Group learning activities as a condition of implementing competence-based approach to students’ inorganic chemistry teaching at university

We report three student groups? collaboration experiences in a semester-long classroom project. The project included both tasks that required completion in virtual group workspace and activities that could be carried out in the physical world environment. We observed different collaboration patterns among the groups with respect to building and maintaining social relationships, submitting individual work to the group, and scheduling group meetings. We use Bereiter?s two contextual modules, intentional learning and schoolwork, to help us understand the observed patterns and suggest that the group leader?s contextual module plays a significant role in all members? group learning experiences and outcomes. We propose design implications that are intended for encouraging learning-based (as opposed to work-based) practices in virtual group environments.

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To Develop Scientific Thinking through Inorganic Chemistry Teaching at the School of Pharmaceutical Sciences

Daxue Huaxue ◽

10.3866/pku.dxhx20160118 ◽

2016 ◽

Vol 31 (1) ◽

pp. 18-22

Author(s):

Xiao-Gai YANG ◽

◽

Hui-Xue LIU ◽

Jian HUANG

Keyword(s):

Inorganic Chemistry ◽

Scientific Thinking ◽

Pharmaceutical Sciences ◽

Chemistry Teaching

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Application of Inquiry Learning in Inorganic Chemistry Teaching

Daxue Huaxue ◽

10.3866/pku.dxhx201604023 ◽

2016 ◽

Vol 31 (12) ◽

pp. 9-12

Author(s):

Jing YANG ◽

◽

Jian-Chun BAO ◽

Ya-Wen TANG ◽

Xiao-Hua HUANG

Keyword(s):

Inorganic Chemistry ◽

Inquiry Learning ◽

Chemistry Teaching

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Design for Articulating and Sharing Rationales in Virtual Group Learning Activities

Technology for Education and Learning ◽

10.2316/p.2011.750-062 ◽

2011 ◽

Cited By ~ 2

Author(s):

Lu Xiao

Keyword(s):

Group Learning ◽

Learning Activities ◽

Virtual Group

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Theory-led Design of Instruments and Representations in Learning Analytics: Developing a Novel Tool for Orchestration of Online Collaborative Learning

Journal of Learning Analytics ◽

10.18608/jla.2015.22.3 ◽

2015 ◽

Vol 2 (2) ◽

pp. 14-43 ◽

Cited By ~ 8

Author(s):

Nick Kelly ◽

Kate Thompson ◽

Pippa Yeoman

Keyword(s):

Design Process ◽

Real World ◽

First Principles ◽

Learning Analytics ◽

Group Learning ◽

Learning Activities ◽

Tool Development ◽

Real World Data ◽

Online Groups ◽

Online Collaborative Learning

This paper describes theory-led design as a way of developing novel tools for learning analytics. It focuses upon the domain of real-time automated discourse analysis (ADA) of group learning activities to facilitate instructor orchestration of online groups. The paper outlines the literature on the development of LA especially within the domain of ADA, and proposes that there is reason to conduct more tool development based upon first-principles. It describes first principles as being drawn from theory and subsequently informing the structure and behaviour of tools and presents a framework for this process. The framework is substantiated through the example of developing a new tool for assisting instructors with the orchestration of online groups. A description of the tool is given and examples of results from use with real-world data are presented. The paper concludes that whilst design purely from first principles may be elusive, the call is for more intent to explicitly connect the design process to theory on the basis that this has the potential to yield innovation when developing tools as well as the prospect of a the outcomes from tools connecting back to theory.

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Teacher educators’ design and implementation of group learning activities

Educational Studies ◽

10.1080/03055698.2016.1206461 ◽

2016 ◽

Vol 42 (4) ◽

pp. 394-409 ◽

Cited By ~ 5

Author(s):

Miranda S. A. De Hei ◽

Ellen Sjoer ◽

Wilfried Admiraal ◽

Jan-Willem Strijbos

Keyword(s):

Teacher Educators ◽

Group Learning ◽

Learning Activities ◽

Design And Implementation

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Increasing Student Participation to Tasks In Theme 4 in Learning Type Through Stad Type Cooperative Learning Model In SDN 2 Petahunan

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v3i3.46650 ◽

2020 ◽

Vol 3 (3) ◽

pp. 1270

Author(s):

Sri Setyaningsih

Keyword(s):

Cooperative Learning ◽

Student Participation ◽

Group Learning ◽

Learning Activities ◽

Male Students ◽

Research Subjects ◽

Group Discussions ◽

Data Collection Technique ◽

Thematic Learning ◽

Action Stage

This study aims to increase learning participation through themethod STAD Cooperative Learning in grade 1 at SD Negeri 2 Petahunan. This type of research is classroom action research (PTK). The research subjects were 8 grade students of SD Negeri 2 Petahunan, consisting of 5 male students and 3 female students. The data collection technique used observation sheets, questionnaires. The research data were analyzed descriptively qualitatively. The results of this study indicate that the application of themethod stad type of cooperative learning in learning activities can increase student participation in group learning activities. For the score in cycle I, attendance participation has a percentage of 63%, asking 37%, opinion 25%, presentation readiness 25%, In the action stage of cycle II, the percentage of each aspect has increased to attendance participation has a percentage of 100%, asking 75 %, think 75%, presentation readiness 75% In the action stage of cycle III, the percentage of each aspect has increased to attendance participation has a percentage of 100%, ask 100%, think 100%, presentation readiness 87% From the data acquisition, themethod is applied. cooperativeLearning STAD in online thematic learning can increase student participation in learning activities / group discussions in grade 1 SD Negeri 2 Petahunan.

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