yet little quantitative research has tested it or examined moderators of the linkage. The setting for the current study is that of endowment investment committees at U.S. universities and colleges who need to make knowledgeable and well-reasoned decisions about the composition of investment portfolios. Findings indicate that open-mindedness has a positive, significant effect on group learning capacity and also that shared vision, which represents the group’s collective purpose and direction, moderates that relationship. The literature review and discussion offer insights about how open-mindedness is related to the research on group conflict, and how shared vision differs from concepts such as interpersonal cohesiveness and conformity that have been associated with groupthink. A review of relevant research from the fields of organizational learning, group dynamics, and absorptive capacity provides context for the development of the hypotheses and the discussion of findings.

  3. Emergent Learning and Interactive Media Artworks: Parameters of Interaction for Novice Groups

    Directory of Open Access Journals (Sweden)

    Marta Kawka

    2011-11-01

    Full Text Available Emergent learning describes learning that occurs when participants interact and distribute knowledge, where learning is self-directed, and where the learning destination of the participants is largely unpredictable (Williams, Karousou, & Mackness, 2011. These notions of learning arise from the topologies of social networks and can be applied to the learning that occurs in educational institutions. However, the question remains whether institutional frameworks can accommodate the opposing notion of “cooperative systems” (Shirky, 2005, systems that facilitate the creation of user-generated content, particularly as first-year education cohorts are novice groups in the sense of not yet having developed university-level knowledge.This paper theorizes an emergent learning assessment item (Flickr photo-narratives within a first-year media arts undergraduate education course. It challenges the conventional models of student–lecturer interaction by outlining a methodology of teaching for emergence that will facilitate student-directed and open-ended learning. The paper applies a matrix with four parameters (teacher-directed content/student-directed content; non-interactive learning task/interactive learning framework. This matrix is used as a conceptual space within which to investigate how a learning task might be constructed to afford the best opportunities for emergent learning. It explores the strategies that interactive artists utilize for participant engagement (particularly the relationship between the artist and the audience in the creation of interactive artworks and suggests how these strategies might be applied to emergent generative outcomes with first-year education students.We build upon Williams et al.’s framework of emergent learning, where “content will not be delivered to learners but co-constructed with them” (De Freitas & Conole, as cited in Williams et al., 2011, p. 40, and the notion that in constructing emergent

  4. Identity and Belonging in Social Learning Groups: The Importance of Distinguishing Social, Operational and Knowledge-Related Identity Congruence

    Science.gov (United States)

    Hughes, Gwyneth

    2010-01-01

    Collaborative learning has much to offer but not all learners participate fully and peer groups can be exclusive. The article examines how belonging or "congruence" in learning groups is related to identities of gender, age, ethnicity and socio-economic status. A study of student experiences of collaborative learning on three different…

  5. Diving too Deep: How Cognitive Absorption and Group Learning Behavior Affect Individual Learning

    OpenAIRE

    Magni, Massimo; Paolino, Chiara; Cappetta, Rossella; Proserpio, Luigi

    2013-01-01

    Since organizations and educational institutions are moving toward a training approach which emphasizes the active involvement of participants, there is growing interest in understanding how individual engagement in the training experience affects practicing managers’ individual learning. We identify cognitive absorption as the construct that better describes the state of full engagement and immersion that new approaches in management training require of learners. While some research has emph...

  6. Using Web-Based, Group Communication Systems to Support Case Study Learning at a Distance

    Directory of Open Access Journals (Sweden)

    Liam Rourke

    2002-10-01

    Full Text Available This study explored the capacity of Web-based, group communication systems to support case-based teaching and learning. Eleven graduate students studying at a distance were divided into three groups to collaborate on a case study using either a synchronous voice, an asynchronous voice, or a synchronous text communication system. Participants kept a detailed log of the time they spent on various activities, wrote a 1,500-word reflection on their experience, and participated in a group interview. Analysis of these data reveals that each group supplemented the system that had been assigned to them with additional communication systems in order to complete the project. Each of these systems were used strategically: email was used to share files and arrange meetings, and synchronous voice systems were used to brainstorm and make decisions. Learning achievement was high across groups and students enjoyed collaborating with others on a concrete task.

  7. 77 FR 9882 - Arsenic Small Systems Compliance and Alternative Affordability Criteria Working Group; public...

    Science.gov (United States)

    2012-02-21

    ... affordability criteria that give extra weight to small, rural, and lower income communities. This meeting will... held via the Internet using a Webcast and teleconference. Registrants will receive an Internet access... affordability criteria that give extra weight to small, rural, and lower income communities. Based upon input...

  8. Collaborative-group testing improves learning and knowledge retention of human physiology topics in second-year medical students.

    Science.gov (United States)

    Vázquez-García, Mario

    2018-06-01

    The present study examined the relationship between second-year medical students' group performance and individual performance in a collaborative-learning environment. In recent decades, university professors in the scientific and humanistic disciplines have successfully put into practice different modalities of collaborative approaches to teaching. Essentially, collaborative approach refers to a variety of techniques that involves the joint intellectual effort of a small group of students, which encourages interaction and discussion among students and professors. The present results show the efficacy of collaborative learning, which, furthermore, allowed students to participate actively in the physiology class. Average student's grades were significantly higher when they engaged in single-best-response, multiple-choice tests as a student team, compared with taking the same examinations individually. The method improved notably knowledge retention, as learning is more effective when performed in the context of collaborative partnership. A selected subset of questions answered wrongly in an initial test, both individually and collectively, was used on a second test to examine student retention of studied material. Grade averages were significantly improved, both individually and groupwise, when students responded to the subset of questions a second time, 1, 2, or 3 wk after the first attempt. These results suggest that the collaborative approach to teaching allowed a more effective understanding of course content, which meant an improved capacity for retention of human physiology knowledge.

