scholarly journals Adaptive strategies to conduct participant-centric structured virtual group discussions for postgraduate students in the wake of the COVID-19 pandemic

2021 ◽  
Vol 45 (1) ◽  
pp. 37-43
Author(s):  
Simran Kaur ◽  
Megha Bir ◽  
Dinu S. Chandran ◽  
Kishore Kumar Deepak
Keyword(s):  
Group Dynamics ◽  
Group Discussion ◽  
Adaptive Strategies ◽  
Learning Objectives ◽  
Group Discussions ◽  
Postgraduate Students ◽  
Virtual Group ◽  
Live Group

Snapshot: COVID-19 caused an inevitable shift of live group discussion to virtual format for postgraduate students in physiology. An innovative yet feasible approach of structured virtual group discussion was adopted to inculcate active interactions using prior priming sessions by incorporating forming, storming, norming, and performing stages of group dynamics into the virtual format. Synchronous and asynchronous academic interactions within and between the groups assisted in meeting the learning objectives of the group discussion effectively.

Framing the National Interest: The Manipulation of Foreign Policy Decisions in Group Settings

1990 ◽  
Vol 43 (1) ◽  
pp. 77-110 ◽  
Author(s):  
Zeev Maoz
Keyword(s):  
Foreign Policy ◽  
Group Dynamics ◽  
Group Discussion ◽  
Decision Makers ◽  
Policy Decisions ◽  
Group Discussions ◽  
Individual Preferences ◽  
Policy Choices ◽  
Group Settings ◽  
Crisis Conditions

Social psychologists have long attempted to explain the group-induced shift phenomenon: that it is impossible to predict group choices from knowledge of individual preferences prior to group discussion, and that individuals change their choices during group deliberations. Most explanations of group-induced shifts have focused on substantive changes in individual preferences induced by group dynamics. This study explores the possibility that individual preferences do not necessarily change in the course of group discussions. Rather, decision makers may switch their choice in part because one or more individuals manipulate the decision-making process in a manner that helps them achieve their desired outcome. The study distinguishes between rational and nonrational variations of decisional manipulation and considers examples of U.S. and Israeli foreign policy choices under crisis conditions to illustrate such processes. The implications of these ideas for the study of foreign policy decisions are discussed.

Fostering climate change consensus: The role of intimacy in group discussions

2021 ◽  
pp. 096366252110206
Author(s):  
Lyn M. van Swol ◽  
Emma Frances Bloomfield ◽  
Chen-Ting Chang ◽  
Stephanie Willes
Keyword(s):  
Climate Change ◽  
Group Discussion ◽  
Group Consensus ◽  
Group Discussions ◽  
Self Disclosure ◽  
Group Attraction ◽  
Climate Change Information ◽  
To Come ◽  
Collective Engagement

This study examined if creating intimacy in a group discussion is more effective toward reaching consensus about climate change than a focus on information. Participants were randomly assigned to either a group that spent the first part of an online discussion engaging in self-disclosure and focusing on shared values (intimacy condition) or discussing information from an article about climate change (information condition). Afterward, all groups were given the same instructions to try to come to group consensus on their opinions about climate change. Participants in the intimacy condition had higher ratings of social cohesion, group attraction, task interdependence, and collective engagement and lower ratings of ostracism than the information condition. Intimacy groups were more likely to reach consensus, with ostracism and the emotional tone of discussion mediating this effect. Participants were more likely to change their opinion to reflect that climate change is real in the intimacy than information condition.

