Group Process and Trust in Group Discussion

2011 ◽  
pp. 135-153
Author(s):  
Lorna Uden ◽  
Linda Wojnar
Keyword(s):  
Online Learning ◽  
Group Work ◽  
Crucial Role ◽  
Group Process ◽  
Group Discussion ◽  
Successful Group ◽  
Trusting Relationships ◽  
Group Empowerment

Successful group discussion plays a crucial role in online learning. Teachers normally assume that students automatically transfer their learning of group process from group to group. Our experience found that for group discussion to be effective, it is important that we consider group process and the role of trust within groups. The paper begins with an introduction to group process and trust followed by a brief review of the benefits of group discussion for online learning. In section three, we describe the role that teachers play in initiating environments that promote trust and group empowerment. Through our experience of the implications of group process and trust, we will discuss how this environment fosters trusting relationships. We will also discuss the value of reviewing trust in the group process for each class before assigning group work. The paper concludes with the outcomes of our experience and suggestions for further work.

Group Process and Trust in Group Discussion

2008 ◽  
pp. 2268-2281
Author(s):  
Lorna Uden ◽  
Linda Wojnar
Keyword(s):  
Online Learning ◽  
Group Work ◽  
Crucial Role ◽  
Group Process ◽  
Group Discussion ◽  
Successful Group ◽  
Trusting Relationships ◽  
Group Empowerment

Successful group discussion plays a crucial role in online learning. Teachers normally assume that students automatically transfer their learning of group process from group to group. Our experience found that for group discussion to be effective, it is important that we consider group process and the role of trust within groups. The paper begins with an introduction to group process and trust followed by a brief review of the benefits of group discussion for online learning. In section three, we describe the role that teachers play in initiating environments that promote trust and group empowerment. Through our experience of the implications of group process and trust, we will discuss how this environment fosters trusting relationships. We will also discuss the value of reviewing trust in the group process for each class before assigning group work. The paper concludes with the outcomes of our experience and suggestions for further work.

Like a Blanket Over a Fire: Group Work and Spiritual Repair in Military Trauma

2019 ◽  
Vol 101 (1) ◽  
pp. 95-109
Author(s):  
Vincent R. Starnino ◽  
W. Patrick Sullivan ◽  
Clyde T. Angel ◽  
Louanne W. Davis
Keyword(s):  
Group Work ◽  
Group Intervention ◽  
Group Process ◽  
Stress Disorder ◽  
Search For Meaning ◽  
Group Leaders ◽  
Assumptive World ◽  
Military Trauma ◽  
Spiritual Struggles

Posttraumatic stress disorder (PTSD) may not fully explain why some who experience war feel as though their assumptive world and sense of meaning has been shattered. Two concepts mentioned in the literature that address this feature of trauma are moral injury and spiritual injury. This work reports on qualitative findings from postgroup interviews with 18 participants who completed a spiritually integrated eight-session group intervention known as Search for Meaning. The group is designed to deal directly with issues of moral and spiritual wounds. This article discusses three main themes related to (a) the group process, (b) spiritual struggles and repair, and (c) the role of the group leaders. The findings support the call for specialized interventions to supplement mainstream PTSD treatments.

scholarly journals Teachers’ Beliefs And Practices Of Cooperative Group Work Assessment: Selected Secondary School Teachers In Focus

2020 ◽  
Vol 45 (11) ◽  
pp. 1-16
Author(s):  
Abate Demissie Gedamu ◽  
◽  
Getu Lemma Shewangizaw ◽  
Keyword(s):  
Focus Group ◽  
Secondary School ◽  
Group Work ◽  
Group Process ◽  
Secondary School Teachers ◽  
Group Discussion ◽  
School Teachers ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Work Assessment