  9. Effects of an additional small group discussion to cognitive achievement and retention in basic principles of bioethics teaching methods

    Directory of Open Access Journals (Sweden)

    Dedi Afandi

    2009-03-01

    Full Text Available Aim The place of ethics in undergraduate medical curricula is essential but the methods of teaching medical ethics did not show substantial changes. “Basic principles of bioethics” is the best knowledge to develop student’s reasoning analysis in medical ethics In this study, we investigate the effects of an additional small group discussion in basic principles of bioethics conventional lecture methods to cognitive achievement and retention. This study was a randomized controlled trial with parallel design. Cognitive scores of the basic principles of bioethics as a parameter was measured using basic principles of bioethics (Kaidah Dasar Bioetika, KDB test. Both groups were attending conventional lectures, then the intervention group got an additional small group discussion.Result Conventional lectures with or without small group discussion significantly increased cognitive achievement of basic principles of bioethics (P= 0.001 and P= 0.000, respectively, and there were significant differences in cognitive achievement and retention between the 2 groups (P= 0.000 and P= 0.000, respectively.Conclusion Additional small group discussion method improved cognitive achievement and retention of basic principles of bioethics. (Med J Indones 2009; 18: 48-52Keywords: lecture, specification checklist, multiple choice questions

  10. Learning Environments and Didactic Strategies for Vulnerable Groups in the Bolívar Province, Ecuador

    Directory of Open Access Journals (Sweden)

    Msc. M. Aroca-Pazmiño

    2015-11-01

    Full Text Available This paper deals with the study of vulnerable groups in different educational institutions from the Bolivar Province. The research is based on the social pedagogical approach. Some risks may influence negatively in some groups, and in the teaching-learning process. That´s why, we diagnosed the most vulnerable educational institutions in the main communities and analyzed the causes influencing in this problematic, so we applied a survey and an observational guide to gather information. As a result we detected some students with educational vulnerability caused by dysfunctional families, the great distances from their schools, migration, poverty, physical and learning disabilities, and the fact that the teachers do not know how to deal with these problems. From the analysis and interpretations of the results of the empirical and theoretical methods we are elaborating a Didactic Guide containing learning and teaching strategies aimed at integrating vulnerable groups into different learning environments. Keywords:  educational vulnerability, strategies, learning environment, Social Pedagogy.

  11. Dialogic learning and interactive groups: an IMS LD template integrated in runtime systems

    Directory of Open Access Journals (Sweden)

    Mar Pérez-Sanagustín

    2008-07-01

    Full Text Available Dialogic learning and interactive groups have proved to be a useful educational methodological approach in lifelong learning with adults. The principles of this approach stress the importance of dialogue and equal participation in every stage of the learning process – including the design of the training activities. This paper adopts these principles as the basis for a configurable template that can be integrated in runtime systems. The template is formulated as a meta-UoL which can be interpreted by IMS Learning Design players. This template serves as a guide to flexibly select and edit the activities at runtime (on the fly. The meta-UoL has been used successfully by two significant practitioners so as to create a real-life example, with positive and encouraging results.

  12. Multi-task learning with group information for human action recognition

    Science.gov (United States)

    Qian, Li; Wu, Song; Pu, Nan; Xu, Shulin; Xiao, Guoqiang

    2018-04-01

    Human action recognition is an important and challenging task in computer vision research, due to the variations in human motion performance, interpersonal differences and recording settings. In this paper, we propose a novel multi-task learning framework with group information (MTL-GI) for accurate and efficient human action recognition. Specifically, we firstly obtain group information through calculating the mutual information according to the latent relationship between Gaussian components and action categories, and clustering similar action categories into the same group by affinity propagation clustering. Additionally, in order to explore the relationships of related tasks, we incorporate group information into multi-task learning. Experimental results evaluated on two popular benchmarks (UCF50 and HMDB51 datasets) demonstrate the superiority of our proposed MTL-GI framework.

  13. Effects of Using Simultaneous Prompting and Computer-Assisted Instruction during Small Group Instruction

    Science.gov (United States)

    Ozen, Arzu; Ergenekon, Yasemin; Ulke-Kurkcuoglu, Burcu

    2017-01-01

    The current study investigated the relation between simultaneous prompting (SP), computer-assisted instruction (CAI), and the receptive identification of target pictures (presented on laptop computer) for four preschool students with developmental disabilities. The students' acquisition of nontarget information through observational learning also…

  14. Pediatric emergency medicine asynchronous e-learning: a multicenter randomized controlled Solomon four-group study.

    Science.gov (United States)

    Chang, Todd P; Pham, Phung K; Sobolewski, Brad; Doughty, Cara B; Jamal, Nazreen; Kwan, Karen Y; Little, Kim; Brenkert, Timothy E; Mathison, David J

    2014-08-01

    Asynchronous e-learning allows for targeted teaching, particularly advantageous when bedside and didactic education is insufficient. An asynchronous e-learning curriculum has not been studied across multiple centers in the context of a clinical rotation. We hypothesize that an asynchronous e-learning curriculum during the pediatric emergency medicine (EM) rotation improves medical knowledge among residents and students across multiple participating centers. Trainees on pediatric EM rotations at four large pediatric centers from 2012 to 2013 were randomized in a Solomon four-group design. The experimental arms received an asynchronous e-learning curriculum consisting of nine Web-based, interactive, peer-reviewed Flash/HTML5 modules. Postrotation testing and in-training examination (ITE) scores quantified improvements in knowledge. A 2 × 2 analysis of covariance (ANCOVA) tested interaction and main effects, and Pearson's correlation tested associations between module usage, scores, and ITE scores. A total of 256 of 458 participants completed all study elements; 104 had access to asynchronous e-learning modules, and 152 were controls who used the current education standards. No pretest sensitization was found (p = 0.75). Use of asynchronous e-learning modules was associated with an improvement in posttest scores (p effect (partial η(2) = 0.19). Posttest scores correlated with ITE scores (r(2) = 0.14, p e-learning is an effective educational tool to improve knowledge in a clinical rotation. Web-based asynchronous e-learning is a promising modality to standardize education among multiple institutions with common curricula, particularly in clinical rotations where scheduling difficulties, seasonality, and variable experiences limit in-hospital learning. © 2014 by the Society for Academic Emergency Medicine.