Equal Performance, Different Grade: Women’s Performance in Discussion Perceived Worse Than Men’s

2021 ◽  
pp. 014616722199221
Author(s):  
Angela R. Dorrough ◽  
Monika Leszczyńska ◽  
Sandra Werner ◽  
Lovis Schaeffer ◽  
Anna-Sophie Galley ◽  
...  
Keyword(s):  
Group Discussion ◽  
Selection Procedure ◽  
Similar Degree ◽  
Female Group ◽  
Group Discussions ◽  
Work Related ◽  
Female Performance ◽  
Group Members ◽  
Hidden Profile ◽  
Perceived Helpfulness

We investigate how men and women are evaluated in group discussions. In five studies ( N = 761) using a variant of a Hidden Profile Task, we find that, when experimentally and/or statistically controlling for actual gender differences in behavior, the female performance in a group discussion is devalued in comparison to male performance. This was observed for fellow group members (Study 1) and outside observers (Studies 2–5), in both primarily student (Studies 1, 4, and 5) and mixed samples (Studies 2 and 3), for different measures of performance (perceived helpfulness of the contribution, for work-related competence), across different discussion formats (preformulated chat messages, open chat), and when controlling for the number of female group members (Study 5). In contrast to our hypothesis, we did not find a moderating effect of selection procedure in that women were devalued to a similar degree in both situations with a women’s quota and without.

Use of simulation based technology in pre-clinical years improves confidence and satisfaction among medical students

2021 ◽  
pp. 1-19
Author(s):  
Muhammad Bilal Mirza ◽  
Anjiya Sulaiman ◽  
Satwat Hashmi ◽  
Samar Zaki ◽  
Rehana Rehman ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Teaching Method ◽  
Clinical Skills ◽  
Descriptive Analysis ◽  
Group Discussion ◽  
Cross Sectional Study ◽  
Learning Objectives ◽  
Student Interest ◽  
Cross Sectional

Abstract Objective: To determine perception of medical students about learning from integrated simulated clinical skills sessions in Respiration and Circulation module of Year 1 undergraduate medical curriculum at Aga Khan University. Subjects & Methods: This cross-sectional study was conducted at the Centre for Innovation in Medical Education, Aga Khan University (AKU) from July 2018 to February 2019. Integrated clinical skills session involves use of a combination of live simulated patient and mechanical simulator to teach clinical skills.  These sessions were conducted in Respiration and Circulation Module of MBBS Year I curriculum after which quantitative data was collected by a questionnaire that assessed usefulness of integrated clinical skills teaching method and confidence gained by students. The responses acquired were assessed on a Likert scale ranging from 1-5, (strongly agree -strongly disagree).  Descriptive analysis was performed. A focused group discussion (FGD) with students and an in-depth interview with a facilitator conducting the clinical skills sessions was arranged. Simple verbatim transcription of FGD recordings and thematic analyses was executed. Results: Quantitative analysis showed that more than 90% of the students believed integrated sessions were effective in acquiring the learning objectives and found them enjoyable and motivating. 80% expressed confidence that they had accomplished learning objectives and felt they have learned practical clinical skills. Qualitative analysis revealed that these sessions enhanced understanding of subject matter and student engagement during sessions. Conclusion: Integrated clinical skills sessions improved student interest, engagement and promoted student confidence. It should be implemented in undergraduate medical teaching curriculum. Continuous...

Group Discussion in a Blended Environment in Engineering Education

TEM Journal ◽  
2021 ◽  
pp. 508-516
Author(s):  
Deepti Mishra ◽  
Gonca Gokce Menekse Dalveren ◽  
Frode S. Volden ◽  
Carly Grace Allen
Keyword(s):  
Engineering Education ◽  
Group Process ◽  
Eye Gaze ◽  
Group Discussion ◽  
Group Discussions ◽  
Verbal Cues ◽  
Face To Face ◽  
Seating Arrangement ◽  
Key Factor ◽  
Group Members

Group work is a necessary element of engineering education and group members need information about one another, group process, shared attention and mutual understanding during group discussions. There are several important elements for establishing and maintaining a group discussion such as participant’s role, seating arrangement, verbal and non-verbal cues, eye gaze, gestures etc. The present study investigates these elements for identifying the behavior of group members in a blend of traditional face-to-face discussion along with computer supported cooperative work (CSCW) setting. The results of this study have shown that, speaking duration is the key factor for identifying the leadership in a group and participants mostly used eye gazes for turn taking. Although this study is a mix of face-to-face and CSCW discussion setting, participants mostly behave like faceto- face group discussion. However, unlike the previous studies involving face-to-face discussion, the relation between seating arrangement and amount of attention is not apparent from the data during this study.

