Addressing free riders in collaborative group work

2018 ◽  
Vol 32 (7) ◽  
pp. 1223-1244 ◽  
Author(s):  
Suzanna Sobhy El Massah
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Group Work ◽  
Mobile Applications ◽  
Work Experience ◽  
Middle Eastern ◽  
Free Riding ◽  
Collaborative Group ◽  
Content Type ◽  
Free Riders

Purpose Free-riding behaviour may threaten the success of teamwork, when one or more group members receive the benefits of other members’ achievements with little effort or cost of their own. The purpose of this paper is to investigate students’ collaborative behaviour to address the problem of free riders (FRs) in university settings. Design/methodology/approach The research is an 11-week field study of three senior finance classes and incorporates mobile learning employing Quip and Google Docs applications to facilitate group work. A comprehensive set of quantitative and qualitative methods analysing students’ perceptions, instructors’ reflections, peer reflections and mobile learning methods are used to answer questions pertaining to group work, the work experience, FRs and ways to minimise the last. Findings In this paper, the author shows that students at the university level have positive views of group work despite the presence of FRs. Students like to form their own groups; consequently, peer evaluation appears to be unreliable. The study points to free riding as a serious threat to academic productivity and calls for actions and strategies from institutions and instructors to eradicate this behaviour. Mobile applications enable instructors to track FRs and to some extent discourage their behaviour. Originality/value There are limited studies that focus on FRs in higher education and, to the researcher’s knowledge, no such investigation has been applied in the Middle East and North Africa. Likewise, there is little research available on incorporating mobile learning to assess group work in higher education. This study aims at exploring the existence and associated experiences of free riding, along with methods to curtail the problem. The findings of this study provide a good platform for inquiry into the FR phenomenon in higher education and its impact on student learning, as well as the possible roles of instructors and mobile applications. The findings of this study could be developed further through more research with a view to providing a broader perspective of the situation in Middle Eastern and North African cultures.

scholarly journals Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

2021 ◽  
Vol 15 (15) ◽  
pp. 20
Author(s):  
Elena Dolzhich ◽  
Svetlana Dmitrichenkova ◽  
Mona Kamal Ibrahim
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Foreign Language ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Online Survey ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Learning Technology

<p class="0abstract">The higher education system around the world is being rapidly developed towards digitalization – from computers to laptops, from laptops to tablets and smartphones. Accordingly, traditional delivery of instruction is being shifted towards blended learning that is being gradually replaced with distance learning, i.e. higher education is moving forward with mobile learning (m-learning) technologies. The introduction of mobile learning became the most topical event in 2020 in the context of the COVID-19 pandemic, due to which many countries had to completely move to distance learning in higher education. The purpose of the study is to analyze the prospects for the widespread use of mobile applications in teaching English as a foreign language (EFL) in Russia to Russian and Arab learners. In the course of the study, an online survey based on a questionnaire consisting of four open and closed questions was conducted. An empirical method was applied to collect the research data.  The survey was conducted at the Department of Foreign Languages of the Engineering Academy of the Peoples' Friendship University of Russia (EA PFUR). The total research sample included 200 participants and consisted of: 50 potential employers, 50 Russian and Arab students of the Peoples' Friendship University of Russia studying Linguistics (training program code 035700), 50 faculty members, namely teachers of the Peoples' Friendship University of Russia, the Institute of Foreign Languages of the Moscow State Pedagogical University and the Moscow Institute of Physics and Technology, as well as 50 administrative staff of the Peoples' Friendship University of Russia. The purpose of the survey was to collect information about the use of mobile applications (Smartphone Apps) and the introduction of mobile learning technology (m-learning) in the process of teaching EFL to students. According to the results of the survey, instructors are actively using mobile technologies in their professional activities and all participants in the learning process are receptive to their introduction in education. At the same time, respondents believe that technical challenges are the major obstacle to the adoption of mobile applications; these problems must be overcome in order to enable more productive use of mobile applications. In this regard, the study of mobile applications that are suitable for specific aspects of learning a foreign language, such as spoken language, reading comprehension, listening or writing, can be considered a promising research area.</p>

scholarly journals IMPACT OF TEAM WORK ON EMPLOYEE SATISFACTION

2014 ◽  
Vol 10 (2) ◽  
Author(s):  
Sobia Shujaat ◽  
Keyword(s):  
Higher Education ◽  
Group Work ◽  
Work Experience ◽  
Employee Satisfaction ◽  
Team Work ◽  
Future Research ◽  
Work Experiences ◽  
Work Skills ◽  
Organizational Goals ◽  
Practical Implications

