Individual or collaborative projects? Considerations influencing the preferences of students with high reasoning ability and others their age

Kanevsky, Lannie; Lo, C. Owen; Marghelis, Vicky

doi:10.1080/13598139.2021.1903842

Cited by 4 publications

(6 citation statements)

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“…The main concern is the responsibility of each member, and the evaluation of group performance (Rosander et al, 2020). This is due to different expectations regarding group work, e.g., the study by Cera Guy et al (2019) shows that high-achievers see group work as collaborative learning and expect this mode of work less frequently, as they care about equal distribution of tasks, quality of work (Kanevsky et al, 2022) and appreciation of the individual contributions. In contrast, low-achieving students expected from group work less effort due to the division of tasks.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The preferences towards learning mode vary between-and within-a student. Betweenstudents tastes differ across performance levels depending on personality characteristics but may also vary by learning situations and subject (Kanevsky et al, 2022). Students assess work mode through their own experiences (Cera Guy et al, 2019;Neber et al, 2001).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Although it is known that students' preferences for class organization vary (Alkooheji and Al-Hattami, 2018) and depend on the context (Kanevsky et al, 2022), the existing educational data (including large-scale assessments such as PISA, TIMSS, and PIRLS) do not provide adequate ways of evaluating preferences towards study modes and groupwork and overlook their unobserved heterogeneity. Literature on preference towards groupwork suffers from several methodological challenges.…”

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confidence: 99%

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Is students’ teamwork a dreamwork? A new DCE-based multidimensional approach to preferences towards group work

Gajderowicz

Jakubowski

Wrona

et al. 2023

Humanit Soc Sci Commun

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From the characteristics of the learning process, student satisfaction is important for learning effectiveness, motivation, and student well-being. However, student preferences toward learning are not well understood and rarely considered in practice. Thus, this study examines the preferences of lower secondary school students in Poland for different study modes and school subjects. It employs a discrete choice experiment to describe student preferences in light of the time devoted to studying. The study shows significant heterogeneity of student tastes for different study modes. Most students prefer studying in a group of peers, but there are important differences across students at different achievement levels and subjects. This study demonstrates how preferences toward learning can be properly measured using discrete choice experiments. Moreover, the results can inform policy and practice to satisfy student tastes and optimize learning incentives.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

mentioning

confidence: 99%

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Is students’ teamwork a dreamwork? A new DCE-based multidimensional approach to preferences towards group work

Gajderowicz

Jakubowski

Wrona

et al. 2023

Humanit Soc Sci Commun

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“…This is helpful not only for creating an open and accepting classroom milieu (Hébert et al, 2014) but also for attuning to the intellectual potential (e.g., addressing complexity) of these cognitively highly capable students (Dixon et al, 2004;Lo & Feng, 2020). Kanevsky et al (2021) also indicated that gifted students prefer learning with others when the learning tasks address complex issues where diverse perspectives are beneficial to the project assigned.…”

Section: Enabling Environmental Conditions For Lgbtq+ Self-acceptancementioning

confidence: 99%

Giftedness, Gender Identities, and Self-Acceptance: A Retrospective Study on LGBTQ+ Postsecondary Students

Sungur

et al. 2021

Gifted Child Quarterly

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In a recent position statement, the National Association of Gifted Children argued the importance of providing equitable treatment of Lesbian, Gay, Bisexual, Transgender, Queer and other sexual and gender minority individuals (LGBTQ+) gifted youth to help them maximize their potential. However, there are very few empirical studies focusing on the intersection of giftedness and gender identities. Little is known regarding these students’ experience at, and outside of, school. Focusing on the individual process of gender identity development and self-acceptance, we interviewed nine LGBTQ+ postsecondary students in North America (aged between 19 and 29 years) who are graduates of an academically focused high school in Turkey. In particular, we studied their ways of thinking, stress coping strategies, and environmental factors that may have enabled their self-acceptance of LGBTQ+ identities. Findings of the study show that the mental health of LGBTQ+ is a function of individual factors (e.g., coping strategies), structural factors (e.g., a homophobic sociocultural environment), and the context. The findings also indicate the benefits of complexity and reflectiveness in thinking, metacognition and the ability to separate identity labels from identities, enabled by high school peer support, liberal curriculum and classroom discussions, and access to information during adolescence.

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“…Collaborative learning is one of the popular strategies in education, but it is not always easy to implement it successfully. as engaging all students in teamwork is challenging [44][45][46]. Therefore, providing knowledge about students' collaboration preferences in HDS can help towards the integration of both peer learning and independent study within a course to improve collaborative skills, support diverse perspectives, and help students to develop self-directed learning skills [44][45][46].…”

Section: Introductionmentioning

confidence: 99%

Identifying Learning Preferences and Strategies in Health Data Science Courses: Systematic Review

Rohani,

Sowa,

Manataki

2024

JMIR Med Educ

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Background: Teaching and learning interdisciplinary Health Informatics (HI) courses is challenging, and despite the growing interest in HI education, little is known about the learning experiences and preferences of HI students. Objective:We conducted a systematic review to identify the learning preferences and strategies in the HI discipline. Methods:We searched ten bibliographic databases (PUBMED, ACM, WEB of Science, Cochrane Library, Wiley, Science Direct, Springer, EBSCOhost, ERiC, and IEEE) from date of inception until June 2023. We followed the Systematic Reviews and Meta-Analyses (PRISMA) guidelines and included all types of studies that investigated the learning preferences or strategies of students in HI-related courses at any academic level. Results:After abstract screening and full-text reviewing of the 861 papers retrieved from the databases, eight studies were selected for narrative synthesis. The majority of these papers investigated learning styles, while only one paper studied learning strategies in HI. The systematic review revealed that most HI learners prefer visual presentations as their preferred learning input. In terms of learning process and organisation, they mostly tend to follow logical, linear, and sequential steps. Moreover, they focus more on abstract information, rather than detailed and concrete information. Regarding collaboration, HI students sometimes prefer teamwork and sometimes they prefer to work alone.Conclusions: Overall, the number of studies in this area is small. Therefore, more research needs to be done to provide insight into HI education. We provide some suggestions for conducting future research to address gaps in the literature. We also discuss implications for HI educators, and we make recommendations for HI course design.

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Individual or collaborative projects? Considerations influencing the preferences of students with high reasoning ability and others their age

Abstract: Marghelis (2021): Individual or collaborative projects? Considerations influencing the preferences of students with high reasoning ability and others their age, High Ability Studies,

Cited by 4 publications

References 83 publications

Is students’ teamwork a dreamwork? A new DCE-based multidimensional approach to preferences towards group work

Is students’ teamwork a dreamwork? A new DCE-based multidimensional approach to preferences towards group work

Giftedness, Gender Identities, and Self-Acceptance: A Retrospective Study on LGBTQ+ Postsecondary Students

Identifying Learning Preferences and Strategies in Health Data Science Courses: Systematic Review

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