Cooperative learning outcomes from cumulative experiences of group work: differences in student perceptions

Healy, Margaret; Doran, John; McCutcheon, Maeve

doi:10.1080/09639284.2018.1476893

Cited by 49 publications

(60 citation statements)

References 34 publications

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“…However, since formative assessment in group work is a rather neglected research area (Forsell et al, 2020), we wanted to investigate how formative assessment could take place at group level. Previous research (e.g., Ashman & Gillies, 1997;Black et al, 2003;Healy et al, 2018) using educational sessions has been shown to have a positive effect on both students learning and teachers practice. An expected outcome from the educational session was to increase teacher knowledge and experience concerning individual group work assessment and to provide an increased understanding of challenges connected to group work assessment.…”

Section: Design and Assignmentmentioning

confidence: 91%

Teachers’ perceived challenges in group work assessment

2021

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Group work assessment is a challenging and complex practice for teachers. This study focuses on the challenges teachers perceive before and after participating in a group work assessment project that emphasizes individual assessment. By conducting a qualitative thematic analysis of twelve interviews with six teachers at upper secondary schools in Sweden, several challenges could be identified. The most prominent challenge concerning group work assessment is how to discern students' individual performance within groups. This challenge has consequences for both the validity and the fairness of the assessment. Further, teachers experienced challenges with (un)fairness in group work assessment, in terms of both achieving fairness and having to deal with students' emotions regarding perceived unfairness. The results also show how teachers perceive inadequate conditions, such as a lack of time and methods, and generate challenges in their practice, which is also related to reliability.

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Section: Design and Assignmentmentioning

confidence: 91%

Teachers’ perceived challenges in group work assessment

2021

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“…( Participant 2[3], facilitator, 07 August 2019) Literature also presents varied opinions with regard to group selection. Healy, Doran and McCutcheon (2018) promote the student self-selection of groups, whereas Jacobs (2017) believes that students often prefer to do self-selection of groups, yet this opposes the CL principle of grouping heterogeneously, which can assist with learning and social cohesion. McCrea et al (2016) point out the pros and cons of both methods of group selection.…”

Section: Group Selectionmentioning

confidence: 99%

Defining research focus in self-directed learning: An autoethnographic reflection

Jagals¹

2020

NWU Self-Directed Learning Series

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to rigorous two-step peer review prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research JustificationThis scholarly book is the third volume in an NWU book series on self-directed learning. It is devoted to self-directed learning research and its impact on educational practice. The importance of self-directed learning for learners in the 21st century to equip themselves with the necessary skills to take responsibility for their own learning for life cannot be over emphasised. The target audience does not only consist of scholars in the field of self-directed learning in Higher Education and the Schooling sector, but it also includes all scholars in the field of teaching and learning in the various education and training sectors. The book contributes to the discourse on creating dispositions towards self-directed learning among all learners and adds to the latest body of scholarship in terms of self-directed learning. Although from different perspectives, chapters in the book are closely linked together around selfdirected learning as central theme, following on the work done in Volume 1 of this series (Self-Directed Learning for the 21st Century: Implications for Higher Education), to form a rich knowledge bank of work on self-directed learning. This book serves as a valuable contribution to the body of scholarship in self-directed learning.In accordance with the requirements of the Department of Higher Education and Training, this book contains original content not published before and no part of the work was plagiarised.

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“…In fact, authors such as Sharan (2002) or Slavin (1995), based on extensive research and practice support, have proposed different classifications of the available alternatives to put CL techniques into practice. For instance, small-group learning (Yamarik, 2007), group work (Healy, Doran & McCutcheon, 2018) or working in groups (Cottell & Millis, 1992;Opdecam et al, 2014;Wichadee & Orawiwatnakul, 2012) are different terms that refer to distinct learning tools through which CL can be implemented.…”

Section: Introduction To Cooperative Learningmentioning

confidence: 99%

The effect of previous experience with working in groups on students’ academic performance in the accounting discipline

Martínez‐Romero¹,

Cruz²,

García³

et al. 2021

Rev. contab.

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Este trabajo analiza la aplicación de técnicas de aprendizaje cooperativo en asignaturas de contabilidad para investigar si la disposición de los estudiantes a trabajar en grupo, a partir de sus percepciones sobre esta técnica de aprendizaje derivadas de experiencias previas de trabajo en grupo, están relacionadas con su rendimiento académico. Los resultados revelan que las percepciones de los estudiantes respecto a la mejora de sus habilidades por haber trabajado en grupo se relacionan positiva y significativamente con su rendimiento académico; mientras que las percepciones de los estudiantes respecto a haber aprendido de otros se relacionan negativa y significativamente con su rendimiento académico. Por lo tanto, este estudio amplía la literatura existente sobre el aprendizaje cooperativo y el rendimiento académico de los estudiantes, al considerar las actitudes de los estudiantes hacia el trabajo en grupo resultantes de sus experiencias previas. This paper analyses the implementation of cooperative learning techniques in accounting subjects to investigate whether students’ willingness to work in groups, based on their perceptions regarding this learning technique arising from previous group working experiences, are related to their academic performance. The findings reveal that students’ perceptions regarding their improved skills due to having worked in groups are positively and significantly related to their academic performance; meanwhile students’ perceptions of having learnt from others are negatively and significantly related to their academic performance. Therefore, this study extends the existing literature on cooperative learning and students’ academic performance by considering students’ attitudes toward working in groups resulting from their prior experiences.

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Cooperative learning outcomes from cumulative experiences of group work: differences in student perceptions

Cited by 49 publications

References 34 publications

Teachers’ perceived challenges in group work assessment

Teachers’ perceived challenges in group work assessment

Defining research focus in self-directed learning: An autoethnographic reflection

The effect of previous experience with working in groups on students’ academic performance in the accounting discipline

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