  15. Saving Face: Managing Rapport in a Problem-Based Learning Group

    Science.gov (United States)

    Robinson, Leslie; Harris, Ann; Burton, Rob

    2015-01-01

    This qualitative study investigated the complex social aspects of communication required for students to participate effectively in Problem-Based Learning and explored how these dynamics are managed. The longitudinal study of a group of first-year undergraduates examined interactions using Rapport Management as a framework to analyse communication…

  16. Singing as Language Learning Activity in Multilingual Toddler Groups in Preschool

    Science.gov (United States)

    Kultti, Anne

    2013-01-01

    This research focused on learning conditions in preschool that support multilingual children's linguistic development. The aim of this paper was to study singing activities through the experiences of ten multilingual children in toddler groups (one to three years of age) in eight Swedish preschools. A sociocultural theoretical approach is used to…

  17. Children with and without Learning Disabilities: A Comparison of Processes and Outcomes Following Group Counseling

    Science.gov (United States)

    Leichtentritt, Judith; Shechtman, Zipora

    2010-01-01

    This study compared outcomes and processes in counseling groups of an expressive-supportive modality for children with learning disabilities (LD) and without them (NLD). Participants were 266 students (ages 10-18), all referred for emotional, social, and behavioral difficulties; of these, 123 were identified with LD and 143 were not. There were 40…

  18. Family Experiences, the Motivation for Science Learning and Science Achievement of Different Learner Groups

    Science.gov (United States)

    Schulze, Salomé; Lemmer, Eleanor

    2017-01-01

    Science education is particularly important for both developed and developing countries to promote technological development, global economic competition and economic growth. This study explored the relationship between family experiences, the motivation for science learning, and the science achievement of a group of Grade Nine learners in South…

  19. Gender Gaps in Group Listening and Speaking: Issues in Social Constructivist Approaches to Teaching and Learning

    Science.gov (United States)

    Hunter, Darryl; Gambell, Trevor; Randhawa, Bikkar

    2005-01-01

    Because of its centrality to school success, social status, and workplace effectiveness, oral and aural skills development has been increasingly emphasized in Canadian curricula, classrooms and, very recently, large-scale assessment. The corresponding emphasis on group processes and collaborative learning has aimed to address equity issues in…

  20. Exploring students' learning effectiveness and attitude in Group Scribbles-supported collaborative reading activities

    DEFF Research Database (Denmark)

    Lin, C. P.; Lin, Chih-Cheng; Chen, W.

    2014-01-01

    Improving students' reading comprehension is of significance. In this study, collaborative learning supported by Group Scribbles (GS), a networked technology, was integrated into a primary reading class. Forty-seven 10-year-old students from two 4th grade classes participated in the study...

  1. Integrating a social network group with a 3D collaborative learning environment

    NARCIS (Netherlands)

    Pourmirza, S.; Gardner, M.; Callaghan, V; Augusto, J.C.; Zhang, T.

    2014-01-01

    Although extensive research has been carried out on virtual learning environments and the role of groups and communities in social networks, few studies exist which adequately cover the relationship between these two domains. In this paper, the authors demonstrate the effectiveness of integrating

  2. Aptitude for Destruction. Volume 1: Organizational Learning in Terrorist Groups and Its Implications for Combating Terrorism

    Science.gov (United States)

    2005-01-01

    jihad in Af- ghanistan. Over its history, the group has had active cells in several different coun- tries, including Indonesia, Malaysia , the...and South Armagh, London, UK: Coronet Books, LIR, 2000. Hedberg, Bo, "How Organizations Learn and Unlearn?" in Paul C. Nystrim and William H. Starbuck

  3. Web Support for Activating Use of Theory in Group based Learning

    NARCIS (Netherlands)

    van der Veen, Johan (CTIT); van Riemsdijk, Maarten; Laagland, Eelko; Gommer, E.M.; Jones, Valerie M.; Davies, Gordon; Owen, Charles B.

    2000-01-01

    This paper describes a series of experiments conducted within the context of a course on organisational theory which is taught at the Department of Management Sciences at the University of Twente. In 1997 a group-based learning approach was adopted but after the first year it was apparent that

  4. Problembased learning as a shared musical journey - group dynamics, communication and creativity

    DEFF Research Database (Denmark)

    Lindvang, Charlotte; Beck, Bolette Daniels

    2015-01-01

    The focus of this paper is how we can facilitate problem based learning (PBL) more creatively. We take a closer look upon the connection between creative processes and social communication in the PBL group including how difficulties in the social interplay may hinder creativity. The paper draws o...