Purpose: The current study was based on analyzing effect of team work on employee satisfaction, as team work is considered to be a crucial factor for achieving organizational goals. Methodology/Sampling: A survey was conducted among 384 employees from different organization to analyze their team work experience. Regression analysis was applied to access the significance of linear relationship on data under study. Findings: It was found that team work has a significant impact on employee satisfaction. Future research should investigate the ways in which teamwork interest can be moderated by characteristics of the task and the group, preferably those characteristics that instructors have some control over to facilitate group work experiences. Practical Implications: Employers value team work skills from incoming employees with higher education. Hence it is critical that instructors in higher education institutions understand the importance of teamwork and the factors that contribute to positive teamwork environment. The study will be helpful for HR departments to understand the importance of team work and for devising better work groups.

scholarly journals Mobile Learning System for Egyptian Higher Education Using Agile-Based Approach

2019 ◽  
Vol 2019 ◽  
pp. 1-13 ◽  
Author(s):  
Menna Elkhateeb ◽  
Abdulaziz Shehab ◽  
Hazem El-bakry
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Learning System ◽  
System Failure ◽  
Course Materials ◽  
Smart Mobile ◽  
The Cost ◽  
Mobile Learning System ◽  
Better Than

Nowadays, due to easiness and expansion in property of smart mobile devices, it is becoming inevitable for mobile applications to have an important role in higher education systems. The Egyptian public universities are facing the problem of students’ large number enrolled in each year. Thus, we lack proper communication between educators and learners. Mobile learning can solve that problem, and it enables adjustment of the curriculum to meet students' learning time and life situations. It provides different solutions better than traditional educational methods. Students and professors could exchange educational material or information even if they are not in the same class. Furthermore, the cost of universities’ materials reduced, as all course materials can be found online through mobile applications. This paper proposes a mobile learning system named “Easy-Edu.” The proposed system intended to make the learning process easier, focus on students’ needs, and encourage communication and collaboration between students and professors and supports collaborative scenario-based learning for university students. Unlike other traditional systems, the proposed “Easy-Edu” was built using an Agile-based approach that delivers sustainable and high-quality mobile learning system. In addition, it eliminates the chances of absolute system failure and detects and fixes issues faster. Summarily, everything related to the design and implementation of “Easy-Edu” is discussed.

Perceptions of Graduate Introvert Students Towards Problem-Based Group Work Activities in the Classroom

2021 ◽  
pp. 277-291
Author(s):  
Sharon Ndolo
Keyword(s):  
Higher Education ◽  
Research Design ◽  
Group Work ◽  
Work Experience ◽  
Qualitative Approach ◽  
Negative Group ◽  
Student Centered ◽  
Student Centered Learning ◽  
Work Activities ◽  
Higher Education Systems

This research study will examine the perceptions of graduate introvert students towards problem-based group work activities in the classroom. There is an emphasis into student-centered learning in higher education systems in today's world, and group-work activities are amongst the ways of having students active in the classroom. Results of this study will show that introverts compared to extroverts have negative group work experience. This study will show the importance of designing and structuring group work activities well to allow for all students regardless of their personalities to be able to be motivated towards group work activities and be able to retain concepts learned during student-centered learning activities. This study investigates how graduate introvert students perceive group work activities in the classroom. Personality test will be administered to ensure all participants fit into the study's description of an introvert. Qualitative approach was selected as the research design for this study using unstructured interview questions.

Mobile Learning As a Way of Forming Foreign Language Lexical Competence of Students of Non-Linguistic Specialties

2020 ◽  
Vol 9 (4) ◽  
pp. 20-25
Author(s):  
U. Ovezova ◽  
M.-N.L. Vagner
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Communicative Competence ◽  
Foreign Language Teaching ◽  
Teaching Tools ◽  
Professional Activities ◽  
Language Classes ◽  
Lexical Competence

The aim of the research is to analyze the possibilities of mobile learning in the formation of foreign language lexical competence of students of non-linguistic specialties. Research objectives: to explore the possibilities of mobile learning in the formation of foreign language communicative competence of students of higher education institutions in general and lexical competence in particular; to determine the theoretical and methodological conditions for the formation of foreign language lexical competence of students using mobile devices; to carry out an experimental test of the effectiveness of the use of mobile applications in foreign language classes; provide recommendations on the creation of mobile applications focused on the specifics of the future professional activities of students. The research results can be used in practice when creating mobile foreign language teaching tools for students of non-linguistic specialties.

