Group Work

Wilson, Kristy J.; Brickman, Peggy; Brame, Cynthia J.

doi:10.1187/cbe.17-12-0258

Cited by 61 publications

(43 citation statements)

References 12 publications

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Section: Advice For Implementati On Of This Modulementioning

confidence: 99%

“… Keep groups small and promote student engagement —the discussion‐based nature of the course is easier with a small class, but may be possible with larger classes as well. Even for larger classes, I do not recommend forming small groups above five students, since it may be more challenging to have each student participate equally in larger groups; past literature has suggested that small groups of three to five students tend to be the most effective (Wilson, Brickman, & Brame, 2018). If in the online format, I recommend asking each student to turn on their webcam (if available) to promote engagement. Rotate groups every class— even before the transition to online teaching, I had randomized groups every class, and I continued doing so with the online format using Zoom's random breakout groups feature.…”

Section: Advice For Implementation Of This Modulementioning

confidence: 99%

“…Students have reported that they have been able to meet more of their peers and hear a greater diversity of perspectives than if they were placed in the same small group each class. In addition, the rotation of groups every class may increase individual accountability, a key aspect of successful group work (Wilson et al., 2018), if they will be paired with (and held accountable to) a random subset of their classmates. Clarify themes and provide discussion prompts prior to small group discussion— it can often be challenging to start a small group discussion for a particularly complex section of a paper without guidance; as such, I have found that clarifying some key themes and providing discussion prompts can facilitate the small group discussion and lead to deeper conversations and analyses of the paper. Past literature has suggested that having a clear task, such as answering and presenting on a given prompt or being tasked with leading the discussion on a given figure or section of the paper, that requires input from all students can promote cooperative learning (Tanner, Chatman, & Allen, 2003).…”

Section: Advice For Implementation Of This Modulementioning

confidence: 99%

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Using primary literature on SARS‐CoV‐2 to promote student learning about evolution

Hsu

2020

Ecology and Evolution

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The ongoing COVID-19 pandemic is caused by SARS-CoV-2, a novel coronavirus that most likely originated near Wuhan, China, from an animal host (Li et al., 2020). The virus has infected over three million people and caused nearly a quarter-million deaths worldwide (as of 1 May 2020), while also leading to severe societal disruption, including the widespread transition of colleges and universities to online learning. Concomitant with the pandemic has been an increase in public discourse and speculation about the evolution and origin of the virus, despite numerous studies examining its evolution and zoonotic origin (e.g., Lam et al., 2020; Li et al., 2020). Given this widespread discourse about the evolution of SARS-CoV-2 and the immediate relevance of this topic amid the ongoing pandemic, I decided to modify my senior biology capstone course already underway in the spring semester of 2020 to incorporate a module on SARS-CoV-2 evolution. Here, I describe how I pivoted this course using primary literature following the CREATE (consider, read, elucidate, and think of the next experiment) model, discuss the challenges and lessons learned from conducting such a class with online instruction, and provide advice for faculty looking to incorporate this module in future classes.

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Section: Advice For Implementati On Of This Modulementioning

confidence: 99%

Section: Advice For Implementation Of This Modulementioning

confidence: 99%

Section: Advice For Implementation Of This Modulementioning

confidence: 99%

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Using primary literature on SARS‐CoV‐2 to promote student learning about evolution

Hsu

2020

Ecology and Evolution

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“…Mahasiswa mampu berkomunikasi dan diskusi interaktif dengan anggota lainnya meskipun tidak mengenal satu sama lain. Wilson menyatakan bahwa komunikasi efektif dapat meningkatkan kerja kolaborasi antar anggota (Wilson, Brickman, & Brame, 2018). Peneliti lain juga menyatakan bahwa komunikasi efektif dapat mendorong interaksi antar individu dalam kerja tim (Noguera, Guerrero-Roldán, & Masó, 2018).…”

Section: Gambar 3 Grafik Persebaran Mahasiswa Pada Tim Proyekunclassified

Formasi kelompok dinamis untuk mendukung kolaborasi pembelajaran proyek perangkat lunak

