Evaluation of the Effectiveness of Undergraduate Group Learning Activities

2012 ◽  
Author(s):  
Thomas A. Wrobel ◽  
Martin Rivera-Salas
Keyword(s):  
Group Learning ◽  
Learning Activities

scholarly journals Exploring the use of contextual modules for understanding and supporting collaborative learning activities: An empirical study

2012 ◽  
Vol 9 (2) ◽  
pp. 961-981 ◽  
Author(s):  
Lu Xiao
Keyword(s):  
Social Relationships ◽  
Group Learning ◽  
Physical World ◽  
Group Leader ◽  
Learning Activities ◽  
Intentional Learning ◽  
Student Groups ◽  
Virtual Group ◽  
Group Environments ◽  
World Environment

We report three student groups? collaboration experiences in a semester-long classroom project. The project included both tasks that required completion in virtual group workspace and activities that could be carried out in the physical world environment. We observed different collaboration patterns among the groups with respect to building and maintaining social relationships, submitting individual work to the group, and scheduling group meetings. We use Bereiter?s two contextual modules, intentional learning and schoolwork, to help us understand the observed patterns and suggest that the group leader?s contextual module plays a significant role in all members? group learning experiences and outcomes. We propose design implications that are intended for encouraging learning-based (as opposed to work-based) practices in virtual group environments.

scholarly journals Theory-led Design of Instruments and Representations in Learning Analytics: Developing a Novel Tool for Orchestration of Online Collaborative Learning

2015 ◽  
Vol 2 (2) ◽  
pp. 14-43 ◽  
Author(s):  
Nick Kelly ◽  
Kate Thompson ◽  
Pippa Yeoman
Keyword(s):  
Design Process ◽  
Real World ◽  
First Principles ◽  
Learning Analytics ◽  
Group Learning ◽  
Learning Activities ◽  
Tool Development ◽  
Real World Data ◽  
Online Groups ◽  
Online Collaborative Learning

This paper describes theory-led design as a way of developing novel tools for learning analytics. It focuses upon the domain of real-time automated discourse analysis (ADA) of group learning activities to facilitate instructor orchestration of online groups. The paper outlines the literature on the development of LA especially within the domain of ADA, and proposes that there is reason to conduct more tool development based upon first-principles. It describes first principles as being drawn from theory and subsequently informing the structure and behaviour of tools and presents a framework for this process. The framework is substantiated through the example of developing a new tool for assisting instructors with the orchestration of online groups. A description of the tool is given and examples of results from use with real-world data are presented. The paper concludes that whilst design purely from first principles may be elusive, the call is for more intent to explicitly connect the design process to theory on the basis that this has the potential to yield innovation when developing tools as well as the prospect of a the outcomes from tools connecting back to theory.

Teacher educators’ design and implementation of group learning activities

2016 ◽  
Vol 42 (4) ◽  
pp. 394-409 ◽  
Author(s):  
Miranda S. A. De Hei ◽  
Ellen Sjoer ◽  
Wilfried Admiraal ◽  
Jan-Willem Strijbos
Keyword(s):  
Teacher Educators ◽  
Group Learning ◽  
Learning Activities ◽  
Design And Implementation

scholarly journals Increasing Student Participation to Tasks In Theme 4 in Learning Type Through Stad Type Cooperative Learning Model In SDN 2 Petahunan

2020 ◽  
Vol 3 (3) ◽  
pp. 1270
Author(s):  
Sri Setyaningsih
Keyword(s):  
Cooperative Learning ◽  
Student Participation ◽  
Group Learning ◽  
Learning Activities ◽  
Male Students ◽  
Research Subjects ◽  
Group Discussions ◽  
Data Collection Technique ◽  
Thematic Learning ◽  
Action Stage

<p><em>This study aims to increase learning participation through themethod STAD Cooperative Learning in grade 1 at SD Negeri 2 Petahunan. This type of research is classroom action research (PTK). The research subjects were 8 grade students of SD Negeri 2 Petahunan, consisting of 5 male students and 3 female students.</em><em> </em><em>The data collection technique used observation sheets, questionnaires. The research data were analyzed descriptively qualitatively. The results of this study indicate that the application of themethod stad type of cooperative learning in learning activities can increase student participation in group learning activities. For the score in cycle I, attendance participation has a percentage of 63%, asking 37%, opinion 25%, presentation readiness 25%, In the action stage of cycle II, the percentage of each aspect has increased to attendance participation has a percentage of 100%, asking 75 %, think 75%, presentation readiness 75% In the action stage of cycle III, the percentage of each aspect has increased to attendance participation has a percentage of 100%, ask 100%, think 100%, presentation readiness 87% From the data acquisition, themethod is applied. cooperativeLearning STAD in online thematic learning can increase student participation in learning activities / group discussions in grade 1 SD Negeri 2 Petahuna</em><em>n.</em><em></em></p>

scholarly journals Upaya Meningkatkan Ketuntasan Belajar Memastikan Kebutuhan Akan Dokumen Melalui Penerapan Pembelajaran Koopratif Model Student Teams Achievement Divisions (STAD) Pada Siswa Kelas XII APK-1 SMK Negeri 1 Magetan Pada Tahun Pelajaran 2010/2011

