Comparing strategies for active participation of students in group discussions

Abstract

Providing an active learning environment and engaging students in classroom discussion could be quite challenging. This study used a quasi-experimental method to manipulate students’ incentives for participation in group discussion to investigate its impact on students’ learning outcomes. Two research methods courses taught over four years by the author were examined. Eighty samples of students’ online discussions were recorded, transcribed, and analyzed to assess the impact of four different strategies on quantity, quality, and outcome of students’ group discussions. The results showed significant differences in all aspects. The implications of the results for teachers who plan to use group discussion in their courses are discussed and suggestions for future research are offered.

Innovation in physical education: The role of cognitive factors and self-efficacy

“…It is because human beings are more concerned about their values and priorities to make decisions effectively. However, the people who are more critical thinkers and more intellectual in their understanding, it is easy for them to make decisions in different critical situations according to their mental level ( Nazari and Alizadeh Oghyanous, 2022 ; Rezaei, 2022 ). Moreover, people with less critical thinking ability are not concerned about making the right decisions because they do not have the innate ability to deal with such issues ( Presti et al, 2013 ; Ghufron and Ermawati, 2018 ).…”

“…It is also essential to understand that self-efficacy helps people develop their mental ability if they are provided with the appropriate directions to make them achieve their goals. No doubt, in most cases, people use to have the required motivation and the willingness to achieve their goals to a more considerable extent, but most of the time, they are not provided with the right to develop their critical abilities for practical goals attainment (Presti et al, 2013;Rezaei, 2022). Importantly, if the opportunity is provided to the people and they are educated related to 10.3389/fpsyg.2022.959979 their mental ability, then their cognitive development would be effective, and there would be better equipped to perform certain activities to achieve the desired success effectively.…”

Yliopisto-opiskelijoiden näkemyksiä etäopetuksen pienryhmätilanteista

“…Opiskelijoiden tyytyväisyys tai mukavuuden kokemus ei sinällään heijasta oppimisen tasoa tai laatua tai tilanteiden hyödyllisyyttä. Tiedetään, että opettajan antamat väljät raamit teknologiavälitteisille ryhmäkeskusteluille voivat lisätä opiskelijoiden relationaalista tyytyväisyyttä, kun toisaalta tarkemmat ja vaativammat ohjeet voivat nostaa osallistumisastetta ja keskustelun laatua (Rezaei, 2022). Myös tämän tutkimuksen tulokset osoittivat opiskelijoiden tarpeiden vaihtelevuuden: osa kaipaa strukturoituja tehtävänantoja, kun taas osa toivoo rentoja ja tavoitteettomia keskusteluja.…”

Instruments to assess students’ critical thinking—A qualitative approach

“…These criteria were kept in mind while creating the rubric for grading the students’ assignments, taking care to ensure the clarity and appropriateness of the language, as advised by Reddy and Andrade (2010). Instrument 2 uses the group‐discussion format and is based on the recommendations of prior research that support demanding, specific criteria to prompt more participation of higher quality (Rezaei, 2022). This intentional approach in designing the rubrics and scoring instruments was to ensure generalizability, so educators can adapt the instruments to real‐world problems other than the internet or social media.…”