Enhancing graduates’ employability through polytechnic–industry collaboration

2021 ◽  
pp. 095042222110631
Author(s):  
Innocent Otache
Keyword(s):  
Focus Group ◽  
Group Discussion ◽  
Policy Framework ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
National Board ◽  
Job Requirements ◽  
Industry Collaboration ◽  
Regulatory Bodies ◽  
Practical Implications

The unemployability of many Nigerian graduates is somewhat attributable to the existing wide collaboration gap between Nigerian higher education institutions and industry. Against this backdrop, this study explores how Nigerian polytechnics and industry can collaborate to enhance graduates’ employability. Adopting a focus group discussion approach, three focus groups involving 20 people (eight polytechnic lecturers, six National Board for Technical Education officials and six industry executives) participated in the study. Content analysis of the focus group discussions revealed the need to involve industry experts in curriculum development and review to meet today’s job requirements in industry. The need to involve industry experts in teaching certain aspects of the curriculum was also highlighted. The findings further revealed the desirability of exposing students and lecturers to industrial work situations to equip them with workplace skills and experience. Additionally, the study found that a comprehensive collaboration policy framework, funding, commitment, mutual benefits and trust are required to achieve successful polytechnic–industry collaboration. This research demonstrates that effective collaboration between polytechnics and industry will help to improve the employability of graduates. The findings provide policy and practical implications for polytechnics, regulatory bodies, industry and government.

scholarly journals Discussion Support System for Intra-class Discussions and the Criteria for Group Making

2009 ◽  
Vol 4 (1) ◽  
pp. 57
Author(s):  
Ikuo Kitagaki
Keyword(s):  
Computer System ◽  
Support System ◽  
Cell Phone ◽  
Group Discussion ◽  
Group Discussions ◽  
Class Discussions ◽  
Other Information ◽  
Group Information ◽  
The Given ◽  
Computerized System

A computerized system has been discussed. It assists group discussion done in a classroom in the way that, first, it presents a topic with the relevant choices, second, each student selects a choice and sends it to the server, third, the server determines the groups according to the choices and other information, forth, it sends to the students’ cell phone the group information with each choice, lastly, students actually make group according to the given information then start to discuss. Relating to the system, this paper describes the configuration of the proposed computer system, two aspects of group division(difference in learning and similarity in learning), the algorithm of the group division, and the execution process of actual group discussions, assisted by this system, about specific topics.

scholarly journals Varying the Preparation Guide and Group Discussion in a Classroom Analysis of Interteaching

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Catherine M Gayman ◽  
Stephanie T Jimenez
Keyword(s):  
Academic Success ◽  
Small Group ◽  
Group Discussion ◽  
Active Engagement ◽  
Group Discussions ◽  
Effective Implementation ◽  
Student Comprehension ◽  
Small Group Discussions ◽  
Frequent Testing ◽  
Psychology Course

Interteaching is a strategy that shifts the emphasis from passive student learning to active engagement through the use of preparation guides, small group discussions, clarifying lectures, and frequent testing. Several classroom studies have demonstrated that interteaching leads to better student comprehension and higher test scores. However, the specific strategies used in these studies vary slightly. The goal of the present study was to compare two different ways of implementing the preparation guide and group discussions to determine which method led to higher academic success. A group design was used in two sections of a psychology course over two semesters. One section experienced the standard interteaching method, where students completed the entire preparation guide prior to class and engaged in small group discussions during class. The second section was divided into two groups and each group was given half of the preparation guide to complete. Students, then, went through two rounds of group discussions: first, in a dyad with a member that completed the same portion of the preparation guide and then in a larger group with another dyad who completed the other portion of the preparation guide. Students in the second section scored more points on exam questions that came from their half of the preparation guide and they demonstrated less of a preference for interteaching than those who experienced the standard interteaching method. Results from this study indicate that instructors should have students read and complete the entire preparation guide to allow for more effective implementation of interteaching.

