scholarly journals Aligning Coordination Class Theory With a New Context: Applying a Theory of Individual Learning to Group Learning

2017 ◽  
Vol 101 (2) ◽  
pp. 333-363 ◽  
Author(s):  
LAUREN A. BARTH-COHEN ◽  
MICHAEL C. WITTMANN
Keyword(s):  
Group Learning ◽  
Individual Learning ◽  
Class Theory ◽  
Coordination Class

Diving Too Deep: How Cognitive Absorption and Group Learning Behavior Affect Individual Learning

2013 ◽  
Vol 12 (1) ◽  
pp. 51-69 ◽  
Author(s):  
Massimo Magni ◽  
Chiara Paolino ◽  
Rossella Cappetta ◽  
Luigi Proserpio
Keyword(s):  
Group Learning ◽  
Individual Learning ◽  
Learning Behavior ◽  
Cognitive Absorption

PENGARUH PENDEKATAN PEMBELAJARAN DAN KEMAMPUAN AWAL TERHADAP HASIL BELAJAR PADA MATA PELAJARAN SAINS DI SEKOLAH DASAR NEGERI 1 PAGUYAMAN KECAMATAN PAGUYAMAN PANTAI KABUPATEN BOALEMO

Akademika ◽  
2018 ◽  
Vol 7 (02) ◽  
pp. 1-24
Author(s):  
Hamzah B Uno ◽  
Nina Lamatenggo
Keyword(s):  
Learning Outcomes ◽  
Group Learning ◽  
Individual Learning ◽  
Learning Approach ◽  
Test Results ◽  
Approach To Learning ◽  
Individual Approach ◽  
The Difference ◽  
Initial Capacity ◽  
Better Than

The purpose of this study was to (1) knowing the difference of students studying inscience subjects are studied by using individual learning approach that uses the grouplearning approach. (2) know the interactions between learning approach and the initialcapacity of students learning outcomes in subjects science. (3) know the difference results oflearners studying in science subjects that have high initial capacity and learning throughindividual learning approach and the group learning approach (4) know the difference resultsof learners studying in science subjects with low initial ability and learning through individuallearning approach and the group learning approach. This study uses the method on twoclasses eksprimen who had treated the class got a treat with eksprimen materials scienceteach individual approach and the control class received treatment through group learningapproach. The data in this study using the test results of 28 studies on learners. The dataanalyzed in this study is descriptive and inferential. The research concluded that (1) On thewhole the results of studying science subjects that students learn with individual learningapproach does not provide significant differences in learning results in science subjectsstudents are studying with a group learning approach. This means that the overall approachto learning kemangkusan individual is better than the group learning approach. (2) There isinteraction between learning and the ability modeol beginning to learn to appreciate thescience lesson. This means that individual learning approach is superior to the group learningapproach for students who have a high initial capacity, while for students who have low initialability is more suited to group learning approach. (3) Learners who have a high initialcapacity, individual learning approach to learning results in science subjects better whencompared with the results of studying science subjects in the group learning approach. (4)For pupils who have a high initial capacity, individual learning approach to learning results inscience subjects better when compared with the results of studying science subjects in thegroup learning approach.

scholarly journals Analysis and Design of Behavioral Experiments to Characterize Population Learning

2005 ◽  
Vol 93 (3) ◽  
pp. 1776-1792 ◽  
Author(s):  
Anne C. Smith ◽  
Mark R. Stefani ◽  
Bita Moghaddam ◽  
Emery N. Brown
Keyword(s):  
Group Learning ◽  
Individual Learning ◽  
Learning Curves ◽  
Ideal Observer ◽  
Estimation Methods ◽  
Control Group ◽  
Analysis And Design ◽  
Population Learning ◽  
And Control ◽  
Two Populations

