A Context for Learning: Collaborative Groups in the Problem-Based Learning Environment

Cockrell, Karen Sunday; Caplow, Julie; Donaldson, Joe F.

doi:10.1353/rhe.2000.0008

Cited by 95 publications

(77 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…An early example was presented by Piaget's 1932 masterpiece, were he found that through cognitive conflict students changed their own concepts and adopted new ones presented in their groups. A more recent study was conducted by Cockrell et al (2000) and Johnson et al (2000), which showed that the results of group work were better than that of individual work. They stated that group work helped students remember information better than the students who worked individually.…”

Section: Discussionmentioning

confidence: 98%

“…It has shown that group work helps students learn and remember knowledge better than individualistic learning (Cockrell et al, 2000;Johnson et al, 2000). Overall, research demonstrates that group work results in better achievement and more effective relationships among students (Gomleksize, 2007;Tuan & Neomy, 2007;Wichadee, 2007;Li et al, 2010;Nihalani et al, 2010;…”

Section: General Advantagesmentioning

confidence: 99%

See 1 more Smart Citation

Effect of Group Work on EFL Students’ Attitudes and Learning in Higher Education

Taqi¹,

Al-Nouh²

2014

JEL

View full text Add to dashboard Cite

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 Phonology" participated in the study. They performed six tasks; two prior to group work, two done in group work (by one group only) and two after group work. The tasks were all practical, and they were based on phonetic transcription. One of the groups participated in group work while the other did not. This was done enable to compare the results. In addition to exam results, a five-open-questions questionnaire on the students' perception of group work was distributed to the participants. Throughout the application of the study, the instructor took notes of her observation of the formation of and participation in group work. It was found that the students who worked in groups did not improve. However, most students reported that they enjoyed the tasks and would like to work in a group more often. The method of forming a group also seemed to affect learning. It was found that social and academic variables of age and GPA affected the formation, engagement and results of group work.

show abstract

Section: Discussionmentioning

confidence: 98%

Section: General Advantagesmentioning

confidence: 99%

Effect of Group Work on EFL Students’ Attitudes and Learning in Higher Education

Taqi¹,

Al-Nouh²

2014

JEL

View full text Add to dashboard Cite

show abstract

“…Research has revealed many benefits in designing classes that include high levels of CL. Collaborative learning activities can help students develop problem-solving skills, critical thinking skills, formulate ideas, discuss solutions, and receive feedback from each other (Cockrell, Hughes-Caplow, & Donaldson, 2000;Moore, 2009;Mitchell, 2004;Youngblood & Beitz, 2001). Learners also benefit socially and emotionally because they are required to listen to other's perspectives and articulate and defend their own ideas (Smith & MacGreggor, 1992).…”

Section: Literature Review Collaborative Learningmentioning

confidence: 99%

Student Resistance to Collaborative Learning

Stover

Holland

2018

ij-sotl

View full text Add to dashboard Cite

The advancing complexity of today's corporate environment requires that employees are able to collaborate in the workplace. This mixed methods research study follows a nursing faculty's efforts to incorporate collaborative learning (CL) into an introductory nursing class. The mixed-methods research study found that while students' final grades improved in the initial CL flipped classroom design (p < .0005), their levels of student resistance deepened which resulted in significantly lower levels of community of inquiry (p = .004), lower levels of satisfaction, and many negative open-ended comments (83%). Using Tolman and Kreming's (2017) integrated model of student resistance (IMSR) as a guideline, the instructor was successful in redesigning the CL class to overcome students' resistance as measured by significantly higher levels of community of inquiry (p < .0005), higher levels of satisfaction (p < .0005), and many less negative openended comments (54% vs 83%).

show abstract

“…Transferring knowledge and the effectiveness of clinical teaching-learning strategies lies in facilitating student engagement through promoting a diversity of experiences, creating shared learning opportunities, maximizing student-faculty interaction, involving students in active learning, and setting high expectations [26] . There is a positive impact of collaborative learning [27,28] , blended learning [29] , shared-learning experiences [30,31] , and technologies [32][33][34][35][36] for improving the engagement of students and development of capabilities. Students reported increased engagement in self-directed clinical learning activities like e-learning [37] and web based learning [38] for developing critical reasoning processes, and conveyed that learning was more dynamic and active compared to the learning experienced in the conventional curricula [35] .…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring nursing student engagement in the learning environment for improved learning outcomes

D’Souza

Isac²,

Venkatesaperumal³

et al. 2013

Clinical Nursing Studies

View full text Add to dashboard Cite

Background: Nursing students' engagement in the curriculum is important for learning outcomes in undergraduate nursing education.Objective: The aim of this paper is to explore students' engagement processes in cognitive, behavioural and emotional learning in the undergraduate nursing curriculum.Method: An exploratory cross-sectional research design was used to conduct the study in Oman. A standardized validated Student Engagement Questionnaire (SEQ) was used to collect data from 250 nursing students of a public nursing school in 2010.Results: 50% of the students (N=250) had high mean scores in the three engagement domains: Meaningul processes, Participation and Focused attention. Participation mean scores were the highest compared to the Focused attention and Meaningul processes. There was a significant association between cohort, as well as siblings studying in the same university and the 17 engagement subdomains. Conclusions:Nursing students showed higher engagement in the clinical learning environment. Critical and creative thinking, adaptability, ability to solve problems and to manage one's own learning were considered important factors in the cognitive and behavioural learning process. The ability to work with others, communication and interpersonal skills are considered vital for emotional and behavioural learning.Implications: Nursing students should be engaged in student centered and interactive pedagogies for cognitive, emotional and behavioural learning. Nurse educators should integrate active and collaborative learning strategies in teaching.

show abstract

A Context for Learning: Collaborative Groups in the Problem-Based Learning Environment

Cited by 95 publications

References 22 publications

Effect of Group Work on EFL Students’ Attitudes and Learning in Higher Education

Effect of Group Work on EFL Students’ Attitudes and Learning in Higher Education

Student Resistance to Collaborative Learning

Exploring nursing student engagement in the learning environment for improved learning outcomes

Contact Info

Product

Resources

About