scholarly journals Core and activity-specific functional participatory roles in collaborative science learning

2020 ◽  
Vol 8 (2) ◽  
pp. 65-89
Author(s):  
Olli-Pekka Heinimäki ◽  
Simone Volet ◽  
Marja Vauras
Keyword(s):  
Collaborative Learning ◽  
Science Learning ◽  
Empirical Support ◽  
Learning Activities ◽  
Future Research ◽  
The Core ◽  
Group Members ◽  
The Impact ◽  
Science Activities

Prior research on the significance of roles in collaborative learning has explored their impact when they are pre-assigned to group members. In this article, it is argued that focusing on assigned roles downplays the spontaneous, emergent, and interactional nature of roles in small task groups and that this focus has limited the development of generalizable frameworks aimed at understanding the impact of roles in and across collaborative learning settings. A case is built for the importance of focusing on the functional participatory roles enacted during collaborative learning and for conceptualising these roles as emergent, dynamic, and evolving in situ (first claim). Further, a flexible conceptual framework for the analysis and understanding of such roles across diverse collaborative science-learning activities is proposed, based on the assumption that during collaborative learning, both core and activity-specific roles are enacted (second claim). The core roles resemble each other across activities as they associate closely with the nature of the science discipline itself, whereas the activity-specific roles vary across activities as their emergence is dependent on the affordances, demands, and characteristics of the particular activity and environment. Data from three diverse science-learning environments, including four totally or partly student-led collaborative science activities, were scrutinized to establish the degree of empirical support for this assumption and, thereby, the conceptual usefulness of the proposed framework. The contributions of the framework for future research of collaborative science learning are discussed.

Citizen Deliberation Online

2019 ◽  
pp. 689-712
Author(s):  
Patrícia Rossini ◽  
Jennifer Stromer-Galley
Keyword(s):  
Political Engagement ◽  
Future Research ◽  
The Internet ◽  
Digital Platforms ◽  
The Core ◽  
Political Conversation ◽  
Political Talk ◽  
Citizen Deliberation ◽  
The Impact

Political conversation is at the heart of democratic societies, and it is an important precursor of political engagement. As society has become intertwined with the communication infrastructure of the Internet, we need to understand its uses and the implications of those uses for democracy. This chapter provides an overview of the core topics of scholarly concern around online citizen deliberation, focusing on three key areas of research: the standards of quality of communication and the normative stance on citizen deliberation online; the impact and importance of digital platforms in structuring political talk; and the differences between formal and informal political talk spaces. After providing a critical review of these three major areas of research, we outline directions for future research on online citizen deliberation.

scholarly journals The Efficacy of Ethnic Stacking: Military Defection during Uprisings in Africa

2019 ◽  
Vol 5 (4) ◽  
pp. 695-702 ◽  
Author(s):  
Julien Morency-Laflamme ◽  
Theodore McLauchlin
Keyword(s):  
Large Scale ◽  
Armed Forces ◽  
Future Research ◽  
Group Loyalty ◽  
Limited Support ◽  
History Of ◽  
Group Members ◽  
Using Data ◽  
The Cost ◽  
The Impact

Abstract Does ethnic stacking in the armed forces help prevent military defection? Recent research, particularly in Africa and the Middle East, suggests so; by favoring in-groups, regimes can keep in-group soldiers loyal. In-group loyalty comes at the cost of antagonizing members of out-groups, but many regimes gladly run that risk. In this research note, we provide the first large-scale evidence on the impact of ethnic stacking on the incidence of military defection during uprisings from below, using data on fifty-seven popular uprisings in Africa since formal independence. We find clear evidence for the downside: ethnic stacking is associated with more frequent defection if out-group members are still dominant in the armed forces. We find more limited support for the hypothesized payoff. Ethnic stacking may reduce the risk of defection, but only in regimes without a recent history of coup attempts. Future research should therefore trace the solidification of ethnic stacking over time.

scholarly journals The Impact of Perceived Subgroup Formation on Transactive Memory Systems and Performance in Distributed Teams

2016 ◽  
Vol 12 (1) ◽  
pp. 44-66 ◽  
Author(s):  
Yide Shen ◽  
Michael J. Gallivan ◽  
Xinlin Tang
Keyword(s):  
Team Performance ◽  
Memory Systems ◽  
Transactive Memory ◽  
Distributed Teams ◽  
Future Research ◽  
Negative Effect ◽  
Group Members ◽  
And Performance ◽  
Using Data ◽  
The Impact

With distributed teams becoming increasingly common in organizations, improving their performance is a critical challenge for both practitioners and researchers. This research examines how group members' perception of subgroup formation affects team performance in fully distributed teams. The authors propose that individual members' perception about the presence of subgroups within the team has a negative effect on team performance, which manifests itself through decreases in a team's transactive memory system (TMS). Using data from 154 members of 41 fully distributed teams (where no group members were colocated), the authors found that members' perceptions of the existence of subgroups impair the team's TMS and its overall performance. They found these effects to be statistically significant. In addition, decreases in a group's TMS partially mediate the effect of perceived subgroup formation on team performance. The authors discuss the implications of their findings for managerial action, as well as for researchers, and they propose directions for future research.