scholarly journals Using mobile learning and social media to enhance learner feedback

2017 ◽  
Vol 9 (1) ◽  
pp. 70-90 ◽  
Author(s):  
Mireilla Bikanga Ada ◽  
Mark Stansfield ◽  
Gavin Baxter
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Experience ◽  
Educational Institution ◽  
Research Approach ◽  
Content Type ◽  
Media Applications

Purpose The purpose of this paper is to investigate an area of growing importance that is widely recognised in the literature relating to the issue of how to improve ways that assessments and feedback are provided to students within higher education. This paper reports on a study that aimed to explore the views of both educators (n=70) and students (n=540) on feedback and feed-forward at a UK university. The study also investigated their experience and attitudes to social media applications as a means of enhancing access to feedback within the context of mobile learning. Design/methodology/approach The research approach adopted in this study predominately conforms to a quantitative research design though embeds elements of qualitative research via a “mixed methods” approach. The overall methodology of the paper adheres to an exploratory case study in a higher education environment to identify various issues and approaches that could be addressed or enhanced to aid ways that assessments and feedback are disseminated to students within higher education. Findings Participants’ views were sought in relation to students receiving learning materials, as well as feedback from tutors directly to their smartphones and mobile devices. In addition, the study explored possible reasons for students not wanting to use social media and mobile devices for their learning and feedback. Overall, the results indicated a positive attitude on the part of educators and students to using mobile devices and social media applications for teaching and learning purposes. Research limitations/implications The case study presented in this paper draws on findings from one higher educational institution. Further research is required to determine the generalisability of the findings to allow comparison of the findings to be undertaken within other higher education institutions. Originality/value The originality of the paper is that it provides detailed empirical evidence and findings that provide several important implications in relation to enhancing the student learning experience and providing considerable improvements to the way that feedback is provided that make it more likely that students will take more notice to feedback and act upon it. This in turn enables educators to better plan and manage their teaching and student experience online and through students’ mobile devices. The value of this study is that it explores views of both educators and students, whereas many other previous studies tend to focus on the views of either educators or students.

Female leadership in the Middle Eastern higher education

2018 ◽  
Vol 34 (2) ◽  
pp. 90-107 ◽  
Author(s):  
Larissa von Alberti-Alhtaybat ◽  
Salwa Aazam
Keyword(s):  
Higher Education ◽  
Cultural Context ◽  
Middle Eastern ◽  
Female Leadership ◽  
Differential Treatment ◽  
Willingness To Participate ◽  
Barriers To Entry ◽  
Female Leaders ◽  
Academic Leaders ◽  
Content Type

Purpose Female leadership is a still largely unexplored aspect of the higher education (HE) field. While it is known that barriers to entry exist, few studies have addressed female leadership and have investigated what makes a female academic seek leadership, what their experiences are and how they perceive their positions and the associated responsibilities. The purpose of this paper is to contribute to this lacuna as it provides a qualitative account of female academic leaders’ perceptions regarding their positions in the Middle East (ME) context. It also outlines their main tasks as administrative and academic leaders. Design/methodology/approach Data collection and analysis took place according to grounded theory principles, as outlined in this study. Participants were selected according to theoretical sampling principles, access and willingness to participate. Findings The findings illustrate a core concept, the female academic leadership mindset in the ME, and three emergent concepts that address the main shared perceptions, which are leadership experiences and expectations, differential treatment and work-life balance. The first discusses the different types of leadership and how female leaders experienced their positions, the second addresses the perceived differential treatment female leaders experience and the last addresses the dual pressure of work and home responsibilities that many female leaders have to deal with. Interestingly, several participants felt that fellow females were often unsupportive, which might also provide an explanation as to why women still experience obstacles. Originality/value This study provides in-depth exploratory accounts of female leaders in various Middle Eastern HE sectors, and gives insight into leadership-related perceptions. Furthermore, it explores the effect of the Middle Eastern cultural context on aspects of female leadership.

