Method for Directing Collaborative Study Guide Construction by Undergraduate Student Groups

Students often request study guides; however, the impact of study guides on student learning is mixed. Here, some evidence on student study guide usage and collaborative learning is briefly reviewed. This information helped to shape the development of a collaborative activity where student groups create their own study guide questions based on the chapter learning outcomes. Requiring students to collaborate and create their own study guides may encourage a higher engagement with and deeper processing of the course content.

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An EMI Pedagogy That Facilitates Students' Learning

English Language Teaching ◽

10.5539/elt.v8n12p63 ◽

2015 ◽

Vol 8 (12) ◽

pp. 63 ◽

Cited By ~ 7

Author(s):

Yung-Ting Chuang

Keyword(s):

Student Engagement ◽

Collaborative Learning ◽

Learning Outcomes ◽

First Language ◽

Learning Experiences ◽

Course Content ◽

Course Offerings ◽

Global Status ◽

University Course

In recent decades, increasing numbers of EMI (English as Medium of Instructions) courses have been added to university course offerings in countries where English is not the first language, as a way of supporting university internalization and addressing the global status of English. However, some studies argue that EMI courses might affect the overall learning of course content because of students' poor lecture comprehension and passive engagement in class. In order to facilitate student engagement and improve learning experiences in EMI courses, the author introduces a pedagogical method that would facilitate students' overall learning in her EMI course. Based on students' overall feedback, the author confirms that her pedagogy is an effective method that improves lecture comprehension, encourages more class engagement, and promotes collaborative learning. Finally, the author recommends that other instructors apply this pedagogy to their EMI classes for better learning outcomes.

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Active Learning via Problem-Based Collaborative Games in a Large Mathematics University Course in Hong Kong

Education Sciences ◽

10.3390/educsci9030172 ◽

2019 ◽

Vol 9 (3) ◽

pp. 172

Author(s):

Fridolin Sze Thou Ting ◽

Wai Hung Lam ◽

Ronnie Homi Shroff

Keyword(s):

Hong Kong ◽

Active Learning ◽

Collaborative Learning ◽

Learning Outcomes ◽

Conceptual Understanding ◽

Positive Impact ◽

Tertiary Education ◽

Background Knowledge ◽

Learning Platform ◽

The Impact

Research has demonstrated the positive impact of active learning on students’ learning outcomes, particularly in science, technology, engineering and mathematics (STEM) fields. However, few studies have explored the impact of active learning via problem-based collaborative games in large mathematics classes in the context of Asian tertiary education. This study assesses the effects of active learning on students’ learning outcomes using class test scores and the calculus concept inventory (CCI) to test the conceptual understanding of the basic principles of differential calculus, in a first year calculus course in Hong Kong. Three hypotheses were tested to determine the effects of game-based collaborative learning on learning mathematics among students. Active learning through a problem-based collaborative learning methodology was employed, using Kahoot!, a game-based learning platform. Results supported all three hypotheses, demonstrating a statistically significant increase in students’ conceptual understanding and examination performance, based upon their individual perceptions of active engagement and time spent in active learning. Our results indicated that active learning “levels the playing field”, in the sense that students with less pre-requisite background knowledge, using a problem-based collaborative learning methodology, were relatively more inclined to catch up or even exceed the performance of students with a stronger prerequisite background knowledge, at the end of the course.

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“What’s on the Test?”: The Impact of Giving Students a Concept-List Study Guide

Teaching of Psychology ◽

10.1177/0098628319834171 ◽

2019 ◽

Vol 46 (2) ◽

pp. 109-114

Author(s):

Patrick J. Cushen ◽

Jana Hackathorn ◽

Maria D. Vázquez Brown ◽

Sean C. Rife ◽

Amanda W. Joyce ◽

...

Keyword(s):

Student Performance ◽

Introductory Psychology ◽

Future Research ◽

Exam Performance ◽

Study Guide ◽

Student Preferences ◽

Study Guides ◽

Psychology Course ◽

The Impact

Students frequently request concept-list study guides prior to exams, but the benefits of instructors providing such resources are unclear. Research on memory and comprehension has suggested that some challenges in learning are associated with benefits to performance. In the context of an introductory psychology course, a study was conducted to investigate the impact of providing a concept-list study guide on exam performance, as opposed to having students create a study guide. Additionally, student preferences for various types of study guides were examined. Results indicated that although students greatly prefer that the instructors provide a study guide (as opposed to making their own), providing a concept-list study guide resulted in poorer exam performance. These results call for future research on the influence of study guides on student performance.