  5. Student-Led Enterprise Groups and Entrepreneurial Learning: A UK perspective

    Science.gov (United States)

    Preedy, Sarah; Jones, Paul

    2017-01-01

    This study considers the phenomenon of student-led enterprise groups in UK higher education institutions with regard to their role and activities and their potential to enhance entrepreneurial learning. The researchers adopted a case study methodology, acknowledging that a multiplicity of variables influences pedagogical development and therefore…

  6. Small Group Conflict: A Look at Equity, Satisfaction, and Styles of Conflict Management.

    Science.gov (United States)

    Wall, Victor D., Jr.; Nolan, Linda L.

    1987-01-01

    Study of 71 task-oriented groups revealed that perceived inequity was negatively related to amount of expressed satisfaction with the group and positively related to amount of perceived conflict within the group. Inequity was associated more strongly with conflict centered around people than with conflict centered around task; least associated…

  7. Estimating cohesion in small groups using audio-visual nonverbal behavior

    NARCIS (Netherlands)

    Hung, H.; Gatica-Perez, D.

    2010-01-01

    Cohesiveness in teams is an essential part of ensuring the smooth running of task-oriented groups. Research in social psychology and management has shown that good cohesion in groups can be correlated with team effectiveness or productivity, so automatically estimating group cohesion for team

  8. An Analysis of Small Group Interactions of Vietnamese Students under the Bourdieusian Theoretical Lens

    Science.gov (United States)

    Pham, Thanh; Pham, Lam

    2018-01-01

    Group work has been increasingly encouraged and applied in Vietnamese universities. However, very little has been known about how Vietnamese university students work in a group and what the conditions are that help establish an effective group. This study attempted to redress this gap. The research applied Bourdieu's social field theory to examine…

  9. Seismic detection method for small-scale discontinuities based on dictionary learning and sparse representation

    Science.gov (United States)

    Yu, Caixia; Zhao, Jingtao; Wang, Yanfei

    2017-02-01

    Studying small-scale geologic discontinuities, such as faults, cavities and fractures, plays a vital role in analyzing the inner conditions of reservoirs, as these geologic structures and elements can provide storage spaces and migration pathways for petroleum. However, these geologic discontinuities have weak energy and are easily contaminated with noises, and therefore effectively extracting them from seismic data becomes a challenging problem. In this paper, a method for detecting small-scale discontinuities using dictionary learning and sparse representation is proposed that can dig up high-resolution information by sparse coding. A K-SVD (K-means clustering via Singular Value Decomposition) sparse representation model that contains two stage of iteration procedure: sparse coding and dictionary updating, is suggested for mathematically expressing these seismic small-scale discontinuities. Generally, the orthogonal matching pursuit (OMP) algorithm is employed for sparse coding. However, the method can only update one dictionary atom at one time. In order to improve calculation efficiency, a regularized version of OMP algorithm is presented for simultaneously updating a number of atoms at one time. Two numerical experiments demonstrate the validity of the developed method for clarifying and enhancing small-scale discontinuities. The field example of carbonate reservoirs further demonstrates its effectiveness in revealing masked tiny faults and small-scale cavities.

  10. Learning Styles Inequity for Small to Micro Firms (SMFs): Social Exclusion through Work-Based E-Learning Practice in Europe

    Science.gov (United States)

    Hardaker, Glenn; Dockery, Richard; Sabki, Aishah

    2007-01-01

    Purpose: The elearn2work study of learning styles in the context of small to micro firms' (SMFs) and their perceived satisfaction has identified some important finding specific to e-learning content design, delivery and international standards development. Design/methodology/approach: The method of research adopts a deductive rather than an…

  11. Interactive design of farm conversion : linking agricultural research and farmer learning for sustainable small scale horticulture production in Colombia

    NARCIS (Netherlands)

    Lee, R.A.

    2002-01-01

    Key words: interactive conversion design / vegetable production / small farms / sustainable farming / Colombia / learning processes / facilitation / agricultural research methods

  12. Machine learning-based quantitative texture analysis of CT images of small renal masses: Differentiation of angiomyolipoma without visible fat from renal cell carcinoma.

    Science.gov (United States)

    Feng, Zhichao; Rong, Pengfei; Cao, Peng; Zhou, Qingyu; Zhu, Wenwei; Yan, Zhimin; Liu, Qianyun; Wang, Wei

    2018-04-01

    To evaluate the diagnostic performance of machine-learning based quantitative texture analysis of CT images to differentiate small (≤ 4 cm) angiomyolipoma without visible fat (AMLwvf) from renal cell carcinoma (RCC). This single-institutional retrospective study included 58 patients with pathologically proven small renal mass (17 in AMLwvf and 41 in RCC groups). Texture features were extracted from the largest possible tumorous regions of interest (ROIs) by manual segmentation in preoperative three-phase CT images. Interobserver reliability and the Mann-Whitney U test were applied to select features preliminarily. Then support vector machine with recursive feature elimination (SVM-RFE) and synthetic minority oversampling technique (SMOTE) were adopted to establish discriminative classifiers, and the performance of classifiers was assessed. Of the 42 extracted features, 16 candidate features showed significant intergroup differences (P Machine learning analysis of CT texture features can facilitate the accurate differentiation of small AMLwvf from RCC. • Although conventional CT is useful for diagnosis of SRMs, it has limitations. • Machine-learning based CT texture analysis facilitate differentiation of small AMLwvf from RCC. • The highest accuracy of SVM-RFE+SMOTE classifier reached 93.9 %. • Texture analysis combined with machine-learning methods might spare unnecessary surgery for AMLwvf.

  13. Using electronic resources to support dialogue in undergraduate small-group teaching: the ASTER project

    Directory of Open Access Journals (Sweden)

    Frances Condron

    2001-12-01

    Full Text Available Of all the learning experiences to which students are exposed in British universities, some of the most intensely demanding and rewarding are those where students and tutor engage in lengthy discussion. For many disciplines, tutorials, seminars and workshops have a special role in developing expertise in applying complex and abstract theories to rich, diverse bodies of material. The ability to present convincing arguments, both written and verbal, is a skill that undergraduates need to acquire.