2019 ◽  
Vol 7 (2) ◽  
pp. 149
Author(s):  
Arum Yuliani
Keyword(s):  
Cooperative Learning ◽  
Group Work ◽  
Group Learning ◽  
Learning Activities ◽  
School Year ◽  
Group Assignment ◽  
Student Teams ◽  
Grouping Students ◽  
Basic Competencies ◽  
Academic Year

<p><em>One of the topics of discussion among teachers, especially in the Office Administration Expertise Program of SMK Negeri 1 Magetan is the problem of managing learning by grouping students who sometimes experience obstacles and do not carry out as expected. This resulted in the results of group work becoming less than optimal and only a small percentage of students understood the group assignment material. As a result, when there is a test, there are still many students who get less grades from KKM or have not yet finished learning and classical learning completeness has not been achieved. This research is planned in three cycles. Each cycle consists of four stages, namely (1) planning, (2) implementation, (3) observation, and (4) reflection. The results of the study were obtained (1) The application of STAD model cooperative learning can improve learning completeness to ensure the need for documents in class XII APk-1 SMK 1 Magetan in the academic year 2010/2011, (2) Application of STAD model cooperative learning can improve group learning activities in ensuring the need for documents in class XII APk-1 students at SMK Negeri 1 Magetan  in  the  academic  year  2010/2011,  and  (3)  the  application  of  STAD  model cooperative learning is fun and can encourage students of class XII APK-1 at SMK Negeri 1 Magetan in the 2010 school year / 2011 to diligently study on basic competencies Ensuring the Need for Documents.</em></p>

scholarly journals Small Group Learning is Associated with Reduced Salivary Cortisol and Testosterone in Undergraduate Students

2019 ◽  
Vol 19 (5) ◽  
Author(s):  
Kristin Snopkowski ◽  
Kathryn Demps ◽  
Shane Scaggs ◽  
Ross Griffiths ◽  
Karen S Fulk ◽  
...  
Keyword(s):  
Small Group ◽  
Perceived Stress ◽  
Salivary Cortisol ◽  
Group Learning ◽  
Learning Activities ◽  
Physiological Measures ◽  
Small Group Learning ◽  
Group Activities ◽  
Student Stress ◽  
Small Group Activities

Small group learning activities have been shown to improve student academic performance and educational outcomes. Yet, we have an imperfect understanding of the mechanisms by which this occurs. Group learning may mediate student stress by placing learning in a context where students have both social support and greater control over their learning. We hypothesize that one of the methods by which small group activities improve learning is by mitigating student stress. To test this, we collected physiological measures of stress and self-reported perceived stress from 26 students in two undergraduate classes. Salivary cortisol and testosterone were measured within students across five contexts: a) pre-instructional baseline, b) following a traditional lecture, c) after participating in a structured small group learning activity, d) following completion of multiple choice, and e) essay sections of an exam. Results indicate students have lower salivary cortisol after small group learning activities, as compared to traditional lectures. Further, there is no evidence of a relationship between physiological measures of stress and self-reported perceived stress levels. We discuss how structured small group activities may be beneficial for reducing stress and improving student learning outcomes.

scholarly journals Pengaruh Model Teams Games Tournament Terhadap Kemampuan Pemahaman Matematik Siswa Kelas XI SMK di Kota Cimahi Pada Materi Fungsi Eksponen

2018 ◽  
Vol 2 (1) ◽  
pp. 99
Author(s):  
Senja Noviani Dewi ◽  
Tommy Tanu Wijaya ◽  
Ayu Budianti ◽  
Euis Eti Rohaeti
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Group Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Student Activity ◽  
Classroom Action Research ◽  
Constructing Knowledge ◽  
Selection Of

Education is a conscious and planned effort organized by school institutions to guide and train learners to grow awareness about the existence of life and the ability to solve every problem of life that always arises. It is reminded that teaching and learning activities are held in order to provide students with learning experiences. Selection of learning models used by teachers in delivering taught material can affect learning outcomes. One model of cooperative learning is Teams Games Tournament (TGT) model. The TGT learning model is a group learning model that involves student activity with an exchange of thoughts or ideas constructing knowledge amongst students in groups when getting assigned. This research is a Classroom Action Research (PTK) or Classroom Action Research is a research that is intended to provide information on how appropriate action to improve teachers' ability and student activeness. The results of the implementation of the first cycle of action I have achieved the classical indicator that has reached 62.5% students score above 70 and the results in cycle II reach 92% students score above 70.

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