Relevant bibliographies by topics / Group discussion method

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Group discussion method'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Group discussion method.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Group discussion method"

1

Rindha Widyaningsih, Kuntarto, and Muhamad Riza Chamadi. "Strengthening Counter-Radicalism Through Santri Discussion Group." GANDRUNG: Jurnal Pengabdian Kepada Masyarakat 2, no. 1 (March 2, 2021): 106–14. http://dx.doi.org/10.36526/gandrung.v2i1.1187.

Full text
Abstract:
The santri group discussion aims to strengthen the character of Pancasila and the santri knowledge about issues of radicalism and terrorism in order to avoid the radicalism ideology. The activity was held at the Darul Abror Purwokerto Islamic Boarding School with 50 participants. The community service method uses a combination of community education methods and group discussions. The activity was carried out in three sessions: providing educational material, in-group discussions, and inter-group discussions. In the first session, the method provides in-depth material on radicalism and Pancasila by the community service team. The method at the second session is in-group discussion. The second session's point was to improve the participants analytical skills in responding to radicalism and Pancasila issues. The method in the third session is inter-group discussion. The santri group discussion showed that the students in Darul Abror had increased knowledge about radicalism and terrorism and developed the character of Pancasila to prevent the threat of radicalism. Students sharpen hard skills through discussion activities in practice identification and analysis of problems and problem-solving. The development of participants' soft skills is a sense of respect for other people's opinions, tolerance, and culture of deliberation.
APA, Harvard, Vancouver, ISO, and other styles
2

Ulfah, Hana Rosiana, Moh Afandi, and Sri Sundari. "EVALUASI IMPLEMENTASI METODE PEMBELAJARAN SGD (SMALL GROUP DISCUSSION)." Jurnal Kebidanan 9, no. 01 (July 7, 2017): 25. http://dx.doi.org/10.35872/jurkeb.v9i01.305.

