Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis

The Future of Social Learning: A Novel Approach to Connectivism

“…Increased engagement through PBL strategies has been shown to improve achievement and selfefficacy among middle school students [24], as well as boost their intrinsic goal orientation, task value, use of elaboration learning strategies, critical thinking, and peer learning, when compared to non-PBL instruction [44]. Walker and Leary's [46] meta-analysis of 82 PBL studies and Springer et al's [43] meta-analytical study showed PBL in small groups supported high-need students' success in STEM fields. Gallagher and Gallagher [16] also reported that PBL instruction could surface students who had previously unseen academic potential, meaning the learning strategy not only…”

Visual modelling and designing for cooperative learning and development of team competences

“…Cooperative learning is proven to be capable of producing various positive effects, for instance less dropouts-especially at the beginning of the studiesbecause it can contribute to students' sense of belonging to colleagues and feeling of security (Seymour & Hewitt, 1997). A meta-study on the effects of cooperative small-group learning on science, mathematics, engineering, and technology students found significant positive effects on achievement, persistence and attitudes (towards subject matter, self esteem and motivation) (Springer, Stanne, & Donovan, 1999). Another metaanalysis on cooperative learning methods showed that students showed higher academic achievements-with respect to grades, quality of products such as reports-than competitive and individualistic efforts (Johnson, Johnson, & Stanne, 2000).…”

Active learning materials for molecular and atomic spectroscopy

“…Studies show that an active classroom environment in which students work in small groups on questions or problems posed by the instructor is effective at promoting learning [6,[13][14][15][16][17][18][19][20][21][22][23][24][25][26]. A recent meta-analysis of 225 research studies found that test scores were higher and the number of failures was lower for active learning versus lecture classes [27].…”