The Impact of Group Formation Method (Student-selected vs. Teacher-assigned) on Group Dynamics and Group Outcome in EFL Creative Writing

Hassaskhah, Jaleh; Mozaffari, Hamideh

doi:10.17507/jltr.0601.18

Cited by 19 publications

(18 citation statements)

References 23 publications

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“…With the exception of one class in one semester, students were allowed to self-organize into working groups, and they chose to work with other students of relatively similar academic performance (as indicated by course grade), a trend observed in other studies (26,27). Remarkably, EE students not only excelled during Discovery when compared to their own performance in class, but this cohort also achieved significantly higher average grades in each of the deliverables throughout the program (Fig 3) when compared to the remaining Discovery cohort.…”

Section: Discussionmentioning

confidence: 99%

Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program

Huyer

Callaghan

Dicks³

et al. 2019

Preprint

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An educational program introducing high school STEM students to iterative design, controlled failure, and the experimental method enhanced student engagement, performance, and perceptions of STEM education and careers. AbstractThe multi-disciplinary nature of science, technology, engineering and math (STEM) careers often renders difficulty for high school students navigating from classroom knowledge to post-secondary pursuits. Discrepancies between the knowledge-based high school learning approach and the experiential approach of undergraduate studies leaves some students disillusioned by STEM. We present Discovery, an inquiry-focused learning model delivered by STEM graduate students in collaboration with high school educators, in the context of biomedical engineering. High school STEM students of diverse cultural and socioeconomic backgrounds engaged in iterative, problem-based learning designed to emphasize critical thinking in an iterative manner within the secondary school and university environments. Assessment of grades and survey data suggested positive impact on students' STEM pursuits, notably in under-performing and repeating student cohorts. Discovery presents a scalable platform blurring the divide between secondary and post-secondary learning, providing valuable learning opportunities and capturing cohorts of students that might otherwise be under-engaged in STEM.High school students with diverse STEM interests considering post-secondary options are often challenged by a limited understanding of the multi-disciplinary nature of many careers, such as the vast array of health-care related opportunities. The rapidly growing field of biomedical engineering (BME) is appealing because one can integrate fundamental concepts from electrical, mechanical, and chemical engineering into biology-based disciplines such as medicine and the life sciences; these options are attractive to high school students who are enthusiastic to have impact in the field of health care, particularly if given sufficient introduction and exposure (1). However, there is known discrepancy between the knowledge-based learning approach common in high schools and the experiential, mastery-based approaches afforded by the undergraduate model (2). In the latter, focused classes, interdisciplinary

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Section: Discussionmentioning

confidence: 99%

Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program

Huyer

Callaghan

Dicks³

et al. 2019

Preprint

View full text Add to dashboard Cite

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“…I undervisningsopplegget ble det valgt å benytte studentvalgte grupper, og det ble observert stor variasjon i gruppedynamikken. Laerertildelte grupper bedrer ikke nødvendigvis gruppedynamikken, men slike grupper kan vaere mer oppgaveorientert (Hassaskhah & Mozaffari, 2015).…”

Section: Gjennomføring Av Omvendt Klasseromunclassified

Arbeidslivets perspektiv inn i klasserommet via filmatiserte case

Jakobsen¹,

Mehli²,

Hoel³

2020

Uniped

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Arbeidslivsrelevans i høyere utdanning er avhengig av kontakt med arbeidslivet, men like viktig er det å ruste studenten til en fremtid preget av livslang laering. I tillegg til fagkunnskap er arbeidsgivere opptatt av de generiske ferdighetene. Denne studien utforsker hvorvidt bruk av filmatiserte case utviklet i samarbeid med matbransjen kan bidra til at et emne som matmikrobiologi oppfattes som mer relevant for arbeidslivet av studentene. Hensikten var å trekke bransjens mikrobiologiske utfordringer inn i emneundervisningen. I tillegg ble det undersøkt om omleggingen bidro til økt studentmotivasjon og laering. For å frigi tid til caseundervisning ble en del forelesninger filmatisert for selvstudium. Studentene var gjennomgående positive til opplegget med omvendt klasserom, og de var spesielt fornøyde med fleksibiliteten som filmatiserte forelesninger gir. Casene ble oppfattet som relevante for arbeidslivet, og undervisningsformen bidro til at flere møtte forberedt enn til tradisjonelle forelesninger. Hovedutfordringen i opplegget var at studentene ble usikre på casenes relevans for emnets laeringsutbyttebeskrivelser og vurderingsform. Tydelige forventningsavklaringer er avgjørende for å sikre høy studentdeltagelse og at studentene møter forberedt til caseundervisningen. Omlegging av undervisningen bidro til signifikant bedre akademisk prestasjon enn tidligere år.

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“…The group-formation method could be student-selected or instructor-selected. Although each group-formation method has advantages and disadvantages in areas such as group dynamics and group outcome (Hassaskhah and Mozaffari 2015), because the TANGOS exercise runs throughout the semester, and involves tight submission deadlines and learning reflection activities, group dynamics is critical, and so, the student-selected group-formation method may prove superior. Class time assigned should give students enough time to read the exercise brief, discuss possible options, and seek clarification from the instructor.…”

Section: Exercise Setupmentioning

confidence: 99%

Game—An Experiential Approach to Teaching Structural Decision Areas in Operations Strategy—The TANGOS Exercise

Wilson

2020

INFORMS Transactions on Education

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The Tangibles in Operations Strategy (TANGOS) exercise provides students with the direct experience of designing a firm's operations function. Specifically, students must engage in decision making with respect to the structural decision areas in a firm's operations strategy, by considering the firm's product strategy and span of control, process choice, capacity, and layout. The exercise, divided into three parts, spans a period of 6-8 weeks, to coincide with the teaching of these operations management topics. Part 1 involves deciding on the product models to be made, the span of control, and the process choice. Part 2 examines capacity issues. Part 3 deals with the plant layout. The exercise is not resource intensive, and it offers flexibility, where instructors could choose to focus on any single part of the exercise, as well as alter constraints to limit or expand the scope of each decision. Student feedback reflects a high rating of the exercise.

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The Impact of Group Formation Method (Student-selected vs. Teacher-assigned) on Group Dynamics and Group Outcome in EFL Creative Writing

Cited by 19 publications

References 23 publications

Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program

Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program

Arbeidslivets perspektiv inn i klasserommet via filmatiserte case

Game—An Experiential Approach to Teaching Structural Decision Areas in Operations Strategy—The TANGOS Exercise

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