Full text
Abstract:
AbstrakLatar Belakang : Mahasiswa sudah terpapar metode pembelajaran SCL khususnya pada mata kuliah KMB. Namun output yaitu hasil belajar belum maksimal. Mata kuliah ini membutuhkan pemahaman dan hafalan yang mendalam sehingga nilai A hanya didapatkan sekitar 10 % dari seluruh mahasiswa. Menurut observasi dan wawancara, metode pembelajaran yang sering digunakan adalah SGD (Small Group Discussion) namun pelaksanaannya belum optimal.Metode Penelitian : Strategi Penelitian Explaratory Sekuensial. Desain penelitian mixed method. Populasi dalam penelitian ini adalah mahasiswa aktif Keperawatan S1 semester 5 UMS (Universitas Muhammadiyah Surakarta) yang berjumlah 103 mahasiswa. Teknik pengambilan sampel dalam penelitian ini adalah total sampling.Hasil Penelitian : Hasil penelitian kualitatif didapatkan beberapa permasalahan terkait mahasiswa, proses metode pembelajaran, sarana prasarana dan juga SDM (sumber daya manusia). Hasil penelitian kuantitatif menunjukkan bahwa tidak adanya pembagian peran mahasiswa, peran tutor kurang maksimal, performa individu mahasiswa didominasi nilai tidak memuaskan dan tidak dilakukannya langkah formulating learning issue dan self study implementasi metode pembelajaran SGD.Kesimpulan : Berdasarkan evaluasi implementasi pada metode pembelajaran SGD didapatkan hasil bahwa terdapat permasalahan pada mahasiswa yaitu kurangnya partisipasi aktif mahasiswa, jumlah mahasiswa yang terlalu banyak. Permasalahan pada metode pembelajaran adalah tidak dilakukannya langkah self study dan formulating learning issue. Permasalahan pada sarana prasarana adalah penggunaan ruang kelas yang padat. Permasalahan pada SDM yaitu kurangnya fasilitator.Kata kunci : Metode pembelajaran SGD (Small Group Discussion), mahasiswaEVALUATION OF THE IMPLEMENTATION OF LEARNING METHOD SGD (SMALL GROUP DISCUSSION)ABSTRACTBackground: Students have been exposed to teaching methods SCL particularly in the subject of KMB. But the output of the result of learning is not maximized.This course requires a deep understanding and memorization so that the value of A is only about 10% of all students. According to the observations and interviews, the learning method often used SGD (Small Group Discussion) but still not optimal.Method: Sequential Explaratory Research Strategy. Mixed method research designs.Population in this research is active student of nursing S1 semester 5 UMS (Muhammadiyah University of Surakarta) which amounts to 103 students. The sampling technique in this research is total sampling. Results:Qualitative research results found some problems related to students, the process of learning methods, infrastructure and HR (human resources). The results of quantitative research showed that the distribution of the student's role, the role of tutor less than the maximum, the performance of individual student grades dominated unsatisfactory and does not issue a step formulating learning and self study learning method implementation SGD. Conclusion: Based on the evaluation of the implementation of the learning methods SGD showed that there were problems is the lack of active participation of students, number of students is too much. Problems on method of learning are of not done step self-study and formulating learning issue. Problems in infrastructure is the use of classrooms are crowded. Another problem is on the lack of human resources facilitator. Keywords: Teaching methods, SGD (Small Group Discussion) seven jump, studentABSTRAKLatar Belakang : Mahasiswa sudah terpapar metode pembelajaran SCL khususnya pada mata kuliah KMB. Namun output yaitu hasil belajar belum maksimal. Mata kuliah ini membutuhkan pemahaman dan hafalan yang mendalam sehingga nilai A hanya didapatkan sekitar 10 % dari seluruh mahasiswa. Menurut observasi dan wawancara, metode pembelajaran yang sering digunakan adalah SGD (Small Group Discussion) namun pelaksanaannya belum optimal.Metode Penelitian : Strategi Penelitian Explaratory Sekuensial. Desain penelitian mixed method. Populasi dalam penelitian ini adalah mahasiswa aktif Keperawatan S1 semester 5 UMS (Universitas Muhammadiyah Surakarta) yang berjumlah 103 mahasiswa. Teknik pengambilan sampel dalam penelitian ini adalah total sampling.Hasil Penelitian : Hasil penelitian kualitatif didapatkan beberapa permasalahan terkait mahasiswa, proses metode pembelajaran, sarana prasarana dan juga SDM (sumber daya manusia). Hasil penelitian kuantitatif menunjukkan bahwa tidak adanya pembagian peran mahasiswa, peran tutor kurang maksimal, performa individu mahasiswa didominasi nilai tidak memuaskan dan tidak dilakukannya langkah formulating learning issue dan self study implementasi metode pembelajaran SGD.Kesimpulan : Berdasarkan evaluasi implementasi pada metode pembelajaran SGD didapatkan hasil bahwa terdapat permasalahan pada mahasiswa yaitu kurangnya partisipasi aktif mahasiswa, jumlah mahasiswa yang terlalu banyak. Permasalahan pada metode pembelajaran adalah tidak dilakukannya langkah self study dan formulating learning issue. Permasalahan pada sarana prasarana adalah penggunaan ruang kelas yang padat. Permasalahan pada SDM yaitu kurangnya fasilitator. Kata kunci : Metode pembelajaran SGD (Small Group Discussion), mahasiswa EVALUATION OF THE IMPLEMENTATION OF LEARNING METHOD SGD (SMALL GROUP DISCUSSION)ABSTRACTBackground: Students have been exposed to teaching methods SCL particularly in the subject of KMB. But the output of the result of learning is not maximized.This course requires a deep understanding and memorization so that the value of A is only about 10% of all students. According to the observations and interviews, the learning method often used SGD (Small Group Discussion) but still not optimal.Method: Sequential Explaratory Research Strategy. Mixed method research designs.Population in this research is active student of nursing S1 semester 5 UMS (Muhammadiyah University of Surakarta) which amounts to 103 students. The sampling technique in this research is total sampling. Results:Qualitative research results found some problems related to students, the process of learning methods, infrastructure and HR (human resources). The results of quantitative research showed that the distribution of the student's role, the role of tutor less than the maximum, the performance of individual student grades dominated unsatisfactory and does not issue a step formulating learning and self study learning method implementation SGD. Conclusion: Based on the evaluation of the implementation of the learning methods SGD showed that there were problems is the lack of active participation of students, number of students is too much. Problems on method of learning are of not done step self-study and formulating learning issue. Problems in infrastructure is the use of classrooms are crowded. Another problem is on the lack of human resources facilitator. Jurnal Kebidanan, Vol. IX, No. 01, Juni 2017 25 Keywords: Teaching methods, SGD (Small Group Discussion) seven jump, student
APA, Harvard, Vancouver, ISO, and other styles
3

