Team formation methods for increasing interaction during in-class group work

Abstract

In contrast to the student teams used for larger and longer group projects, in-class groups are often ephemeral, lasting for only a few minutes or until the end of the period. Because of this, little effort is put into forming these groups, usually letting the students self-select their teams. This paper argues that greater student interaction and learning can take place by using instructor-selected teams. Two group formation techniques for in-class group work, the latent jigsaw method and grouping students by Felder-Silverman learning styles, are presented. Observations from a classroom deployment of these techniques are also described.

The impact of learning styles on student grouping for collaborative learning: a case study

“…If the group formation is done by the system, it can be done randomly or by taking into account personal features included in the user and group models (Read and Pancorbo, 2006). In some systems students are grouped according to their learning styles, such as in (Martín and Paredes, 2004) and (Deibel, 2005). These papers deal with the combination of students in groups considering some dimensions of Felder-Silverman Model (Felder and Silverman, 1988).…”

“…These papers deal with the combination of students in groups considering some dimensions of Felder-Silverman Model (Felder and Silverman, 1988). In (Deibel, 2005), groups are formed by combining students according to two learning style dimensions: active/reflective and sequential/global. The members of the same group should have similar values for these two dimensions.…”

The Application of Learning Styles in Both Individual and Collaborative Learning

“…During this second grouping phase, their opinions and preferences based on previous collaboration experiences are also considered (i.e., other users they In some systems students are grouped according to their learning styles [7] [8]. These papers deal with the combination of students in groups considering some dimensions of Felder-Silverman Model [10].…”

A K-complementarity Technique for Forming Groups of Tutors in Intelligent Learning Environments

“…Furthermore, it can be performed by the system, which takes into account learners' preferences, their cognitive levels or their learning styles. Deibel (2005) proposed to form groups of learners for increasing interaction during class work based on learning styles.…”