Synthesis Technology of Silica Aerogels/Polystyrene Core-Shell Composite Materials

2010 ◽  
Vol 168-170 ◽  
pp. 1833-1836
Author(s):  
Gang Qiang Geng ◽  
Jing Tao Guo ◽  
Jun Jun Zou ◽  
Gong Xun Bian
Keyword(s):  
Composite Materials ◽  
Polymerization Process ◽  
System Component ◽  
Core Shell ◽  
Ultrasound Technique ◽  
The Core ◽  
Optimum Reaction ◽  
The Impact ◽  
Shell Composite

In order to obtain super aerogels heat insulating composite materials with silane coupling agent on the in-situ surface treatment. The core-shell structure composite materials have been prepared by dispersion polymerization process of polystyrene grafted on the SiO2 particles. By TEM on these samples the impact of the system components initiator polymerization parameters and dispersion process was discussed. The results showed that the system component of the greatest impact on conversion rate is the ratio of aerogels /St ,the optimum reaction temperature is 75 °C.With organic initiator KPS as initiator after a unique ultrasound technique to obtain the core-shell composite materials structure which coating is 70%.

scholarly journals The Impact of Mindset on Self-Tracking Experience

2021 ◽  
Vol 3 ◽  
Author(s):  
Elçin Hancı ◽  
Peter A. M. Ruijten ◽  
Joyca Lacroix ◽  
Wijnand A. IJsselsteijn
Keyword(s):  
Online Survey ◽  
The Self ◽  
Future Research ◽  
Self Awareness ◽  
Implicit Beliefs ◽  
Qualitative And Quantitative ◽  
The Core ◽  
Design Considerations ◽  
Tracking Device ◽  
The Impact

Self-tracking technologies aim to offer a better understanding of ourselves through data, create self-awareness, and facilitate healthy behavior change. Despite such promising objectives, very little is known about whether the implicit beliefs users may have about the changeability of their own behavior influence the way they experience self-tracking. These implicit beliefs about the permanence of the abilities are called mindsets; someone with a fixed mindset typically perceives human qualities (e.g., intelligence) as fixed, while someone with a growth mindset perceives them as amenable to change and improvement through learning. This paper investigates the concept of mindset in the context of self-tracking and uses online survey data from individuals wearing a self-tracking device (n = 290) to explore the ways in which users with different mindsets experience self-tracking. A combination of qualitative and quantitative approaches indicates that implicit beliefs about the changeability of behavior influence the extent to which users are self-determined toward self-tracking use. Moreover, differences were found in how users perceive and respond to failure, and how self-judgmental vs. self-compassionate they are toward their own mistakes. Overall, considering that how users respond to the self-tracking data is one of the core dimensions of self-tracking, our results suggest that mindset is one of the important determinants in shaping the self-tracking experience. This paper concludes by presenting design considerations and directions for future research.

scholarly journals Group Self-Evalulation Primes for Autonomous Motivation in Collaborative Learning

2021 ◽  
Author(s):  
ijsbrand kramer ◽  
Nathalie Franc ◽  
Francois Maricourt ◽  
muriel Cohen ◽  
Thomas Fau ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Task Context ◽  
Self Evaluation ◽  
Group Members ◽  
The Impact ◽  
Group Self ◽  
Intrinsic Motivation Inventory

We look at group work from a self-determination theory perspective and argue that internalized motivation is the best condition for productive collaboration. A perceived sense of autonomy plays an important role herein. This autonomy is determined by the characteristics of the task and the openness and acceptance of the group. Group dysfunction, or the fear of it, impedes autonomy, even if the task context is fully autonomy supportive. Means of uncovering the functioning of group members could reduce dysfunction or lower the fear of it. Using a full scale intrinsic motivation inventory, we measured the impact of group self-evaluation on the quality of motivation over a 4-year period with a total of 355 participants in a collaborative learning project in high schools (K11). We show that, compared to the control population, students exhibit a much more internalized motivation profile, with effect sizes in the range of medium to large for the different parameters. We conclude that group self-evaluation primes students for autonomous motivation. We suggest that the procedure should be applied systematically in substantial collaborative projects. <br>

