Reflective Practice on Social Loafing in College-Level Group Projects

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Dalia Sherif
Keyword(s):  
Cooperative Learning ◽  
Reflective Practice ◽  
Social Loafing ◽  
College Level ◽  
Learning Groups ◽  
Coaching Relationship ◽  
Group Projects ◽  
Improved Learning ◽  
Teaching Learning ◽  
Level Group

While reflecting on my teaching strategies and researching social loafing for my dissertation, I realized this endeavor has given me a stronger grasp of the pedagogical approaches to facilitate cooperative learning. Observing, sharing, and reflecting on specific social loafing experiences using Gibbs’ reflective framework allowed me, with time, to better conceptualize the dynamics of university-level group projects. Leveraging my experience and insightful research analysis on group dysfunctionalities inside and outside the classroom has gradually reshaped my understanding of the social loafing phenomenon. Nurturing my professional development through this reflective practice allowed me to create an ongoing coaching relationship with students (and later with faculty), and to generate a list of best practices for cooperative learning that can result in higher group achievements and improved learning outcomes. Key words: Teaching, learning, Graham Gibbs’ reflective framework, reflective practice, social loafing, team-based learning, cooperative learning, groups, teams, John Dewey reflective theory, group projects, Stephen Brookfield lenses.

scholarly journals Student-Centered Group-Based Learning System

2021 ◽  
Vol 10 (6) ◽  
pp. 9-15
Keyword(s):  
Relevant Literature ◽  
Learning System ◽  
Social Loafing ◽  
Major Drawback ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning Groups ◽  
Sequence Class ◽  
Video And Audio ◽  
Improved Learning

This study developed a student-centered group-based learning system. The system requirements were gathered from relevant literature on pedagogy and WebRTC. The study identified social loafing as a major drawback of most student-centered learning groups. The system was designed using block, architectural pattern, flow-chart, use-case, sequence, class and architectural-context diagrams and the system’s application logic was implemented using ASP.NET C#; HTML, JAVASCRIPT and BOOTSTRAP for the front-end and SQL for the database, HangFire and SignalR for the reminder and texting system. SendGrid API for reminders and OpenVidu Media server for video and audio-calling. The system has been tested and proven to be effective in providing different forms of communication and structure to group-learning that reduces social loafing, and can be recommended for tertiary institutions who want to promote a better student-student relationship for improved learning.

scholarly journals Team-based Classroom Pedagogy Reframed: The Student Perspective

2010 ◽  
Vol 3 (7) ◽  
pp. 17-24 ◽  
Author(s):  
Jennifer L. Schultz ◽  
Joel R. Wilson ◽  
Kenneth C. Hess
Keyword(s):  
Business Students ◽  
Pedagogical Practices ◽  
Student Perspective ◽  
Social Loafing ◽  
Qualitative Research Study ◽  
Team Projects ◽  
Self Sufficiency ◽  
Improved Learning ◽  
Teaching Learning ◽  
Or Team

Postsecondary learning environments often utilize team-based pedagogical practices to challenge and support student learning outcomes. This manuscript presents the findings of a qualitative research study that analyzed the viewpoints and perceptions of group or team-based projects among undergraduate business students. Results identified five pro-team thematic perspectives of team learners’ views including better deliverables, increased ideas, improved learning experiences, reduced workload, and collective security. Responses from students who preferred to work autonomously resulted in three themes centered on self-sufficiency, social loafing, and schedule challenges. Two situational student responses were identified regarding how and why faculty should utilize group and team projects in consideration of individual efficiency and assignment objectives and outcomes conflicts. This study concludes with research-based recommendations for teaching, learning, and further research.