This study aimed to investigate the beliefs and practices of group work assessment of secondary school teachers. For this reason, 213 teachers were selected randomly for a questionnaire survey. In addition, two teachers and five students were selected for interviews and focus group discussions at each site, respectively. A one-sample t-test was applied to analyze the data acquired through the questionnaire while the Pearson product-moment correlation was used to examine the relationship between the beliefs and practices of group work assessment. The data obtained through interviews and focus group discussion (FGD), were analyzed through thematic verbal descriptions. The findings showed favorable teachers’ beliefs towards group work assessment. On the contrary, teachers’ assessment practices were partial with focus on group product, with diminutive or no assessment of group process and individual contribution. Hence, Ethiopian Bureaus should conduct on- job training for teachers on the assessment of group work.

Reading Balint group work through Lacan’s theory of the four discourses

2016 ◽  
Vol 21 (4) ◽  
pp. 441-458 ◽  
Author(s):  
Kaatje Van Roy ◽  
Anne Marché-Paillé ◽  
Filip Geerardyn ◽  
Stijn Vanheule
Keyword(s):  
Group Work ◽  
Group Discussion ◽  
Medical Professionals ◽  
Group Leaders ◽  
Balint Groups ◽  
Case Presentations ◽  
Balint Group ◽  
Four Discourses ◽  
Work First

In Balint groups, (para)medical professionals explore difficult interactions with patients by means of case presentations and discussions. As the process of Balint group work is not well understood, this article investigates Balint group meetings by making use of Lacan’s theory of the four discourses. Five Balint group case presentations and their subsequent group discussion were studied, resulting in the observation of five crucial aspects of Balint group work. First, Balint group participants brought puzzlement to the group, which is indicative of the structural impossibility Lacan situates at the basis of all discourse (1). As for the group discussion, we emphasize ‘hysterization’ as a crucial process in Balint group work (2), the supporting role of the discourse of the analyst (3) and the centrality of discourse interactions (4). Finally, the potential transformation of the initial puzzlement is discussed (5). We conclude by putting forth the uniqueness of Balint group work as well as the potential usefulness of our analysis as a framework for Balint group leaders and professionals in charge of continuing medical education.

scholarly journals PELATIHAN GURU SEKOLAH DASAR UNTUK MEMBANGUN KOMUNIKASI EFEKTIF DENGAN ORANG TUA SELAMA PEMBELAJARAN JARAK JAUH

2021 ◽  
pp. 289
Author(s):  
Carolina Dindy Dwi Miranti ◽  
Agustina Hendriati
Keyword(s):  
Online Learning ◽  
Focus Group ◽  
Group Discussion ◽  
Effective Communication ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Post Test ◽  
Role Of Parents ◽  
Teachers And Parents