  14. The Azteca Chess experience: learning how to share concepts of ecological complexity with small coffee farmers

    Directory of Open Access Journals (Sweden)

    Luís García-Barrios

    2017-06-01

    Full Text Available Small-scale coffee farmers understand certain complex ecological processes, and successfully navigate some of the challenges emerging from the ecological complexity on their farms. It is generally thought that scientific knowledge is able to complement farmers' knowledge. However, for this collaboration to be fruitful, the gap between the knowledge frameworks of both farmers and scientists will need to be closed. We report on the learning results of 14 workshops held in Chiapas, Mexico during 2015 in which 117 small-scale coffee farmers of all genders (30% women and ages who had little schooling were exposed by researchers to a natural history narrative, a multispecies network representation, a board game, and a series of graphical quizzes, all related to a nine-species complex ecological network with potential for autonomous control of the ongoing and devastating coffee rust epidemic that was affecting them. Farmers' retention and understanding of direct and indirect bilateral interactions among organisms was assessed with different methods to elucidate the effect of adding Azteca Chess gaming sessions to a detailed and very graphical lecture. Evaluation methods that were better adapted to farmers' conditions improved learning scores and showed statistically significant age effect (players older than 40 had lower retention scores and gaming effect (lower retention of interactions included in the lecture but not in the game. The combination of lecture and game sessions helped participants better understand cascades of trait-mediated interactions. Participants' debriefings confirmed qualitatively that they learned that beneficial organisms and interactions occur on their farms, and that gaming was enjoyable, motivating, and critical to grasp complex interactions. Many of the farmers concluded that the outcome of these interactions is not unique and not always in favor of rust control but is context dependent. Many concluded that there are

  15. Pod Learning: Student Groups Create Podcasts to Achieve Economics Learning Goals

    Science.gov (United States)

    Moryl, Rebecca L.

    2016-01-01

    In this article, the author describes a group project to create student-generated podcasts on economics topics. This project provides an innovative opportunity for students to demonstrate proficiency in skills required for the undergraduate economics major and valued in the professional marketplace. Results of a student self-assessment survey on…

  16. Small groups, large profits: Calculating interest rates in community-managed microfinance

    DEFF Research Database (Denmark)

    Rasmussen, Ole Dahl

    2012-01-01

    Savings groups are a widely used strategy for women’s economic resilience – over 80% of members worldwide are women, and in the case described here, 72.5%. In these savings groups it is common to see the interest rate on savings reported as "20-30% annually". Using panel data from 204 groups...... in Malawi, I show that the right figure is likely to be at least twice this figure. For these groups, the annual return is 62%. The difference comes from sector-wide application of a non-standard interest rate calculations and unrealistic assumptions about the savings profile in the groups. As a result......, it is impossible to compare returns in savings groups with returns elsewhere. Moreover, the interest on savings is incomparable to the interest rate on loans. I argue for the use of a standardized comparable metric and suggest easy ways to implement it. Developments of new tools and standard along these lines...

  17. Teaching self-control to small groups of dually diagnosed adults.

    OpenAIRE

    Dixon, M R; Holcomb, S

    2000-01-01

    The present study examined the use of a progressive delay procedure to teach self-control to two groups of dually diagnosed adults. When given a choice between an immediate smaller reinforcer and a larger delayed reinforcer, both groups chose the smaller reinforcer during baseline. During treatment, progressive increases in work requirements for gaining access to a larger reinforcer resulted in both groups selecting larger delayed reinforcers. The results are discussed with respect to increas...

  18. Small Schools Student Learning Objectives, 9-12: Mathematics, Reading, Reading in the Content Areas, Language Arts.

    Science.gov (United States)

    Nelson, JoAnne, Ed.; Hartl, David, Ed.

    Designed by Washington curriculum specialists and secondary teachers to assist teachers in small schools with the improvement of curriculum and instruction and to aid smaller districts lacking curriculum personnel to comply with Washington's Student Learning Objectives Law, this handbook contains learning objectives in the areas of language arts,…

  19. Innovation and learning curves. Report on knowledge questions of the Working Group Energy and Climate

    International Nuclear Information System (INIS)

    Schoots, K.

    2010-05-01

    This report has been written on account of knowledge questions formulated by the Working Group Energy and Climate. This Working Group has been established in the framework of the Broad Reconsideration of Dutch government policy caused by the economic crisis of 2008-2009. Its task is to investigate the possibilities for a structural reduction of government spending by 20% on sustainable energy, energy saving and fiscal advantages carrying non-sustainable incentives. Apart from that, spending on policies aimed at mitigating climate change are scrutinized. In connection with this task, the working group has formulated knowledge questions which refer to cost effectiveness and possibilities for target achievement, possibilities within the European Renewables Directive and learning curves and innovation. This report addresses the latter two themes: learning curves and innovation. The selection of technologies assessed is not all-embracing, but based on the technologies within the SDE regulation (Dutch regulation on support for sustainable energy) supplemented by some promising innovations. [nl

  20. Hybrid Pareto artificial bee colony algorithm for multi-objective single machine group scheduling problem with sequence-dependent setup times and learning effects.