Fikri, Achmad Ali, Atmim Nurona, Latifatus Saadah, Lin Eflina Nailufa, and Viki Ismah. "TEACHER SKILLS IN GUIDING DISCUSSION IN CENTURY LEARNING 21." TANJAK: Journal of Education and Teaching 2, no. 1 (February 24, 2021): 1–7. http://dx.doi.org/10.35961/tanjak.v2i1.119.

Full text
Abstract:
Skills to guide small group discussions conducted by teachers in 21st century learning , using descriptive methods in qualitative research. Descriptive method in research is research for the purpose of explaining or describing events, objects, circumstances, or variables that are explained using numbers and words. Type a descriptive method in research qualitative is a kind of library research ( library research ) literature documents from various sources related to the keter. Visible lead small group discussions conducted by the teacher in the 21st century learning. The skill of guiding small group discussions conducted by the teacher is the teacher trainee skills In teaching activities there are times when conducting group discussion activities. Discussion activities involve mental and emotional activities that can improve the ability of relationships between individuals. So that teachers' skills in guiding small group discussions are needed to ensure the continuity of discussions effectively. In this study, the learning environment was developed to skills of critical thinking and problem solving, collaboration, and communication , creativity and innovation. Skills include 21st century skills.
APA, Harvard, Vancouver, ISO, and other styles
4

Dadara, Astriliani, and Sudiyono Sudiyono. "THE EFFECTIVNESS TEACHING READING COMPREHENSION USING GROUP WORK DISCUSSION METHOD." PROJECT (Professional Journal of English Education) 4, no. 4 (July 12, 2021): 599. http://dx.doi.org/10.22460/project.v4i4.p599-603.

Full text
Abstract:
This study aims at knowing how the effective teaching reading comprehension by using group work discussion method of the tenth grade students at SMKNPlered.The research design which is used in qualitative descriptive with one group. The subjects of this research were students from Industrial Automation Engineering 2 (TOI 2) of vocational high school Plered. The instruments used were interview, pre-test and post-test with the material recount text. From the reading skill test, the students’ pre-test mean score was 61.55 increasing to 81,89 in the post-test. So, it can be concluded that teaching reading by using group work discussion method an effective improve the students’ reading skill.
APA, Harvard, Vancouver, ISO, and other styles
5

Shahi, Mandira, Megh Raj Banjara, Jeny Kayastha, Amrita Chaulagain, Suni Pradhan, and Rikesh Pradhan. "Effectiveness of Teaching Methods : Comparative Outcomes." Journal of Ayurveda Campus 1, no. 1 (October 19, 2020): 16–25. http://dx.doi.org/10.51648/jac.4.

Full text
Abstract:
Background: Instructional methods play an important role in developing nursing education. The objective of this study was to compare the effectiveness of lecture, small group discussion and mixed method to teach childhood diarrhea topic among 2nd year Proficiency Certificate Level (PCL) nursing students. Methods: Over a one year period, 60 2nd year PCL nursing students were divided into three groups and provided educational sessions on childhood diarrhoea. Three methods; a lecture, small group discussions and mixed methods (lecture+ small group discussion) were used separately. At the beginning, students were informed about a research study with process and questionnaires on the content of childhood diarrhea were administered to each student for pre-test. After the completion of sessions, post-test was done. They also completed a session evaluation ranged from 1(Strongly Disagree) to 5 (Strongly Agree). Classroom observation result was collected by using "A 5-Point Likert Scale" ranging from 1(poor) to 5 (excellent) by the observer with feedback. The collected data were entered in MS Excel and analyzed using latest version of SPSS. Results: Lecture method was most significantly effective for gaining factual knowledge while small group discussion was most significantly effective for gaining insightful knowledge. However mixed method is most significantly effective for learning both the procedural and insightful knowledge. Conclusion: Nursing students learning about childhood diarrhoea preferred a mixed method of lecture and small group discussions (SGDs) over traditional lecture or discussion in groups.
APA, Harvard, Vancouver, ISO, and other styles
6

