From resistance to acceptance in small group work: Students' narratives

Wong, Francis; Kan, Crystal Wai Yee; Chow, Susan Ka Yee

doi:10.1016/j.nedt.2022.105317

Cited by 8 publications

(6 citation statements)

References 14 publications

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“…Aligning with previous literature, this study resonates with the overarching consensus that collaboration and teamwork are pivotal to enhancing student learning, engagement, and motivation (Apicella et al, 2022; Chiu, 2022; Ng & Latife, 2022; Trust et al, 2023; Wong, Kan, & Chow, 2022; Yu et al, 2022). However, it also goes a step further by providing specificity regarding the importance of such tools within a middle school science context.…”

Section: Discussionsupporting

confidence: 84%

Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement

Ateş,

Köroğlu

2024

Computer Assisted Learning

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BackgroundOnline collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain.ObjectivesThe study aimed to investigate the impact of online collaboration tools on science education outcomes among middle school students, focusing on learning achievement, engagement, and motivation.MethodsA quasi‐experimental design with a pretest‐posttest control group was used in this study. A total of 60 eighth‐grade middle school students were involved in the study, with both the experimental and control groups comprising 30 students each. The experimental group incorporated the use of digital collaboration platforms, including Asana, Slack, and Team Viewer, as instrumental components of group project execution and discussion in their science lessons. Conversely, the control group adhered to the current educational approach in Turkey, characterized by the employment of an inquiry‐based learning strategy in their science instruction. Data was collected over eight weeks using a science achievement test, engagement scale, and science motivation scale.ResultsThe experimental group demonstrated significantly higher post‐test scores compared to the control group, suggesting that online collaboration tools positively impacted science education outcomes. Additionally, survey data indicated high levels of engagement and motivation among the experimental group students when using the online collaboration tools.ConclusionsThe findings support the notion that online collaboration tools can effectively enhance learning, motivation, and engagement in science education among middle school students. These results have significant implications for educators, educational institutions, policymakers, and curriculum developers. Further research is needed to examine the potential of these tools in various educational contexts and with different student populations. This will help broaden the understanding of how online collaboration tools can be integrated into diverse learning environments, potentially benefiting a larger number of students and further improving science education outcomes.

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Section: Discussionsupporting

confidence: 84%

Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement

Ateş,

Köroğlu

2024

Computer Assisted Learning

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“…It has been clearly shown that teamwork helps develop students' habits of joint operation, increase their knowledge and shape new competences. This study has demonstrated that perception of those who resist team education, can be changed if students are taught with in a definite direction, under adequate guidance supporting interaction with peers and effective assistance on the part of the tutor [16].…”

Section: Introductionmentioning

confidence: 89%

Students’ destructive attitudes and tolerance for stress in today’s knowledge society

Khachaturyan,

Kolesina

2023

E3S Web Conf.

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The knowledge society of today is linked to each field of human activity, hence it opens up every reference source and creates quite a number of prospects for personal and vocational advancement for any member of the educational process. Fast educational environment digitalization offers new opportunities for the employment and development of distance and blended teaching modes. In spite of the fact that today’s students are ready to employ the newest information technologies, complete transition to online teaching makes its impact on interpersonal relations. This article studies destructive attitudes and tolerance for stress in students’ interpersonal relations in the information educational environment. The work analyses available psychological investigations of destructive attitudes; it scrutinizes the basic approaches to the studies of tolerance for stress. 60 university students aged between 18 and 25 make the empirical object. The study results in an evidence of the proposed hypothesis; students’ destructive attitudes in interpersonal relations are defined; the level of tolerance for stress is revealed; personal characteristics are studied; interconnection between destructive attitudes, tolerance for stress and students’ personality characteristics is specified. The obtained results might be applied by educational psychological aid experts in their correctional activities aimed at validation of students’ tolerance for stress and interpersonal communication effectiveness.

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“…This is why the Assessment process is constantly evolving ( Ragusa et al, 2022 ). Moreover, group work provides social learning, social understanding and acceptance, as well as social recognition to foster social networking, so evaluators should not neglect to consider this type of competency ( Wong et al, 2022 ). In addition, these evaluations can provide information about individual contributions to group work, effort, or leadership that educators might not otherwise know ( Dingel et al, 2013 ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…To achieve an effective learning environment in work groups, tutors must act as facilitators and play an important role in guiding and supporting students ( Wong et al, 2022 ). In this sense, tutors assist students in achieving pre-established objectives, model the reality of the students' practice and guide them ( Oikarainen et al, 2022 ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Visual thinking and cooperative learning in higher education: HOW does its implementation affect marketing and management disciplines after COVID-19?

López

Ledesma‐Chaves

Gil‐Cordero

2023

The International Journal of Management Education

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From resistance to acceptance in small group work: Students' narratives

Cited by 8 publications

References 14 publications

Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement

Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement

Students’ destructive attitudes and tolerance for stress in today’s knowledge society

Visual thinking and cooperative learning in higher education: HOW does its implementation affect marketing and management disciplines after COVID-19?

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