    Science.gov (United States)

    Yue, Lei; Guan, Zailin; Saif, Ullah; Zhang, Fei; Wang, Hao

    2016-01-01

    Group scheduling is significant for efficient and cost effective production system. However, there exist setup times between the groups, which require to decrease it by sequencing groups in an efficient way. Current research is focused on a sequence dependent group scheduling problem with an aim to minimize the makespan in addition to minimize the total weighted tardiness simultaneously. In most of the production scheduling problems, the processing time of jobs is assumed as fixed. However, the actual processing time of jobs may be reduced due to "learning effect". The integration of sequence dependent group scheduling problem with learning effects has been rarely considered in literature. Therefore, current research considers a single machine group scheduling problem with sequence dependent setup times and learning effects simultaneously. A novel hybrid Pareto artificial bee colony algorithm (HPABC) with some steps of genetic algorithm is proposed for current problem to get Pareto solutions. Furthermore, five different sizes of test problems (small, small medium, medium, large medium, large) are tested using proposed HPABC. Taguchi method is used to tune the effective parameters of the proposed HPABC for each problem category. The performance of HPABC is compared with three famous multi objective optimization algorithms, improved strength Pareto evolutionary algorithm (SPEA2), non-dominated sorting genetic algorithm II (NSGAII) and particle swarm optimization algorithm (PSO). Results indicate that HPABC outperforms SPEA2, NSGAII and PSO and gives better Pareto optimal solutions in terms of diversity and quality for almost all the instances of the different sizes of problems.

  1. Participatory Common Learning in Groups of Dairy Farmers in Uganda (FFS approach) and Danish Stable Schools

    DEFF Research Database (Denmark)

    Vaarst, Mette

    on a Master Thesis in Health Anthropology and a mini manual to the so-called Stable Schools. Improvements of farming practices should be based on the context of the individual farm and include the goals of the farmer and the farming system. This should be the case in all types of farming systems. Viewing...... learning as a social phenomenon and process, as well as an interaction between the learner and the learning environment (including other farmers) may give opportunities for context based innovations and developments towards a common goal in a group of farmers....

  2. Small-group, computer-mediated argumentation in middle-school classrooms: the effects of gender and different types of online teacher guidance.

    Science.gov (United States)

    Asterhan, Christa S C; Schwarz, Baruch B; Gil, Julia

    2012-09-01

    Research has shown the importance of careful teacher support during collaborative group work to promote productive discourse between students (Webb, 2009). However, this research has traditionally focused on face-to-face communication. The role of online teacher guidance of small-group computer-mediated discussions has received little attention, especially in secondary school classroom settings. Researchers of computer-supported collaborative learning (CSCL), on the other hand, have traditionally focused on software-embedded features, such as scripts, to support a-synchronous peer dialogue, and less so on human guidance of synchronous group discussions. The main aim of the present in vivo, experimental study is to examine whether online teacher guidance can improve the quality of small-group synchronous discussions, and whether different types of guidance (epistemic or interaction guidance) affect these discussions differently, when compared to an unguided condition. The second goal of this study is to explore potential differences between all-female and all-male discussion groups. Eighty-two 9th graders (three classrooms) and six teachers from a rural high school in Israel. Whereas epistemic guidance only improved aspects of the argumentative quality of the discussion, interaction guidance only improved aspects of collaboration. Discussions of all-girls groups scored higher on aspects of collaboration and argumentative quality, compared to all-boys groups. The findings show that teacher guidance of synchronous, online discussions in classrooms is realizable and reasonably reaches its intended goals. Training should be focused on acquiring various guidance strategies to augment their beneficial effects. Furthermore, future research should pay more attention to potential gender differences in peer-to-peer argumentation. ©2011 The British Psychological Society.

  3. THEORETICAL PRINCIPLES OF PSYCHOLOGICAL ANALYSIS OF STUDENTS’ GROUP PROJECT ACTIVITY WHILE LEARNING FOREIGN LANGUAGE

    Directory of Open Access Journals (Sweden)

    Viktoriia Kalamazh

    2016-06-01

    Full Text Available In this research the theoretical principles of psychological analysis of group project activity of students in the process of learning foreign language are defined on the basis of subject-activity, socio-psychological and cognitive paradigms. The approaches of different authors to the understanding of the concept of project and in particular group project activity are considered. The difficulties of the theoretical analysis of this specific notion are indicated due to the considerable variety of subjects, types and forms of the pedagogical activity, academic disciplines regarding which the researches are being carried out. Not disclosed aspects of organizing the group project activity of students are being determined, among them is a project group as an autonomous subject of joint activity for the realization students’ project activity while learning a foreign language; forming psychological readiness of teacher and student to use project method; the role of metacognitive aspect in the surrounding, where the project activity is being carried out; group functioning through the project work as a subject of group examination. It has been indicated that the analysis of project activity as an innovative technology must include its assessment as a condition of student’s developing as a subject of learning activity, his personal, socio-psychological, intellectual and professional self-perfection. Three levels of subjectivity in group project activity are being distinguished: teacher; each particular student; and student project group. Interaction between teacher and student is based on subject-subject relations. An organization of a project activity while learning a foreign language is considered as the one in which the student is moving in order to get the manager position and to master the basis of expert knowledge. Hereby, the main stress is on the group role as a subject of group examination, and also on metacognitive character of the

  4. 45 CFR 146.150 - Guaranteed availability of coverage for employers in the small group market.

    Science.gov (United States)

    2010-10-01

    ... SERVICES REQUIREMENTS RELATING TO HEALTH CARE ACCESS REQUIREMENTS FOR THE GROUP HEALTH INSURANCE MARKET... (and their dependents) or any health status-related factor relating to those employees and dependents... status-related factor relating to those employees and dependents. (2) An issuer that denies group health...

