The Structural Approach and Kagan Structures

Kagan, Spencer

doi:10.4324/9781003106760-5

Cited by 80 publications

(138 citation statements)

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“…Moreover, from our observations, the teachers did not have any touch in grouping the students since they thought that it could give students chances to choose with whom they work with the hope that students may create a harmony in a group, reduce shyness among students, improve their motivation to collaborate and and reduce conflict in a group. But Kagan (2009) proved that a team containing students with high, moderate and low abilities, and with various gender, language and race would be better in order to develop peer guidance and to facilitate the acquisition and recognition of new information and also to improve students' social and racial relationship. According to the observations, in the cooperative learning in the three sessions in the first class, some members of the class had changed.…”

Section: Results Of Observationmentioning

confidence: 99%

“…Unlike traditional teaching technique, Kagan [3] stated that lectures applying cooperative learning technique give their students chances to interact and vary their learning styles so that the students are interested in their learning tasks. Giving chances to interact and vary learning styles needed in developing one of language skills is speaking skill Hengki [4].…”

Section: Introductionmentioning

confidence: 99%

“…This kind of research is important since Cooperative approach to improving speaking skill has been rarely made, different from previous researches focused on the same topics. For instances, Kagan [3], Jhonson & Johnson [8] focused their researches on improving the skill of reading comprehension using cooperative learning technique and its role in developing a language teaching so that in the future lecturers will be able to integrate its to teacher various aspects of language. Moreover, their researches also described the process of the classroom management of cooperative learning, and different challenges encountered by lecturers and groups in the classes when this technique was applied in different classes.…”

Section: Introductionmentioning

confidence: 99%

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An Investigation of The Cooperative Learning Using Audio Visual Media in Speaking Skill Subject

Darmuki¹,

Hidayati

2019

Proceedings of the International Conference of Science and Technology for the Internet of Things

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The objective of this present research is to understand how lecturers apply the cooperative learning technique in the class and how is the effective of this application technique using audio visual media in developing university students' speaking skill. This research was made in two classes and a qualitative approach adoption. The techniques employed in collecting the main data were classroom observations, interviews with groups of students and lecturers to obtain some insights of the application of the cooperative learning technique and students' oral expressions and behavior to the learning activities in small groups using audio visual media. From the research findings, it is shown that a cooperative learning using audio visual media in a small group could improve the students' speaking skill and ensure that the application of the cooperative learning technique had negative aspects such as noises and conflicts, when the lecturers did not manage and plan the learning activities maximally. Based on the research results, it is recommended that either lecturers and students are able to reduce any problems hindering the success of the application of the cooperative learning technique using audio visual in the class.

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Section: Results Of Observationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

An Investigation of The Cooperative Learning Using Audio Visual Media in Speaking Skill Subject

Darmuki¹,

Hidayati

2019

Proceedings of the International Conference of Science and Technology for the Internet of Things

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“…The quality of group interaction was found to play a pivotal role to the learning outcomes because both high and low achievers were able to benefit from a high-quality group process [ 29 ]. It seems that the participants in this study did not work well because they lacked the essential elements of high-quality group interaction such as good division of work and effective communication skills [ 30 , 31 ]. A CBL project provides an opportunity for students to try out communication strategies required for effective group communication as they will face the same conditions when they work as professional nurses in a diverse healthcare environment in the future.…”

Section: Discussionmentioning

confidence: 99%

Learning Experience of Baccalaureate Nursing Students with Challenge-Based Learning in Hong Kong: A Descriptive Qualitative Study

Tang

Chow

2021

IJERPH

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Nursing education has recently adopted challenge-based learning (CBL) to enhance nursing students’ competency in the 21st-century healthcare environment. Previous studies have not yet fully explored nursing students’ perceptions of CBL. This descriptive qualitative study aimed to investigate the learning experience of first-year baccalaureate nursing students engaging with CBL. Videotaped focus group interviews were conducted in a tertiary education institution in Hong Kong, China. The participants recruited for the study included ten Year 1 nursing students enrolled in a public health course delivered using CBL over the study period. The participants included four female and six male students. Five themes were identified: facilitation by teachers, familiarity with CBL, team communication, facilitating metacognitive development, and the application of theories into actual practices. The findings shed light on the potential application of CBL in nursing training as it can foster students’ metacognition, an important attribute for the modern-day workforce. Facilitating theoretical application into practice implies that CBL helps to fill the theory–practice gap that has long been a persistent issue in nursing training. Nonetheless, students encountered frustrating obstacles throughout the learning process, including ineffective group communication, unfamiliarity with the CBL process, and insufficient facilitation by teachers. Better preparation on the part of both teachers and students is critical to ensure that nursing students are gaining optimal benefits from the CBL process.

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“…For example, student-to-student communication is essential to developing positive relationships with one another. Specifically, the perception of peer friendliness can help students effectively assimilate into the classroom (Sollitto et al, 2013), and predicts student in-class involvement (Kagan, 1997), achievement, and belongingness (DeBacker & Crowson, 2008). Furthermore, Kendrick and Darling (1990) note that students often ask questions of one another to better understand course materials, a reminder that learning happens among peers when conditions support it.…”

Section: Challenges To the Hospitable Learning Space In Large Classesmentioning

confidence: 99%

Appreciating Large Classes: Using Appreciative Inquiry to Foster a Hospitable Learning Space for Experiential Learning

Trinh

Esch

Martinez

et al. 2021

Journal of Management Education

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Experiential learning has been documented as an effective method for student learning, yet its use in large-enrollment classes remains limited. Kolb’s experiential learning theory emphasizes that experiential learning requires a hospitable learning space (HLS) that is conducive to learning. In this article, we reframe the challenges to experiential learning in large classes as a failure to create and maintain an HLS, and we propose Appreciative inquiry as one solution to this problem. Appreciative inquiry is an organizational development methodology that practitioners have successfully used to engage large groups to leverage their strengths and resources. First, we describe the HLS as an overarching theoretical framework to address the lack of engagement when conducting experiential learning in large classes. Second, we use the principles of Appreciative inquiry to provide actionable suggestions to instructors facing these challenges. Finally, through the use of appreciative inquiry, we argue that some characteristics of large classes can instead be viewed in an appreciative way as available resources to generate an engaging experiential learning process for students.

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The Structural Approach and Kagan Structures

Cited by 80 publications

References 0 publications

An Investigation of The Cooperative Learning Using Audio Visual Media in Speaking Skill Subject

An Investigation of The Cooperative Learning Using Audio Visual Media in Speaking Skill Subject

Learning Experience of Baccalaureate Nursing Students with Challenge-Based Learning in Hong Kong: A Descriptive Qualitative Study

Appreciating Large Classes: Using Appreciative Inquiry to Foster a Hospitable Learning Space for Experiential Learning

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