Working toward aspirations: how higher education learning-working trajectories for refugees in the Netherlands support work-related capabilities

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Diana van Dijk
Keyword(s):  
Higher Education ◽  
The Netherlands ◽  
Vocational Education ◽  
Work Experience ◽  
Qualitative Data ◽  
Content Type ◽  
Dual Program ◽  
Work Related ◽  
Highly Skilled ◽  
Employment Integration

PurposeRefugees face multiple barriers to employment, such as previous work experience and qualifications not recognized. The Rotterdam University of Applied Sciences offers a higher vocational education and training (VET) dual program for highly-skilled refugees, in which education and work is combined. After completion of the two-year program, participants have gained new skills, learned (vocational) language, have work experience in the Netherlands and have a Dutch diploma. These are the factors that are decisive for successful employment integration.Design/methodology/approachThis explorative study aimed to get insights into the participants' views and experiences with the dual program. A qualitative design has, therefore, been chosen. This article is based on 20 in-depth interviews with refugee-students. The transcribed qualitative data were systematically analyzed using ATLAS.ti 8 qualitative data analysis software.FindingsOverall, students were positive about the opportunity to study further and to work simultaneously. They valued the close connection with employers, learned new skills, improved their (vocational) language, and it gave them professional prospects that fit their ambitions. Based on the experiences of students, it seems that the dual program enhances work-related capabilities. However, the University should make more use of existing professional knowledge and experiences. Recognition of prior learning is crucial for employment integration but also contributes to a sense of inclusion.Originality/valueHigher VET dual programs for highly-skilled refugees are innovative and can contribute to their integration into the labor market. The associate degree is a recognized diploma between higher education and secondary vocational education.

Students achieving intercultural competence through group work: realised or idealised?

2014 ◽  
Vol 7 (1) ◽  
pp. 14-30 ◽  
Author(s):  
Jane Burdett
Keyword(s):  
Academic Success ◽  
Group Work ◽  
Work Experience ◽  
Intercultural Competence ◽  
Business Students ◽  
Qualitative Interviews ◽  
Work Skills ◽  
Learning Mechanisms ◽  
Content Type ◽  
Local Students

Purpose – The purpose of this study was to explore local and international business students' perceptions of their intercultural group work experience as a mechanism for developing intercultural competence and group work skills. Design/methodology/approach – Using qualitative interviews, the group work experiences of 11 final-year undergraduate local and international students in a business program in a large Australian university were analysed. Findings – The findings suggest that international and local students working together on group assignments create social and academic situations that result in “at best” limited positive intercultural learning and relationships. Differences in expectations, motivations, language fluency, trust and relationship issues were evident when students collaborated on group assignments. Thus, it appears that group assignments are potentially flawed mechanisms for delivering the goals of intercultural competence and group work skills in business students. Practical implications – Although this exploratory study is limited in scope, the research has implications for pedagogical strategies, in particular, the use and design of group assignments and the preparation of students for working on group tasks in intercultural groups. It also has implications for developing effective learning mechanisms that lead to improved student intercultural competence, greater socio-cultural engagement and the academic success of international and local business students, as well as positive learning experiences for all. Originality/value – The findings of this study are likely to be a useful resource for university staff considering the use of group work assignments for the development of intercultural understanding and competence and collaborative skills.

Motivational intermediaries of self-regulation among university students

2017 ◽  
Vol 9 (3) ◽  
pp. 448-464 ◽  
Author(s):  
Douglas Russell ◽  
Racquel Warner
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Online Survey ◽  
Time Perspective ◽  
Middle Eastern ◽  
Self Regulation ◽  
Future Time Perspective ◽  
Content Type

Purpose The concept of self-regulated learning (SRL) has become increasingly important in higher educational institutes seeking to provide students with a holistic education. It is important for students entering, and faculty within higher education, to understand whether future time perspective (FTP) or self-efficacy is more predictive of self-regulation. The paper aims to discuss these issues. Design/methodology/approach Through the use convenience sampling, data were collected via an online survey from 130 undergraduate students attending universities in the United Arab Emirates (UAE). Data were analysed using regression analysis and inferential measures identifying themes in participants study habits in order to examine whether it is FTP or self-efficacy that more strongly predicts SRL behaviours. Findings Results suggest that self-efficacy is a much stronger predictor of SRL in undergraduate students than goal setting, as measured by FTP. Student’s most deficient SRL behaviours related to reading and comprehension of texts prescribed across modules. Research limitations/implications Due to the fact that only an adjusted 33 per cent of self-regulation was predicted by the two variables under consideration, researchers are encouraged to identify further variables that may predict students SRL. Practical implications This paper seeks to support both students and faculty in how to draw on SRL in order to optimize students’ success in higher education. Originality/value The current research supports the identification of learning behaviours specific to branch campuses in a Middle-Eastern context.

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