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Qualitative Analysis of Collaborative Learning Groups in Large Enrollment Introductory Astronomy

Publications of the Astronomical Society of Australia ◽

10.1071/as00185 ◽

2000 ◽

Vol 17 (2) ◽

pp. 185-193 ◽

Cited By ~ 7

Author(s):

Chija Skala ◽

Timothy F. Slater ◽

Jeffrey P. Adams

Keyword(s):

Collaborative Learning ◽

Small Group ◽

Learning Activities ◽

Cooperative Groups ◽

Learning Groups ◽

Team Members ◽

Course Content ◽

Large Lecture ◽

Group Interviews ◽

The Impact

AbstractLarge-lecture introductory astronomy courses for undergraduate, non-science majors present numerous problems for faculty. As part of a systematic effort to improve the course learning environment, a series of small-group, collaborative learning activities were implemented in an otherwise conventional lecture astronomy survey course. These activities were used once each week during the regularly scheduled lecture period. After eight weeks, ten focus group interviews were conducted to qualitatively assess the impact and dynamics of these small group learning activities. Overall, the data strongly suggest that students enjoy participating in the in-class learning activities in learning teams of three to four students. These students firmly believe that they are learning more than they would from lectures alone. Inductive analysis of the transcripts revealed five major themes prevalent among the students' perspectives: (1) self-formed, cooperative group composition and formation should be more regulated by the instructor; (2) team members' assigned rolls should be less formally structured by the instructors; (3) cooperative groups helped in learning the course content; (4) time constraints on lectures and activities need to be more carefully aligned; and (5) gender issues can exist within the groups. These themes serve as a guide for instructors who are developing instructional interventions for large lecture courses.

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Cooperative Mobile Learning for the Investigation of Natural Science Courses in Elementary Schools

Sustainability ◽

10.3390/su12166606 ◽

2020 ◽

Vol 12 (16) ◽

pp. 6606 ◽

Cited By ~ 1

Author(s):

Po-Sen Huang ◽

Po-Sheng Chiu ◽

Yueh-Min Huang ◽

Hua-Xu Zhong ◽

Chin-Feng Lai

Keyword(s):

Collaborative Learning ◽

Cooperative Learning ◽

Learning Outcomes ◽

Mobile Devices ◽

Mobile Learning ◽

Natural Science ◽

Learning Approach ◽

Google Docs ◽

Personal Learning ◽

The Impact

The rapid development of technologies such as tablet PCs and 4G/5G networks has further enhanced the benefits of mobile learning. Although mobile devices are convenient and provide a variety of learning benefits, they are unable to improve students’ learning outcomes without an appropriate learning strategy. Furthermore, little research has been conducted to examine the effects of using collaborative learning on mobile devices. This study proposed a cooperative learning framework using Google Docs to explore the learning outcomes of students of natural science in an elementary curriculum. The study was of a quasi-experimental design with an experimental group (cooperative learning) and a control group (personal learning). The results show that a cooperative learning approach using Google Docs improved learning outcomes, teaching interest, and understanding of campus plants, and reduced cognitive load. One conclusion of the study is that the collaborative learning approach associated with mobile learning is more effective than personal learning. In addition, this paper also provides brief recommendations to expand on the study’s limitations. Future work should investigate the impact of collaborative learning on different environments for mobile learning.

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Wiki Technology

The American Biology Teacher ◽

10.1525/abt.2015.77.6.421 ◽

2015 ◽

Vol 77 (6) ◽

pp. 421-425

Author(s):

Alessandra L. Barrera

Keyword(s):

Collaborative Learning ◽

Cooperative Learning ◽

Class Group ◽

Study Guide ◽

Course Content ◽

Group Activities ◽

Qualitative And Quantitative ◽

Learning Group ◽

Wiki Technology ◽

Collaborative Learning Environment

This study demonstrates the use of wiki technology (an editable webpage environment) to provide a virtual, asynchronous collaborative-learning environment for students for the purpose of working on course-content-focused study-guide questions. To analyze the effectiveness of this course tool, students’ responses to various qualitative and quantitative questions were collected from multiple classes of various levels. Preliminary findings demonstrate that students preferred and were better able to use the wiki cooperative learning group compared with common classroom resources (PowerPoint, videos, in-class group activities, and the textbook).

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The Impact of the E-Collaborative and Traditional Learning Styles on Learning Outcomes and Anxiety

International Journal of e-Collaboration ◽

10.4018/ijec.2016040103 ◽

2016 ◽

Vol 12 (2) ◽

pp. 27-47

Author(s):

Yu Zhonggen

Keyword(s):

Collaborative Learning ◽

Learning Styles ◽

Language Learning ◽

Learning Outcomes ◽

Information Technologies ◽

English Language ◽

Future Research ◽

Multi Media ◽

Media Learning ◽

The Impact

Nowadays, information technologies are catching growing attention and their application to English language learning is also prospering. Using a Foreign Language Classroom Anxiety Scale and College English Test Band 4, this study explored the different impacts of the e-collaborative learning via QQ group and the traditional multi-media learning on learning outcomes and anxiety among tertiary students. Around 70 participants were involved in different styles of learning and instruction and received both surveys and tests. The results showed that the QQ group-based e-collaborative learning could significantly decrease anxiety but no significant gain was found in learning outcomes compared with the traditional multi-media learning. Correlation between learning outcomes and variables of anxiety was also studied, which resulted in no significant findings. Both disadvantages and advantages of this study were discussed and future research and advice to practitioners were recommended as well.

