scholarly journals Application of Small Group Discussion (SGD), Collaborative Learning (CbL) and Problem Based Learning (PBL) as Learning Methods and Student Assessment Strategies in Engineering Drawing Courses

2021 ◽  
Author(s):  
Taufiq Ihsan ◽  
Tivany Edwin
Keyword(s):  
Collaborative Learning ◽  
Small Group ◽  
Group Discussion ◽  
Student Assessment ◽  
Problem Based Learning ◽  
Small Group Discussion ◽  
Engineering Drawing ◽  
Learning Methods ◽  
Assessment Strategies

Dialogue Mapping and Collaborative Learning

2008 ◽  
pp. 403-418
Author(s):  
Fung Fai Ng
Keyword(s):  
Collaborative Learning ◽  
Small Group ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Small Group Discussion ◽  
Shared Understanding ◽  
Visual Thinking ◽  
Factors Influencing ◽  
Group Meetings ◽  
The Impact

This chapter introduces the concepts, principles and application of dialogue mapping. Dialogue mapping is a visual thinking tool for facilitating group meetings using a shared display. Experience of using dialogue mapping as well as other types of shared display in small-group discussion are discussed. The results, benefits and limitations of using different kinds of shared display in small-group discussion are compared and examined. Dialogue mapping produces better collaboration and shared understanding among students during discussion than using other shared displays. The impact of dialogue mapping on collaborative learning is explored. Factors influencing the effectiveness of group meetings in problem-based learning are also discussed.

Science or Snake Oil? Teaching Critical Evaluation of “Research” Reports on the Internet

2002 ◽  
Vol 29 (4) ◽  
pp. 321-324 ◽  
Author(s):  
Patricia A. Connor-Greene ◽  
Dan J. Greene
Keyword(s):  
Quality Control ◽  
Critical Thinking ◽  
Small Group ◽  
Group Discussion ◽  
Critical Evaluation ◽  
Problem Based Learning ◽  
Small Group Discussion ◽  
Easy Access ◽  
The Internet ◽  
New Challenges

The proliferation of information on the Internet introduces new challenges for educators. Although the Internet can provide quick and easy access to a wealth of information, it has virtually no quality control. Consequently, the Internet has rendered faculty more essential than ever as teachers of the analytic and evaluative skills students need to become educated consumers of information. In this article we describe an exercise using small-group discussion and individual problem-based learning to teach critical thinking about the Internet. Data from the exercise and from student evaluations support both its need and students' perceptions of its effectiveness.

scholarly journals Implementasi Metode Pembelajaran Student Centered Learning (SCL) pada Mata Kuliah Asuhan Kebidanan Ibu Nifas di STIKes Maharani Malang

2019 ◽  
Vol 2 (1) ◽  
pp. 1-7
Author(s):  
Nanik Susanti ◽  
Mochamad Agus Krisno Budianto ◽  
Mohammad Syahri ◽  
Ratna Dian Franskiska
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Role Play ◽  
Problem Based Learning ◽  
Small Group Discussion ◽  
Student Centered ◽  
Student Centered Learning

Penelitian ini bertujuan untuk mengetahui implementasi metode pembelajaran Student CenteredLearning (SCL) pada mata kuliah asuhan kebidanan ibu nifas di program studi kebidanan STIKesMaharani Malang. Pendekatan penelitian yang digunakan adalah kualitatif dengan menggunakanmetode deskriptif melalui wawancara, observasi dan studi dokumen. Keabsahan data dalam penelitianmenggunakan tehnik triangulasi sumber data. Hasil penelitian menunjukkan bahwa dalamperencanaan pembelajaran disusun RPS (Rencana Pelaksanaan Pembelajaran), dalam tahappelaksanaan proses pembelajaran sudah diterapkan sesuai dengan silabus dan metode yang digunakandalam pembelajaran asuhan kebidanan ibu nifas adalah menggunakan metode ceramah (CTJ) untukmenjelaskan materi konsep dasar dan menerapkan metode pembelajaran Student Centered Learning(SCL) seperti metode Small Group Discussion, Role play, Problem Based Learning dan demonstrasi.Pada tahap evaluasi pembelajaran dilakukan penilaian dalam bentuk tes tertulis, penilaian praktikumdan penilaian penugasan. Dengan menerapkan metode pembelajaran Student Centered Learning(SCL) mahasiswa lebih aktif dan mandiri dalam mengikuti proses belajar mengajar baik di kelasmaupun di laboratorium dan hasil prestasi akademik mahasiswa rata-rata baik dengan mendapatkannilai dalam kategori A dan B. Secara teknis tidak ditemukan kendala dalam pelaksanaan penerapanmetode pembelajaran Student Centered Learning (SCL).Kata Kunci: Implementasi, Metode Student Centered Learning, Asuhan Ibu Nifas

scholarly journals Penerapan Metode Pembelajaran “Active Learning-Small Group Discussion” di Perguruan Tinggi Sebagai Upaya Peningkatan Proses Pembelajaran

FONDATIA ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 19-34
Author(s):  
Endah Syamsiyati Nur Jannah
Keyword(s):  
Active Learning ◽  
Small Group ◽  
Learning Strategies ◽  
Student Development ◽  
Descriptive Analysis ◽  
Group Discussion ◽  
Real Life ◽  
Small Group Discussion ◽  
Learning Methods ◽  
The Subject

