Using consensus groups in online learning

Abstract

This chapter describes online consensus group work, a form of collaborative learning. It discusses collaborative learning, small group work, and consensus learning, with recommendations for their use in online contexts.

Using consensus and cooperative reflective journal writing instructional strategies to enhance students’ achievement in Biology

“…This can be a result of the beliefs of Pearce (2002) and Sartor and Young Brown (2004), who claimed that consensus possesses the requisite model and serves as an avenue for producing critical-thinking citizens. This assertion was also corroborated by Smith (2003) and Smith and Dirkx (2007), who concluded that consensus made students learn more about content than they would have learned individually, as it broadened their horizons to look at issues from different perspectives. The cooperative reflective journal writing instructional strategy was also found to improve students' achievement in biology compared with the conventional strategy.…”

Application of information technology in adult education

“…The process promotes reflection-in-action, which is characteristic of how adults function in their professional lives. Theoretically CGW embodies many of the principles and tenets that have historically characterized the nature of adult learning, including participatory democratic social spaces that empower students, provide a space for reflection, and promote changes in worldview [12].…”

Trabajo colaborativo en línea como estrategia de aprendizaje en entornos virtuales: una investigación con estudiantes universitarios de Educación Infantil y Educación Primaria

“…El papel del estudiante también cambia convirtiéndose en protagonista y responsable tanto de su aprendizaje como el de sus compañeros, de manera colaborativa(Erkens y Bodemer, 2019;Kim y Ketenci, 2019).Dentro de este contexto, una de las conclusiones derivadas del artículo fue la referida al número de participantes en los grupos. Bajo este criterio, los grupos formados por cuatro personas permitían una distribución equitativa de tareas, así como tener mayor espacio para la participación(Smith y Dirkx, 2007). Así, generar grupos con inquietudes y motivaciones similares, mejoraría de forma directa la eficacia, creatividad y clima grupal de los trabajos(Bridges y Hallinger, 1995;Piezon y Ferree, 2008;Roberts y McInnerney, 2007).…”