Building rural capability through collaboration of Maori farm businesses

2011 ◽  
pp. 9-12
Author(s):  
T.D. White ◽  
G.W. Sheath
Keyword(s):  
Success Factors ◽  
Leadership Communication ◽  
Learning Groups ◽  
Critical Success ◽  
Network Building ◽  
Capability Building ◽  
Group Projects ◽  
Reinforced Learning ◽  
On Farm ◽  
Group Trust

Focused group projects engaging owners and managers of Maori farm businesses were initiated on the East Coast of New Zealand. The objective was to improve productivity and profitability on-farm through enhanced capability building and collaboration. Five group projects were evaluated. Critical success factors of learning groups were identified. Leadership, communication, organisation and commitment were required from project participants and facilitators. Collaborative and interactive processes built the knowledge and confidence of farm managers. Building trust was critical. Participation of mentor farmers reinforced learning in the group. Social network building was also important. We conclude that interactive group projects are a powerful way of building confidence of farm managers to communicate issues and make clearer, more strategically aligned decisions and actions. Collaborative farm initiatives foster ownership of issues, develop farmer support networks and ultimately the confidence to change. Keywords: experiential learning, farmer group, trust.

A Study on the Effectiveness of a Strategy Based on Cooperative Learning for Science Teaching in Class VII

2021 ◽  
pp. 123-136
Author(s):  
Mary Vineetha Thomas ◽  
R.G Kothari
Keyword(s):  
Cooperative Learning ◽  
Science Teaching ◽  
Education System ◽  
Learning Strategy ◽  
Technological Development ◽  
Teaching Strategy ◽  
The Social ◽  
Working Together ◽  
Education Today ◽  
Teaching Learning

Education today needs to be responsive to the diverse needs of our learners in order to make them globally competent. Innovative initiatives need to be brought into the present education system in order to meet the growing demands of our society. Our education system does not function in isolation with our society and so, along with academic aspects, the social aspects of learning too, have to be focussed on. This is possible with quality teaching strategies being introduced in our teaching learning process and one such strategy promoting the same is Cooperative Learning. Cooperative learning involves students working together in small groups to accomplish shared goals. It is widely recognized as a teaching strategy that promotes socialization and learning among students from kindergarten through college and across different subjects and science is no exception. Science enables pupils to be involved in group work where they have the opportunity to share ideas and cooperate with each other in collaborative practical activity. What is needed today is a new wave of educated students ready for modern scientific research, teaching and technological development. With students of diverse abilities and differing rates of learning in our classrooms, it is, therefore, essential for the teacher to have the knowledge of how students learn science and how best to teach. The present study was taken up in this context to find out the effectiveness of cooperative learning strategy in science teaching.

scholarly journals Critically Reflective Pedagogical Model: a Pragmatic Blueprint for Enhancing Learning and Teaching in Construction Disciplines

2015 ◽  
Vol 15 (4) ◽  
pp. 63-75
Author(s):  
Imriyas Kamardeen
Keyword(s):  
Reflective Practice ◽  
Effective Teachers ◽  
Teaching Practice ◽  
Learning Experience ◽  
Research Strategy ◽  
Second Phase ◽  
Pedagogical Model ◽  
Learning And Teaching ◽  
Improved Learning ◽  
Critically Reflective Practice

University lecturers who aspire to provide an improved learning experience for their students continually, and be recognised for high quality teaching should embrace a critically reflective practice. Nonetheless, developing as a reflective lecturer is challenging, although there are pedagogical literatures as general guidelines. This study introduces a new pedagogical model of critically reflective practice to simplify the efforts for lecturers and to shorten their journey to becoming effective teachers. A two-phased action research strategy was adopted for the development and validation of the new model. The first phase operationalised the Brookfield’s four-lens framework to create a reflective teaching practice model, which was then validated with a case study in the second phase. The model offers a pragmatic blueprint for lecturers to build a career with sustained quality of teaching, which in turn translates into improved learning experiences for students.

scholarly journals PENGEMBANGAN MODEL PEMBELAJARAN KOOPERATIF TIPE ANALOGI SETTING SISTEM NGAYAH DENGAN ASESMEN PORTOFOLIO BENTUK FORMATIF UNTUK SISWA KELAS X TEKNIK MESIN