  5. Need for Cognition and Active Information Search in Small Student Groups

    Science.gov (United States)

    Curseu, Petru Lucian

    2011-01-01

    In a sample of 213 students organized in 44 groups this study tests the impact of need for cognition on active information search by using a multilevel analysis. The results show that group members with high need for cognition seek more advice in task related issues than those with low need for cognition and this pattern of information exchange is…

  6. Administrative Leadership in Three Small, Private Tennessee Colleges: Working Groups, Real Teams, or Both?

    Science.gov (United States)

    Nichols, Michael E.

    2010-01-01

    Diversity of knowledge and multiple perspectives are characteristic advantages of group leadership as compared to transactional or bureaucratic forms of leadership. When groups are engaged in administrative functions, they are more likely to realize a higher level of performance and more relevant and innovative solutions than may be achieved by a…

  7. Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size

    Directory of Open Access Journals (Sweden)

    Ben Clarke

    2017-04-01

    Full Text Available This study used a randomized controlled trial design to investigate the ROOTS curriculum, a 50-lesson kindergarten mathematics intervention. Ten ROOTS-eligible students per classroom (n = 60 were randomly assigned to one of three conditions: a ROOTS five-student group, a ROOTS two-student group, and a no-treatment control group. Two primary research questions were investigated as part of this study: What was the overall impact of the treatment (the ROOTS intervention as compared with the control (business as usual? Was there a differential impact on student outcomes between the two treatment conditions (two- vs. five-student group? Initial analyses for the first research question indicated a significant impact on three outcomes and positive but nonsignificant impacts on three additional measures. Results for the second research question, comparing the two- and five-student groups, indicated negligible and nonsignificant differences. Implications for practice are discussed.

  8. The Effect of the Student Success Skills Small Group Counseling Intervention on Factors Associated with Dropout Potential in High School

    Science.gov (United States)

    Weinstein, Jodie

    2013-01-01

    The focus of this study is to add to the outcome research on effective school counseling interventions and to specifically evaluate the effectiveness of the Student Success Skills (SSS) small group intervention with students identified as having drop out potential in the 9th grade. This study analyzed two years of pre-existing, non-identifiable…

  9. The Nature of Students' Efferent or Aesthetic Responses to Nonfiction Texts in Small, Peer-Led Literature Discussion Groups

    Science.gov (United States)

    Khieu, Tema Leah

    2014-01-01

    The purpose of this study was to provide an in-depth exploration and describe the nature of fourth graders' responses to nonfiction text in the context of small, peer-led literature discussion groups. This study took place in the teacher researcher's daily, forty-five minute, pull-out intervention time. The participants for this study consisted of…

  10. On the use of the Lie group technique for differential equations with a small parameter: Approximate solutions and integrable equations

    International Nuclear Information System (INIS)

    Burde, G.I.

    2002-01-01

    A new approach to the use of the Lie group technique for partial and ordinary differential equations dependent on a small parameter is developed. In addition to determining approximate solutions to the perturbed equation, the approach allows constructing integrable equations that have solutions with (partially) prescribed features. Examples of application of the approach to partial differential equations are given

  11. Power and status within small groups: An analysis of students' verbal and nonverbal behavior and responses to one another

    Science.gov (United States)

    Morris, Lynnae Carol

    The purpose of this research has been to determine the influence of verbal and nonverbal behavior on power and status within small groups. The interactions which took place within five small groups of students in a middle school spatial reasoning elective were analyzed. Verbal responses to requests for help were analyzed using sequential analysis techniques. Results indicated that the identity of the student asking a question or requesting help in some form or another is a better predictor of whether he/she will receive help than the type of questions he/she asks. Nonverbal behavior was analyzed for social gestures, body language, and shifts in possession of tools. Each nonverbal act was coded as either "positive" (encouraging participation) or "negative" (discouraging participation); and, the researchers found that in groups in which there was unequal participation and less "help" provided among peers (according to the verbal analysis results) there tended to be more "negative" nonverbal behavior demonstrated than in groups in which "shared talk time" and "helping behavior" were common characteristics of the norm. The combined results from the analyses of the verbal and nonverbal behavior of students within small groups were then reviewed through the conflict, power, status perspective of small group interactions in order to determine some common characteristics of high functioning (collaborative) and low functioning (non-collaborative) groups. Some common characteristics of the higher functioning groups include: few instances of conflict, shared "talk time" and decision making, inclusive leadership, frequent use of encouraging social gestures and body language, and more sharing of tools than seizing. Some shared traits among the lower functioning groups include: frequent occurrences of interpersonal conflict, a focus on process (rather than content), persuasive or alienating leadership, unequal participation and power, frequent use of discouraging social gestures

  12. Group integration for lattice gauge theory at large and at small coupling

    International Nuclear Information System (INIS)

    Brower, R.C.; Nauenberg, M.

    1981-01-01

    We consider the fundamental SU(N) invariant integrals encountered in Wilson's lattice QCD with an eye to analytical results for N → infinite and approximations for small g 2 at fixed N. We develop a new semiclassical technique starting from the Schwinger-Dyson equations cast in differential form to give an exact solution to the single-link integral for N → infinite. The third-order phase transition discovered by Gross and Witten for two-dimensional QCD occurs here for any dimension. Alternatively we parametrize directly the integral over the Haar measure and obtain approximate results for SU(N) using stationary phase at small g 2 . Remarkably the single-loop correction gives the exact answer at N = infinite. We show that the naive lattice string of Weingarten is obtained from N → infinite QCD in the limit of dimensions d → infinite. We discuss applications of our techniques to the 1/N expansion. (orig.)