Utomo

Kurniawan

2020

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Matakuliah proyek perangkat lunak digunakan untuk melatih mahasiswa dalam penguasaan materi pengembangan perangkat lunak yang terdiri dari analisis, desain, implementasi, dan evaluasi. Mahasiswa diajarkan bagaimana cara mengerjakan perangkat lunak dari tahap awal hingga tahap akhir. Selain itu, mahasiswa juga dilatih untuk bekerja secara tim. Permasalahan yang terdapat pada Universitas Dian Nuswantoro adalah pembentukan kelompok masih dilakukan secara random-select. Pembentukan kelompok yang dilakukan mahasiswa berdasarkan unsur pertemanan, satu komunitas, atau grup di social media seperti WhatsApp. Hasilnya, terjadi ketidakseimbangan di dalam kelompok tim proyek. Ketidakseimbangan tim proyek dapat menyebabkan gagalnya proyek pengembangan perangkat lunak. Penelitian ini mengusulkan eksperimen pendekatan dynamic group formation dengan algoritma genetika. Hasil dari eksperimen menunjukkan bahwa algoritma genetika mampu membantu pembentukan kelompok tim proyek dengan tingkat keberhasilan 87.5% dengan pengaturan inisial populasi adalah 100 populasi dan probabilitas crossover adalah 0.6. Tujuan dari penelitian ini adalah memberikan alternatif pembentukan kelompok mahasiswa secara dinamis guna mendukung kolaborasi tim proyek mahasiswa. Pada proyek perangkat lunak kedepan, tidak ada pembentukan tim proyek secara homogen atau pemilihan anggota tim proyek secara self-select atau random-select. AbstractSoftware project courses are used to train students in mastering software development materials consisting of analysis, design, implementation, and evaluation. Students are taught how to work on software from the initial stage to the final stage. In addition, students are also trained to work in teams. The problem in Universitas Dian Nuswantoro is that group formation is still done randomly-selectively. The formation of groups by students is based on the friendship level, a community, or a group on social media such as WhatsApp. As a result, there is an imbalance in the project team. Imbalance of the project team can cause the failure of software development projects. This study proposes an experiment using a dynamic group formation approach with genetic algorithms. The results of the experiment show that the genetic algorithm is able to help the formation of project team groups with a success rate of 87.5% with the initial population is 100 population and the probability of crossover (pc) is 0.6. The objective of this study is to provide an alternative dynamic formation of student groups to support the collaboration of student project teams. In the future, there is no homogeneous project team formation or selection of member teams using a self-select or random-select method.

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“…Nevertheless, teamwork requires social and intellectual collaboration that is not always easy for members to accept (16). Recent literature on science education strongly encourages undergraduate instructors to incorporate group work assignments into their classroom to allow students to build teamwork skills for their future careers (17). It is noteworthy that students in undergraduate programs often resist group work activities for a variety of reasons, such as competitiveness, difficulty relying on each other’s knowledge, and uneven division of responsibilities between team members (17).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Graduate Students’ Ability to Conduct and Communicate Research through an Interdisciplinary Lens

Marbach‐Ad

Marr

2018

J Microbiol Biol Educ.

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This research is a part of a longitudinal study of the Computation and Mathematics for Biological Networks (COMBINE) program at the University of Maryland. The mission of COMBINE is to train doctoral students from a wide range of fields to pursue interdisciplinary research. Here, we focus on one component of COMBINE, a semester-long course titled Data Practicum at the Intersection of the Physical, Computer, and Life Sciences. The goal of this study was to explore the effectiveness of the teaching practices that were used in the Data Practicum. We investigated their impact on graduate students’ confidence to conduct research through an interdisciplinary lens and to communicate their research to diverse audiences. We used validated pre- and post-course online surveys, in-class observations, collection of artifacts, and interviews. Interviewed students and instructors highlighted the course’s iterative process, peer review system, and unique incorporation of outside research already being conducted by students as the most impactful aspects of the course. Based on students’ reports and artifacts, the Data Practicum was successful in helping them to communicate their research visually, orally, and in text to a wide and varied audience, to critically review others’ work, inside and outside their discipline, and to develop awareness of research in other disciplines. We observed that it is possible to enhance interdisciplinary communication skills through an iterative teaching approach that gives students a chance to incorporate feedback from multiple sources. This course could serve as a model for other graduate programs wishing to increase training in interdisciplinary skills.

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Group Work

Cited by 61 publications

References 12 publications

Using primary literature on SARS‐CoV‐2 to promote student learning about evolution

Using primary literature on SARS‐CoV‐2 to promote student learning about evolution

Formasi kelompok dinamis untuk mendukung kolaborasi pembelajaran proyek perangkat lunak

Enhancing Graduate Students’ Ability to Conduct and Communicate Research through an Interdisciplinary Lens

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