2019 ◽  
Vol 8 (1) ◽  
pp. 12-23
Author(s):  
KETUT SURA SUARDANA . ◽  
PROF.DR.I NYOMAN NATAJAYA, M.Pd. . ◽  
DR. NI KETUT WIDIARTINI, S.Pd.,M.Pd .
Keyword(s):  
Cooperative Learning ◽  
Lesson Plan ◽  
Portfolio Assessment ◽  
Model Development ◽  
Learning Model ◽  
Design Stage ◽  
Target Concept ◽  
Mutual Cooperation ◽  
Mutual Help ◽  
Learning Groups

Penelitian ini bertujuan untuk mengembangkan model pembelajaran kooperatif tipe analogi setting sistem ngayah dengan asesmen portofolio bentuk formatif untuk siswa kelas X program keahlian teknik mesin SMKN 3 Singaraja pada mata pelajaran pekerjaan dasar teknik mesin. Pengembangan model pembelajaran dalam penelitian ini mengacu pada model prototyping menurut Nieveen yang dimulai dari (a) tahap studi pendahuluan, (b) tahap prototiping yang mencakup tahap desain, tahap evaluasi dan revisi, dan (c) tahap penilaian yang mencakup tahap ujicoba untuk menentukan penilaian kepraktisan model pembelajaran yang dikembangkan. Melalui proses pengembangan, telah dihasilkan: (1) sintaks, terdiri dari 6 fase, yakni: menyampaikan tujuan dan memotivasi siswa, mengorganisasi siswa kedalam kelompok belajar dan membagikan lembar kerja, menyajikan informasi dan melibatkan siswa dalam memahami konsep rujukan dan memperkenalkan konsep target, membimbing kelompok belajar dan bekerja sesuai konsep rujukan dan memodifikasi sesuai konsep target secara tolong menolong atau berbagi, menarik kesimpulan dan mengevaluasi, dan memberikan penghargaan, (2) sistem sosial, siswa aktif belajar dan bekerja, dapat bekerjasama, tolong menolong dan berbagi antar anggota kelompok, (3) prinsip reaksi, guru berperan sebagai fasilitator dan moderator, (4) sistem pendukung adalah RPP, job sheet dan asesmen portofolio, (5) dampak instruksional dan pengiring, terjadi peningkatan proses dan aktivitas siswa mengerjakan tugas-tugas prakteknya dan muncul sikap positif siswa terhadap pembelajaran praktek, serta terbentuknya budaya gotong royong. Berdasarkan analisis uji coba terbatas, hasil penelitian ini menunjukkan bahwa model pembelajaran kooperatif tipe analogi setting sistem ngayah beserta perangkat pendukung pembelajaran telah memenuhi kriteria valid dan praktis.Kata Kunci : pengembangan, pembelajaran kooperatif tipe analogi, sistem ngayah, portofolio This research aimed to develop Cooperative Learning Model Development of Ngayah system setting analogy type with Formative Portfolio assessment for 10th grade students of mechanical engineering program in SMKN 3 Singaraja in mechanical engineeringbasic lesson. Learning model development was based on prototyping model by Nieveen, started from (a) preliminary study stage, (b) prototyping stage, covers design stage, evaluation and revision stage, and (c) scoring stage, includes trials stage to determine learning model practicality scoring developed. Through development process, it produced: (1) syntax,consists of 6 phases, namely: conveying purposes and motivating students, organizing students into groups and distributing work sheets, providing information and involving the students in comprehending reference conceptand introducing target concept, guiding learning groups and working based on reference concept and modifying based on target concept by mutual helping or sharing, drawing conclusion and evaluating , and giving reward (2) social system, the students were actively learning and working and also be able to cooperate, to do mutual help, and to share between members. (3) reaction principal, the teacher was as facilitator and moderator, (4) supporting systems were lesson plan, job sheet and portfolio assessment, (5) instructional and adherent impact, there was process improvement and student’s activities in their practical tasks and students positive attitude toward practical learning, and also creating mutual cooperation culture. Based on limited trials analysis, the result of research shows that Cooperative Learning Model Development of Ngayah system setting analogy typewith its supporting tools has fulfilled valid and practicality criteria.keyword : analogy type of cooperative learning, development, Ngayah system, portfolio

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