Experimental Programs: Large-Group Instruction in Mathematics Under Flexible Scheduling

1968 ◽  
Vol 61 (8) ◽  
pp. 773-775
Author(s):  
Vidya Bhushan ◽  
James Jeffryes ◽  
lrene Nakamura
Keyword(s):  
Small Group ◽  
Team Teaching ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Primary Concern ◽  
Flexible Scheduling ◽  
Group Instruction ◽  
Large Group ◽  
Contact Hours ◽  
High Degree

We chose the words “large-group instruction” in lieu of “team teaching,” since the goals of this innovation are somewhat different from those commonly associated with team teaching. The most commonly offered goal of team teaching is that of providing students with a richer educational experience by combining the specialties of the teachers in a given school. While this idea could be incorporated into the structure of our large-group instruction in mathematics, this was not our primary concern. Flexible scheduling offers many possibilities for a variety of combinations of large-group leeture and small-group discussion labs. Our question with regard to this freedom was simply this: Can a teacher's load, in terms of classroom contact hours with students, be substantially reduced under large-group instruction while maintaining a high degree of learning within the group?

The Effect of a Graphic Interface on Participation, Interaction and Student Achievement in a Computer-Mediated Small-Group Discussion

1993 ◽  
Vol 9 (4) ◽  
pp. 535-548 ◽  
Author(s):  
Terence C. Ahern
Keyword(s):  
Small Group ◽  
Interface Design ◽  
Communication Systems ◽  
Computer Mediated Communication ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Group Instruction ◽  
Normative Structure ◽  
Computer Mediated ◽  
Normative Constraints

The goal of this research was to investigate the effects of interface design on the participation, interaction, and achievement of students in a computer-mediated small-group discussion. Previous research indicated that computer-mediated communication systems encouraged a breakdown in the normative constraints of social interaction. Because of the unrestricted ability to participate within a computer-mediated system, any member may interject a comment or response that is out of sync with the rest of the group. This creates havoc with the flow of an interaction because the member was not properly cognizant of the current state of the discussion, through reading the preceding comments by other group members. This study investigated whether this breakdown in normative structure could be repaired by redesigning the user interface. Consequently, specific software was designed and developed to investigate this question. One version of the software used a graphic-based interface while the second version utilized the more traditional text-based interface. A sample of sixty-five students participated in the study. Subjects in the graphic-based version sent more messages and addressed them more often to an individual than subjects using the text-based interface. There was, however, no difference in the amount of participation or achievement between the two conditions. The results of this study suggest that it is possible to design an interface that encourages the use of constraints normative to group interaction. This has important implications for small-group instruction.

scholarly journals The Impact of Using Small Group Discussion Technique on Enhancing Students’ Performance in Speaking Skill: A Case Study of Benghazi University

2020 ◽  
Vol 3 (7) ◽  
pp. 189-198
Author(s):  
Ahmed Sanoussi Himeda Al Jawad ◽  
Salem Hamed Abosnan
Keyword(s):  
Small Group ◽  
English Language ◽  
Group Discussion ◽  
Relevant Literature ◽  
Small Group Discussion ◽  
Large Group ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
Large Group Discussion ◽  
The Impact

This study aims to investigate the impact of using small group discussion technique on enhancing students’ speaking skill in English language department at Faculty of Arts and Science Kufrah –Benghazi University. The review of relevant literature revealed that previous researchers presented the advantages of small group discussion technique in teaching English around the world. So, the researcher believed that the use of small group discussion technique might promote students’ performance in speaking skill. The review of literature undeniably revealed that large group discussion technique mostly used by EFL lecturers to teach speaking skill were not solid enough. The advantage of the small group discussion technique over the large group discussion technique was investigated by testing the hypotheses and research questions set after conducting the literature review. The quasi-experimental research design as used in this study. English language department at Faculty of Arts and Science Kufrah was chosen for experimental study with 30 students. A teacher- made task was used as an instrument of the study. The results proved that, the mean performance of the students exposed to small group discussion technique is higher than that of those exposed to the large group discussion. Based on the results, recommendations were made on the need to adopt small group discussion to ameliorate students’ performance in speaking skill in Libyan universities.

Combating Obstacles to Empathy: A Replicable Small Group Discussion Series for Medical Students

2016 ◽  
Vol 3 (0) ◽  
Author(s):  
Francesca P. Kingery ◽  
Alexander Bajorek ◽  
Amber Zimmer Deptola ◽  
Karen Hughes Miller ◽  
Craig Ziegler ◽  
...  
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion

INTERACTIONAL MODIFICATION OF INDONESIAN LEARNERS OF EINGLISH IN NEGOTIATING MEANINGS IN A SMALL GROUP DISCUSSION

2012 ◽  
Vol 1 (2/07) ◽  
Author(s):  
Ngasbun Egar
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion

Penelitian ini adalah tentang modifikasi interaksi oleh kelompok kecil diskusi mahasiswa Indonesia yang belajar Bahasa Inggris dalam menyelaraskan arti. Masalah pokok dari kajian ini adalah : modifikasi interaksi apa yang digunakan oleh kelompok diskusi mahasiswa yang belajar Bahasa Inggris untuk menyelaraskan arti? Kajian ini juga bertujuan mengenali modifikasi interaksi yang dilakukan mahasiswa tersebut dalam menyelaraskan arti. ?é?áData dikumpulkan dari seuah kelompok kecil diskusi mahasiswa Bahasa Inggris IKIP PGRI Semarang yang telah direkam dan ditranskripsikan menggunakan model yang dikembangkan oleh Eggins dan Slade (1997). Berdasarkan transkripsi tersebut sebagian besar data dianalisa menggunakan taksonomi yang dikembangkan oleh Pica dan Doughty (1985), dan didukung oleh Tarone (1983) dan Agustien (1992), untuk mengenali modifikasi interaksi oleh mahasiswa dalam antara lain : permintaan penjelasan (15,91%), konfirmasi (10,79%), pengecekan komprehensif (3,98%), pengulangan kata yang sama (23,865%), pengulangan lain (10,23%), tanggapan (12,50%), permintaan bantuan (0,57%), permintaan pengulangan (1,14%), translasi literal (0,57%), penjelasan berlebihan (2,84%), usaa tim (0,57%), tanggapan:penerimaan (9,66%), dan usulan (7,39%). Agar kemampuan berbicara siswa meningkat secara signifikan, guru Bahasa Inggris dianjurkan untuk memaksimalkan modifikasi interaksi yang paling banyak dikuasai oleh para siswa dan meningkatkan yang yang paling sedikit dikuasai siswa. Sebagai tambahan, para guru diharapkan dapat mengembangakan aktivitas siswa melalui (1) masukan secara komprehensif, ?é?á(2) mengambil bagian dalam pertukaran informasi, dan (3) membagi peran yang sama di antara siswa untuk berinteraksi di dalam kelas. Kata kunci : modifikasi interaksi, menyelaraskan diri, kelompok kecil diskusi.

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