In population learning studies, between-subject response differences are an important source of variance that must be characterized to identify accurately the features of the learning process common to the population. Although learning is a dynamic process, current population analyses do not use dynamic estimation methods, do not compute both population and individual learning curves, and use learning criteria that are less than optimal. We develop a state-space random effects (SSRE) model to estimate population and individual learning curves, ideal observer curves, and learning trials, and to make dynamic assessments of learning between two populations and within the same population that avoid multiple hypothesis tests. In an 80-trial study of an NMDA antagonist's effect on the ability of rats to execute a set-shift task, our dynamic assessments of learning demonstrated that both the treatment and control groups learned, yet, by trial 35, the treatment group learning was significantly impaired relative to control. We used our SSRE model in a theoretical study to evaluate the design efficiency of learning experiments in terms of the number of animals per group and number of trials per animal required to characterize learning differences between two populations. Our results demonstrated that a maximum difference in the probability of a correct response between the treatment and control group learning curves of 0.07 (0.20) would require 15 to 20 (5 to 7) animals per group in an 80 (60)-trial experiment. The SSRE model offers a practical approach to dynamic analysis of population learning and a theoretical framework for optimal design of learning experiments.

scholarly journals Pengaruh Model Pembelajaran dan Koordinasi terhadap Kemampuan Shooting Bola Basket

2018 ◽  
Vol 2 (1) ◽  
pp. 108-119
Author(s):  
Rellya Runasari ◽  
Isdaryono Isdaryono
Keyword(s):  
Group Learning ◽  
Interaction Model ◽  
Learning Model ◽  
Individual Learning ◽  
Skill Test ◽  
Analysis Technique ◽  
Variant Analysis ◽  
Research Populations ◽  
The Impact ◽  
Basketball Shooting

This aim of research to: 1) the impact of individual learning model and group learning model towards basketball shooting skill, (2) high coordination impact and low coordination towards basketball shooting, and (3) learning interaction model and coordination basketball shooting skill. The research populations are 44 basketball students club in SMA Negeri 2 Bandar Lampung. The research samples are 24 students with purposive sampling. All of the data in this research is taken by test and measurement towards coordination of throw and catch test also the result of shooting with shooting skill test of basketball. The data analysis technique used is the variant analysis ANOVA. The result of this research shows: (1) there is an individual learning model and group learning model towards basketball shooting, (2) there is high influence and low influence towards shooting skill on basketball, and (3) there is interaction learning model and coordination over shooting skill on basketball. Keywords: Learning Model, Coordination, Basketball, The Result of  Shootin  

The Validity of Group Marks as a Proxy for Individual Learning in E-Learning Settings

2009 ◽  
pp. 136-150
Author(s):  
Paul Lajbcygier ◽  
Christine Spratt
Keyword(s):  
Learning Environment ◽  
Group Dynamics ◽  
Group Learning ◽  
Group Processes ◽  
Individual Learning ◽  
Learning Objectives ◽  
Project Work ◽  
Learning Group ◽  
E Learning ◽  
Group Interviews

This chapter presents recent research on group assessment in an e-learning environment as an avenue to debate contemporary issues in the design of assessment strategies. The underpinning research measured individual students’ contributions to group processes, individual students’ influence on their peers’ topic understanding of the related curriculum content, and the influence of the overall group experience on personal learning in an e-learning environment designed to act as a catalyst for the group learning. As well, the learning objectives fundamental to the project work were tested individually as part of the final examination. Further, the authors complemented the quantitative aspects of the research with focus group interviews to determine if students perceived that the e-learning environment helped attain the group learning objectives. The authors found that e-learning does not necessarily enhance deep learning in group assignments. They also found that the attainment of group learning objectives does not translate to the attainment of the same individual learning objectives. The chapter provides comment on the relationship that may exist between students’ perceptions of the e-learning environment, the group project work and e-learning group dynamics.

Students’ interpretation and use of graphical representations: insights afforded by modeling the varied population schema as a coordination class

2020 ◽  
Vol 21 (2) ◽  
pp. 536-560
Author(s):  
Jon-Marc G. Rodriguez ◽  
Avery R. Stricker ◽  
Nicole M. Becker
Keyword(s):  
Kinetic Energy ◽  
Practical Consideration ◽  
Single Particles ◽  
Chemistry Students ◽  
Class Theory ◽  
General Terms ◽  
Distribution Of Values ◽  
Coordination Class ◽  
Support Students ◽  
Bulk Solutions