scholarly journals Strengthening Counter-Radicalism Through Santri Discussion Group

2021 ◽  
Vol 2 (1) ◽  
pp. 106-114
Author(s):  
Rindha Widyaningsih ◽  
Kuntarto ◽  
Muhamad Riza Chamadi
Keyword(s):  
Community Service ◽  
Community Education ◽  
Soft Skills ◽  
Group Discussion ◽  
Boarding School ◽  
Educational Material ◽  
Group Discussions ◽  
The Third ◽  
Analytical Skills ◽  
Hard Skills

The santri group discussion aims to strengthen the character of Pancasila and the santri knowledge about issues of radicalism and terrorism in order to avoid the radicalism ideology. The activity was held at the Darul Abror Purwokerto Islamic Boarding School with 50 participants. The community service method uses a combination of community education methods and group discussions. The activity was carried out in three sessions: providing educational material, in-group discussions, and inter-group discussions. In the first session, the method provides in-depth material on radicalism and Pancasila by the community service team. The method at the second session is in-group discussion. The second session's point was to improve the participants analytical skills in responding to radicalism and Pancasila issues. The method in the third session is inter-group discussion. The santri group discussion showed that the students in Darul Abror had increased knowledge about radicalism and terrorism and developed the character of Pancasila to prevent the threat of radicalism. Students sharpen hard skills through discussion activities in practice identification and analysis of problems and problem-solving. The development of participants' soft skills is a sense of respect for other people's opinions, tolerance, and culture of deliberation.

scholarly journals Evaluation of the use of Assessment Centre methodology to enhance development planning, work placement outcomes and work readiness for postgraduate students - a pilot

2011 ◽  
Vol 1 (1) ◽  
pp. 45-64 ◽  
Author(s):  
Sophie Melinda Keele ◽  
Vanessa L. Sturre ◽  
Kathryn Von Treuer ◽  
Frances Feenstra
Keyword(s):  
Positive Impact ◽  
Longitudinal Design ◽  
Group Discussion ◽  
Development Planning ◽  
Work Readiness ◽  
Postgraduate Students ◽  
Work Placement ◽  
Assessment Centre ◽  
Development Plans ◽  
Work Integrated Learning

Work placements as a form of Work Integrated Learning are widely recognised for the positive impact they have on improving the employability and work readiness of students. Assessment Centres (ACs) are widely used in corporate settings for recruitment, selection and more recently to provide developmental feedback to participants. The present project aimed to evaluate the application of AC methodology as a tool for measuring and subsequently enhancing professional competencies in a sample of postgraduate students in organisational psychology (n=15). A longitudinal design was utilised with numerous evaluation points from work placement stakeholders. This paper presents the first wave of findings. Students undertook a range of activities, including an in-tray exercise, a role play, a written report and a leaderless group discussion. Comprehensive feedback was provided to the students by Organisational Psychologists who also fulfil the role of placement co-ordinators. With the assistance of the Placement Co-ordinators, students prepared development plans relating to the competencies identified as requiring development. These development plans were to be addressed whilst on consecutive work placements. Performance evaluations collected to date, as measured by behaviourally based ratings scales completed by the students themselves and their organisational supervisors illustrate the positive effect of this methodology. Initial perceptions gathered from students with regards to their participation in this initiative were very encouraging. The ongoing application of AC methodology as a process to enhance development planning, placement outcomes and work readiness for postgraduate students is discussed.

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