  13. Teamwork Orientation, Group Cohesiveness, and Student Learning: A Study of the Use of Teams in Online Distance Education

    Science.gov (United States)

    Williams, Ethlyn A.; Duray, Rebecca; Reddy, Venkateshwar

    2006-01-01

    This research examines computer-supported collaborative learning. Master's of business administration (MBA) students in an online program were surveyed to examine the extent to which an orientation toward teamwork and the development of group cohesiveness affect overall student learning and the learning that results specifically from team…

  14. An Investigation into the Impact of Facebook Group Usage on Students' Affect in Language Learning in a Thai Context

    Science.gov (United States)

    Tananuraksakul, Noparat

    2015-01-01

    This paper reports on the way in which Facebook Group used as a learning management system can enhance Thai students' effective language learning (positive attitude and motivation) in a private university in the vicinity of Bangkok. These two variables are seen to influence learners' achievement in language learning, and they also interdependently…

  15. Report of the advisory group meeting on elemental analysis of extremely small samples

    International Nuclear Information System (INIS)

    2002-01-01

    This publication contains summary of discussions held at the meeting with brief description and comparative characteristics of most common nuclear analytical techniques used for analysis of very small samples as well as the conclusions of the meeting. Some aspect of reference materials and quality control are also discussed. The publication also contains individual contributions made by the participants, each of these papers haven provided with an abstract and indexed separately

  16. Laptops vs. Desktops in a Google Groups Environment: A Study on Collaborative Learning

    Directory of Open Access Journals (Sweden)

    Steven Lopes Abrantes

    2011-01-01

    Full Text Available Current literature on m-learning refers to the lack of studies on real use of m-learning applications and how they can compete with current desktop counterparts. The study consists of an experiment involving one hundred and twelve students of higher education and a set of learning activities that they have to accomplish. This study has the main objective to validate if the students that use laptops or desktops are in the flow experience and which of them are more in the flow experience, when using Google Groups. The used approach is based on the flow experience introduced by [1]. It was possible to conclude that students have experienced the flow state both by students using laptops or desktops, but having the laptop students a more positive effect in the flow experience.

  17. Learning to create new solutions together: A focus group study exploring interprofessional innovation in midwifery education.

    Science.gov (United States)

    Johnsen, Helle

    2016-01-01

    Undergraduate students can learn how to be innovative in partnerships with health care institutions and private enterprises. This study portrays how a three phase innovation model was applied in an interprofessional health education context at a Danish university college. The aim of the study was to explore midwifery, nutrition and health as well physiotherapy students' perceptions of participating in a real-life innovation project situated in antenatal care. A total of eighteen students participated in five focus group interviews. Thematic analysis was used to interpret data findings. Data analysis revealed three themes: 'Navigating in uncertainty', 'Being part of a team' and 'Impact of project learning'. Students found project learning to be the most relevant with regards to their clinical practice. Furthermore, study findings suggest that innovation is promoted by teamwork, interprofessional participation, mentor support and external partnerships. Copyright © 2015 Elsevier Ltd. All rights reserved.

  18. Role of Business Management into the Success and Survival of Small Businesses: The Case of Star Learning Centre in Botswana

    OpenAIRE

    Fridah Muriungi Mwobobia

    2012-01-01

    The study aimed to establish the aspects of management, which have led to the survival, and success of the small-scale businesses in Botswana- a case of Star Learning Centre. The questions explored were 1) What is the role of management in the survival or success of Star Learning Centre? 2) What management styles, systems and practices are appropriate for Star Learning Centre and other small scale businesses in the Botswana? 3) What work culture is appropriate for business success? 4) What fa...

  19. Group social rank is associated with performance on a spatial learning task.

    Science.gov (United States)

    Langley, Ellis J G; van Horik, Jayden O; Whiteside, Mark A; Madden, Joah R

    2018-02-01

    Dominant individuals differ from subordinates in their performances on cognitive tasks across a suite of taxa. Previous studies often only consider dyadic relationships, rather than the more ecologically relevant social hierarchies or networks, hence failing to account for how dyadic relationships may be adjusted within larger social groups. We used a novel statistical method: randomized Elo-ratings, to infer the social hierarchy of 18 male pheasants, Phasianus colchicus , while in a captive, mixed-sex group with a linear hierarchy. We assayed individual learning performance of these males on a binary spatial discrimination task to investigate whether inter-individual variation in performance is associated with group social rank. Task performance improved with increasing trial number and was positively related to social rank, with higher ranking males showing greater levels of success. Motivation to participate in the task was not related to social rank or task performance, thus indicating that these rank-related differences are not a consequence of differences in motivation to complete the task. Our results provide important information about how variation in cognitive performance relates to an individual's social rank within a group. Whether the social environment causes differences in learning performance or instead, inherent differences in learning ability predetermine rank remains to be tested.

  20. Quantitative Modeling of Membrane Transport and Anisogamy by Small Groups Within a Large-Enrollment Organismal Biology Course

    Directory of Open Access Journals (Sweden)

    Eric S. Haag

    2016-12-01

    Full Text Available Quantitative modeling is not a standard part of undergraduate biology education, yet is routine in the physical sciences. Because of the obvious biophysical aspects, classes in anatomy and physiology offer an opportunity to introduce modeling approaches to the introductory curriculum. Here, we describe two in-class exercises for small groups working within a large-enrollment introductory course in organismal biology. Both build and derive biological insights from quantitative models, implemented using spreadsheets. One exercise models the evolution of anisogamy (i.e., small sperm and large eggs from an initial state of isogamy. Groups of four students work on Excel spreadsheets (from one to four laptops per group. The other exercise uses an online simulator to generate data related to membrane transport of a solute, and a cloud-based spreadsheet to analyze them. We provide tips for implementing these exercises gleaned from two years of experience.