Explanations of phenomena in chemistry are grounded in discussions of particulate-level behavior, but there are limitations to focusing on single particles, or as an extension, viewing a group of particles as displaying uniform behavior. More sophisticated models of physical processes evoke considerations related to the dynamic nature of bulk solutions, in which an ensemble of molecules exists with a distribution of values that vary with respect to different parameters (e.g., speed, kinetic energy, etc.). Viewing phenomena as a varied population instead of a homogenous solution has been identified as a foundational idea that is critical for reasoning in chemistry, but little work has investigated how students reason about these ideas and how instructors can support students in viewing phenomena as a distribution of states. In this qualitative study, during semi-structured interivews twelve undergraduate general chemistry students were provided with frequency distribution graphs (number of molecules vs. speed, number of molecules vs. kinetic energy) and were asked to provide explanations and make predictions. The design and analysis of this study was informed by coordination class theory, a model within the knowledge-in-pieces perspective of cognition that defines a concept as a combination of approaches for obtaining information (read-out strategies) and a cluster of knowledge elements used to draw conclusions (causal net). Framing the varied population schema as a coordination class, this work focuses on the interaction between features students attended to in distribution graphs and the ideas they discussed. Analysis indicates students have productive resources for reasoning about a varied population in general terms, but these ideas are not necessarily activated when interpreting graphs, as reflected in the students’ readout strategies. Moreover, we posit that one of the barriers toward interpreting distribution graphs was the inappropriate application of covariational reasoning. As a practical consideration, we encourage interested instructors to review the Appendix, which provides a short summary of the main findings and suggestions for practitioners.

scholarly journals The Circle of Learning: Individual and Group Processes

1997 ◽  
Vol 5 ◽  
pp. 7 ◽  
Author(s):  
Ernest Chang ◽  
Don Simpson
Keyword(s):  
Collaborative Learning ◽  
Group Learning ◽  
Group Processes ◽  
Individual Learning ◽  
Two Dimensions ◽  
Process Orientation ◽  
Learning Space ◽  
Concurrent Learning

We present a paradigm for modeling the processes found in individual and group learning. Using combinations of two dimensions, the first being whether the learner's activities are By-Oneself or With-Peers, and the second whether the process orientation is toward the Person as the focus of the learning or toward the Group as the focus, we derive four quadrants in Activity-Orientation learning space. These four quadrants represent: lectures, individual learning, concurrent learning, and collaborative learning. From these combinations of Activities versus Orientation, we can describe many characteristics of these different learning categories.

scholarly journals PENERAPAN MEDIA PEMBELAJARAN ANIMASI SEBAGAI UPAYA UNTUK MENINGKATKAN HASIL BELAJAR MATA KULIAH OTOMASI

2015 ◽  
Vol 2 (1) ◽  
pp. 145
Author(s):  
Ulana Masitoh ◽  
Haryadi Hayadi ◽  
Purnawan Purnawan
Keyword(s):  
Group Learning ◽  
Test Group ◽  
Individual Learning ◽  
Model Group ◽  
Group Design ◽  
Post Test

Penelitian ini bertujuan untuk mengetahui gambaran peningkatan hasil belajar otomasi dan respon mahasiswa setelah mempelajari materi simbol dan mekanisme katup pneumatik, menggunakan media animasi katup pneumatik. Metode yang digunakan dalam penelitian ini adalah metode penelitian pre-eksperimen. Desain penelitian yang digunakan yaitu pre-test and post-test group design. Peningkatan hasil belajar dinyatakan dalam N-Gain, berdasarkan hasil pre-test dan post-test, serta respon mahasiswa diperoleh melalui angket. Hasil penelitian menunjukkan bahwa, penerapan media pembelajaran animasi, baik dengan menggunakan model individual learning maupun group learning, dapat meningkatkan hasil belajar otomasi pada materi simbol dan mekanisme katup pneumatik, dimana rata-rata N-Gain pada model individual learning berkategori sedang, sedangkan rata-rata N-Gain pada model group learning berkategori tinggi. Penerapan media pembelajaran animasi katup pneumatic, selain cukup efektif dan membawa hasil positif dalam kegiatan pembelajaran, juga menyebabkan respon yang positif pada mahasiswa karena dapat membuat mahasiswa lebih termotivasi dalam belajar.

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