The COVID-19 pandemic impacts education sector. In the online-based distance learning period, the role of parents is very important to accompany students while studying. However, in reality, problems were found such as in the SHS elementary school in Central Jakarta, problems were related to communication between teachers and parents during the online learning period which often caused further misunderstandings and parents becomes less involved to accompany children to learn. It is worried can reduce student learning motivation during the COVID-19 pandemic. Data collection was then carried out through interviews and focus group discussions which were then analyzed using a problem tree.. To overcome the problem, an intervention was designed, consisting of effective communication training for teachers in order to establish better relationships with parents during online learning. The study used a filed experiment with one-group pre-post test design. Based on the result of the pre-post test, it was revealed that there was an increase in teachers’ understanding. In conclusion, the objectives of the training provided to teachers were achieved; teachers realize and understand better on how to establish effective communication with parents. With the improved awareness and understanding of the teachers, it is hoped that they can improve their communication with parents so that parents would be more willing to be involved in their children’s studying process from home and misunderstandings from ineffective communication may be minimized.Pandemi COVID-19 berdampak pada sektor pendidikan. Pada masa pembelajaran jarak jauh berbasis daring, peran orang tua sangat penting untuk mendampingi siswa selama belajar. Namun pada kenyataannya ditemukan permasalahan seperti di SD SHS Jakarta Pusat yakni komunikasi antara guru dengan orang tua kurang berjalan dengan baik sehingga sering menyebabkan kesalahpahaman serta orang tua menjadi kurang terlibat dalam mendampingi anak belajar. Hal ini dikhawatirkan dapat menurunkan motivasi belajar siswa di masa pandemi COVID-19.  Pengumpulan data dilakukan melalui wawancara dan diskusi kelompok terfokus (focus group discussion) yang kemudian dianalisis menggunakan pohon masalah. Untuk mengatasi masalah tersebut, maka dirancang intervensi yakni pelatihan komunikasi yang efektif bagi guru untuk menjalin hubungan yang lebih baik dengan orang tua selama pembelajaran daring. Penelitian ini menggunakan eksperimen lapangan dengan desain one-group pre-post test. Berdasarkan hasil pre-post test diketahui bahwa terjadi peningkatan pemahaman guru. Kesimpulannya, tujuan pelatihan yang diberikan kepada guru tercapai; guru menyadari dan memahami lebih baik tentang bagaimana menjalin komunikasi yang efektif dengan orang tua. Dengan meningkatnya kesadaran dan pemahaman para guru diharapkan dapat meningkatkan komunikasi dengan orang tua sehingga orang tua lebih bersedia untuk terlibat dalam proses belajar anak-anaknya dari rumah dan kesalahpahaman dari komunikasi yang tidak efektif dapat diminimalkan.

Distributed creativity and the myth of shared understanding

2020 ◽  
pp. 91-111
Author(s):  
Raymond A. R. MacDonald ◽  
Graeme B. Wilson
Keyword(s):  
Group Process ◽  
Group Performance ◽  
Shared Understanding ◽  
Creative Practice ◽  
Successful Group ◽  
Do So

This chapter examines the prevalent assumption that improvisers must share understanding of what they are trying to achieve and how they are thought to do so, investigating the importance of identities and how they are constructed among co-improvisers. The role of talk between musicians in constructing understanding is examined with reference to interviews with improvisers. Implications for teaching and new creative practice are discussed with specific examples of how improvisation can be taught. Research on improvisation tends to assume that in a successful group performance, musicians must have the same conception of the quality and meaning of the music they play. This chapter compares the accounts of different improvisers within a group, to reach an explanation of whether and how these are negotiated while playing together. This chapter demonstrates that if participants feel invested in the group process, improvisation can take place to participants’ satisfaction in the absence of their shared understanding.

scholarly journals ANALYSING THE CADENCE OF GROUP CONFLICTS ACROSS GENDER DURING ONLINE LEARNING

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Noor Hanim Rahmat ◽  
Norhartini Aripin ◽  
Zarina Razlan ◽  
Mazlen Arepin ◽  
Eliyas S. Mohandas ◽  
...  
Keyword(s):  
Online Learning ◽  
Group Work ◽  
Group Formation ◽  
Group Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Group Discussions ◽  
Team Members ◽  
Face To Face ◽  
The World

It has been two years since the world has been forced to cope with doing things online. Even in normal face-to-face group discussions, participants face difficulties and conflicts, and now online learning has not made it any easier. This study explores the ups and downs in group discussion. 72 participants responded to a survey to find out how they perceive the conflicts in group formation. The findings in this study revealed that there were significant differences the norming stage and also performing & adjourning stage. In addition to that, the total mean score showed interesting differences across gender. Not all group formations with different genders go through conflicts. Not all team members with the same gender are conflict-free. Sometimes discussions/some activities are more difficult to carry out because of conflicts across genders are not properly addressed. Then again, not all group conflicts are negative. Conflicts are good in several ways. The conversations improve the communication and negotiation skills of the team members. In addition to that, defending for one’s point helps to sharpen critical thinking skills. The findings in this study cannot be generalized for all situations in group work. This study can be a springboard for more group formation and group conflicts research. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0860/a.php" alt="Hit counter" /></p>

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