The active learning approach that is carried out in the subject of Student Development in the Faculty of Islamic Sciences majoring in PAI at the Islamic University of Indonesia in the 4th semester, aims to improve student learning activeness with non-monotonous learning strategies. With this learning method, students can actively explore themselves by finding the main ideas in solving a problem, or students can apply what is learned in real life. Several learning methods can be used as alternatives to increase student activity during the learning process, one of them is "Active Learning Methods-Small Group Discussion". This study uses a qualitative descriptive analysis by collecting data through observation and documentation. The results of this research method of active learning with a group discussion or small group discussion can increase learning activeness involving fourth-semester students of class D in the subject of the development of PAI FIAI UII Yogyakarta students in terms of the theories put forward by experts.

scholarly journals Analisis Efektivitas Metode Pembelajaran Small Group Discussion Pada Mahasiswa Kedokteran FK UNS

2019 ◽  
Author(s):  
Elisabeth Yuaninda Usmani
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Qualitative Method ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Small Group Discussion ◽  
Learning Method ◽  
Learning Models ◽  
Student Centered ◽  
Student Centered Learning

Currently the Problem Based Learning (PBL) and Student Centered Learning (SCL) learning models are starting to be applied in universities with the aim of involving students actively in learning, one of which are Medical students of the UNS FK. One method of these learnings is Small Group Discussion (SGD). This study aims to assess the effectiveness of the SGD learning method that has been applied to Medical students of the UNS FK. The method used in this research is qualitative method. The result was found that the SGD learning method that had been applied was still less effective, but it was more effective compared to conventional learning methods. Therefore, it is necessary to make some improvements to this learning method so that it is more effective and the goal can be achieved.

scholarly journals A biochemistry discipline designed for the nutrition course

2004 ◽  
Vol 2 (2) ◽  
pp. 18
Author(s):  
A.A.G. Bianco ◽  
B.B. Torres
Keyword(s):  
Problem Solving ◽  
Collaborative Learning ◽  
Small Group ◽  
Educational Software ◽  
Group Discussion ◽  
Interview Study ◽  
Small Group Discussion ◽  
Laboratory Work ◽  
Nutrition Course ◽  
Evaluation Survey

Biochemistry is widely considered an essential background in a Nutrition Course framework. At theFaculdade de Saude Publica, USP, it is a direct requirement to eight disciplines of the syllabus and anindirect requirement to another nine disciplines. Nevertheless, a previous interview study involvingNutrition students and Nutritionists revealed a contradictory image of Biochemistry. Although stu-dents and Nutritionists admitted the important role played by Biochemistry, most of the respondentsdeclared that they could not foresee any application of Biochemical contents in their professional life.Aiming to change this situation, a deep intervention in the Biochemistry discipline was carried on.The discipline was planned in such a way that all the contents to be taught was directly derived fromsubjects or situations matching the interests of nutrition students. Instead of a classical lecture basedcourse, collaborative learning was the methodological choice, taking advantage of practical activitiesinvolving educational software and laboratory work as well. The course was carried on in 180 hoursand a variety of strategies were employed, especially small group discussion and problem solving. Thestudents were given a booklet containing all the exercises and problems, which acted as course guide.At the end of the course, an evaluation survey was carried out. It is noticeable that, according tostudents answers: 100% agreed that Biochemistry was intimately linked to Nutrition; 83% appreciatedthe didactical methodologies employed; 89% would like to continue studying Biochemistry in a furtherdiscipline; 96% declared that the discipline has raised their interest in Biochemistry. In respect tothe assessment of the students, these results are in accordance with the opinion of teachers and TAsengaged in restructuring Biochemistry courses.

scholarly journals Hybrid problem based learning: An innovative teaching learning method – Reflective experience

2021 ◽  
Vol 8 (2) ◽  
pp. 68-73
Author(s):  
Balaji Arumugam ◽  
K R S Sivapriya
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Community Medicine ◽  
Small Group Discussion ◽  
Learning Method ◽  
Self Directed Learning ◽  
Innovative Teaching ◽  
Traditional Lectures ◽  
Teaching Learning

The concept of Problem-based Learning (PBL) was first introduced at McMaster University in the late 1960s and was subsequently accepted widely by the medical schools throughout the world. hPBL has been intuitively viewed by many as a cocktail curriculum of McMaster style of small group discussion PBL (generally referred to as “pure PBL”) with the blending of variable amounts of traditional lectures, practical sessions and case-studies. Objectives: The study was done as an introduction of innovative teaching learning method and its learning experiences by students and faculty involved. The innovative teaching learning method was adapted during the year July – October - 2019 when the students were posted in the department of community medicine for four weeks. The TL methods included were blended lectures; case scenarios (clinico social case pertaining to community medicine subject), pre test and post test MCQs, case presentation and in small group discussion were done. The experiences were obtained as the reflective writing from the students and the faculty involved in implementation of h-PBL. Majority of the students expressed that the learning was useful, interactive, thought provoking, interesting and the group discussion paved the way for communication skill development among the peers. The students said that the learning happened actively and scope for self directed learning was also incorporated in the implementation of h-PBL. Faculties involved were very enthusiastic especially during the group discussions, because the sociogram was excellently represented that almost all the students took part in the discussion. The h-PBL can be a part of the regular curriculum during the clinical postings which can include case based learning with blended lectures.

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