Exploring the efficacy of mediation in cases of workplace bullying

2020 ◽  
Vol 31 (5) ◽  
pp. 665-685
Author(s):  
Frieder Lempp ◽  
Kate Blackwood ◽  
Megan Gordon
Keyword(s):  
Dispute Resolution ◽  
Thematic Analysis ◽  
Workplace Bullying ◽  
Empirical Support ◽  
Emotional Stability ◽  
Future Research ◽  
Mediation Process ◽  
Content Type ◽  
Resolution Processes ◽  
The Impact

Purpose The purpose of this paper is to explore the extent to which mediation constitutes an appropriate and effective intervention in cases of alleged workplace bullying. Design/methodology/approach Data was collected from 25 practising mediators in New Zealand by way of semi-structured interviews. The transcribed data was analysed by way of thematic analysis using the software NVivo11. The features of bullying cases identified as potential concerns for mediation in the literature acted as a coding framework, alongside the analytical framework for assessing dispute resolution processes developed by John Budd and Alexander Colvin. Findings A thematic analysis of the data revealed four key features of bullying experiences that mediators believed influenced the efficacy of the mediation process: emotional stability of the parties; power imbalance between the parties; insight and differing interpretations; and the impact of organisational context. Further, the analysis revealed two strategies to overcome barriers to the efficacy of mediation: considering mediation as part of a broader range of dispute resolution processes; and encouraging early low-level mediation intervention. Research limitations/implications This study only elicited the views of workplace mediators, many of whom were self-employed. Thus, the participants in the sample were likely to speak positively about the use of mediation. In part, this was helpful because the mediators spoke largely about how they made the process work allowing identification of techniques to improve the efficacy of mediation. However, future research is needed to explore the views of other parties, including parties to a bullying mediation, managers and/or human resources (HR) personnel. Practical implications Five recommendations for workplace mediators dealing with bullying cases are suggested: mediators should screen the emotional stability of the parties during the initial stages of the mediation; mediators should discuss with the parties the possibility and potential benefits of bringing along a support person; mediators should view their role more widely to influence the wider organisational contexts in which bullying occurs; informal mediation should take place before the escalation of a bullying experience; and mediators should consider completing an investigation prior to the start of the mediation. Originality/value Prior empirical studies on the efficacy of workplace mediation have not specifically investigated the use of mediation for bullying cases. This study addresses this gap in that it provides empirical support for the proposition that mediation in cases of bullying may only be appropriate under certain circumstances and that a flexible approach to mediation is required.

Translation Competence

2018 ◽  
pp. 296-319
Author(s):  
Sonia Vandepitte ◽  
Birthe Mousten ◽  
Bruce Maylath ◽  
Suvi Isohella ◽  
Maria Teresa Musacchio ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Empirical Evidence ◽  
Empirical Data ◽  
Technical Communication ◽  
Virtual Team ◽  
International Project ◽  
Future Research ◽  
Training Programmes ◽  
The Impact

After Kiraly (2000) introduced the collaborative form of translation in classrooms, Pavlović (2007), Kenny (2008), and Huertas Barros (2011) provided empirical evidence that testifies to the impact of collaborative learning. This chapter sets out to describe the collaborative forms of learning at different stages in the translation processes in the Trans-Atlantic and Pacific Project, a long-term cross-cultural virtual team. It describes the forms of collaborative learning practised in this multilateral international project in technical communication and translator training programmes and explores the empirical data that the project may provide for future research into learning translation.

Conclusion

2018 ◽  
pp. 160-186
Author(s):  
Joshua R. Itzkowitz Shifrinson
Keyword(s):  
World War I ◽  
Empirical Support ◽  
Future Research ◽  
World War ◽  
The Core ◽  
Policy Debates ◽  
Rise Of China ◽  
The Rise Of China ◽  
Significant Support

The Conclusion summarizes the volume and extends its findings. The chapter first reviews the evidence in chapters 2-5, emphasizing that there is significant empirical support for the argument developed in chapter 1. In contrast, alternative explanations do not fare well in the case studies. Next, the chapter provides additional tests of the theory by discussing the British, Russian, and German responses to the declines of Austria-Hungary and France from the mid nineteenth century through World War I in light of predation theory; again, the history offers significant support for the core argument. Lastly, the Conclusion discusses implications of the volume for scholarship, policy debates – particularly surrounding the rise of China – and future research.

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