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Model Pembelajaran Teams Games Tournaments (TGT) untuk Meningkatkan Hasil Belajar Siswa

PHILANTHROPY Journal of Psychology ◽

10.26623/philanthropy.v3i2.1622 ◽

2019 ◽

Vol 3 (2) ◽

pp. 110

Author(s):

Suwarno Suwarno

Keyword(s):

Social Capital ◽

Academic Success ◽

Service Learning ◽

Learning Outcomes ◽

School Effectiveness ◽

Social Trust ◽

Building Blocks ◽

Learning Model ◽

Committee Report ◽

The Impact

Abstract. This study aims to determine the effectiveness of the Teams Games Tournament (TGT) learning model to improve student learning outcomes. This research is important because the lecture learning model makes learning meaningless so it impacts on low learning outcomes. This research uses quasi experiment using control class and experimental class. Respondents in this study were students of class X SMK 8 Semarang Academic Year 2017/2018. Sample selection using random sampling, class X1 is used as a control class and X2 is an experimental class. The experimental class was given an intervention by learning Teams Games Tournaments (TGT), while the control class used lecture learning. The effectiveness of the model was measured by the student test analysis method. then analyzed by completeness test and average difference test. The findings of this study are the learning outcomes of experimental class students achieving better learning outcomes than classes using the lecture method.Keywords: Learning Model, Teams Games Tournaments (TGT). Students Daftar Pustaka Bofota, Y. B., & Bofota, Y. B. (2017). The impact of social capital on children educational outcomes : the case of Tanzania The impact of social capital on children educational outcomes : The case of Tanzania.Cahuc, P., Shleifer, A., & Algan, Y. (2014). Teaching Practices and Social Capital. (6052).Catts, R., & Ozga, J. (2015). What is Social Capital and how might it be used in Scotland ’ s Schools ? (36).Flint, N. (2017). Full report Schools , communities and social capital : building blocks in the ’ Big Society ’ Contents.Goddard, R. D. (2016). Relational Networks , Social Trust , and Norms : A Social Capital Perspective on Students ’ Chances of Academic Success. 25(1), 59–74.Eddy Prasongko, 2017. Team Game Tournament. Bandung. Jawa BaratEndang Poerwanti, dkk. 2008. Asesmen Pembelajaran SD. Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan NasionalHargreaves, A. (2015). School Social Capital and School Effectiveness. 37, 119–136.Kurnia, Inggridwati. dkk. 2018. Perkembangan belajar peserta didik. Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan NasionalPurwanto. M Ngalim. 2015. Psikologi Pendidikan. Bandung: PT Remaja RosdakaryaSiddiq, M. Djauhar. 2018. Pengembangan Bahan Pembelajaran SD. Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan Nasional.Sugiyono, 2005. Metode Penelitian Kuantitatif, Kualitatif dan Rn D, Bandung AftabetaLash, D., & Belfiore, G. (2017). 5 Essentials in Building Social Capital Report 4 of the MyWays Student Success Series. (October).Mikiewicz, P., Jonasson, J. T., Gudmundsson, G., Blondal, K. S., & Korczewska, D. M. (2011). Comparative research between Poland and Iceland.Schlesselman, L., Borrego, M., Bloom, T. J., Mehta, B., Drobitch, R. K., & Smith, T. (2015). An Assessment Of Service-Learning In 34 US Schools Of Pharmacy Follow Up On The 2001 Professional Affairs Committee Report. American Journal of Pharmaceutical Education, 79(8). https://doi.org/10.5688/ajpe798116

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Identifying Predicting Power of Metacognition, Perceived Interaction, Presence on Learning Outcomes in Web-Based Collaborative Learning

Journal of Lifelong Learning Society ◽

10.26857/jlls.2012.08.8.2.111 ◽

2012 ◽

Vol 8 (2) ◽

pp. 111-130 ◽

Cited By ~ 2

Author(s):

MYUNG-HEE KANG ◽

Seonghye Yoon ◽

Hyunjin Lim ◽

Young Ran Yoo

Keyword(s):

Collaborative Learning ◽

Learning Outcomes ◽

Web Based

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The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

Voices of English Language Education Society ◽

10.29408/veles.v4i2.2199 ◽

2020 ◽

Vol 4 (2) ◽

pp. 118-129

Author(s):

Asti Gumartifa ◽

◽

Indah Windra Dwie Agustiani

Keyword(s):

Language Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Process ◽

English Learners ◽

English Language ◽

Point Of View ◽

Effective Learning ◽

The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

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