Afiyanti, Yati. "Focus Group Discussion (Diskusi Kelompok Terfokus) sebagai Metode Pengumpulan Data Penelitian Kualitatif." Jurnal Keperawatan Indonesia 12, no. 1 (March 24, 2008): 58–62. http://dx.doi.org/10.7454/jki.v12i1.201.

Full text
Abstract:
AbstrakMetode Focus Group Discussion (FGD) merupakan pendekatan yang umum digunakan untuk mengumpulkan data/informasi pada penelitian kualitatif, tidak terkecuali penelitian keperawatan yang saat ini semakin populer menggunakan metode FGD sebagai metode pengumpulan data. Metode ini memiliki karakteristik utama yaitu menggunakan data interaksi yang dihasilkan dari diskusi diantara para partisipannya. Kekuatan utama metode FGD terbukti dapat memberikan data yang lebih mendalam, lebih informatif, dan lebih bernilai dibanding metode lainnya. Namun, pelaksanaan yang optimal dari metode ini masih menjadi perdebatan yang dilaporkan pada banyak literatur dan konsensus metode FGD sebagai metode yang ideal untuk pengumpulan data belum disepakati oleh banyak ahli penelitian. AbstractFocus Group Discussions (FGD) method is a common approach for data collection in qualitative research projects, without exception in nursing research in recent years. The primary characteristic of this method is to use interaction data resulting from discussion among participants. The primary strength of the FGD method is that it can provide rich data, more informative, and valuable insight which can not be discovered through other methods. However, the optimal execution of the FGD method has been debated in the literatures, and consensus related to ideal methodology has not been achieved by researchers.
APA, Harvard, Vancouver, ISO, and other styles
7

Rizwan, Muhamad, and Cynantia Rachmijati. "TEACHING READING COMPREHENSION USING GROUP DISCUSSION." PROJECT (Professional Journal of English Education) 4, no. 2 (March 15, 2021): 185. http://dx.doi.org/10.22460/project.v4i2.p185-192.

Full text
Abstract:
English as the first foreign language in Indonesia has important learn. Some aspects in leaning English cover listening, speaking reading and writing. All aspects are crucial for learners to be mastered thus, reading can be the essential aspect of all. In English reading, the difficulties that occur during the lesson is the activity. It is necessary for teachers to establish a good reading activity to cover the teaching and learning activity. The author implemented group discussion to answer the problem in reading activity. The research is established by quantitative method quasi experimental design with pre test and posttest as the instrument of the research. The population is seventh grade students of SMP Negeri 4 CikalongWetan and the sample is 30 students of 7 A as experiment class and 30 students of 7 B as control class. The data collected is analyzed by SPSS using Mann Whitney U test with 0.05 level of significance. The result shows value of significance is 0.010 which is less than 0.05 coefficient level (0.010<0.05) which shows that the null hypothesis is rejected. In conclusion, there is significant difference between students’ reading comprehension in both class.Key Words : Group Discussion, Reading Comprehension
APA, Harvard, Vancouver, ISO, and other styles
8

Raut, Dr Sharmila S., Dr Mungal Shreechakradhar U, Dr S. R. More, Dr V. S. Rathod, Dr V. M. Gujar, Dr V. Nardele, Dr V. Rajhans, and Dr C. Kale. "Developing Competencies of Medical Students Using Group Discussion as TL Method." IOSR Journal of Dental and Medical Sciences 13, no. 1 (2014): 24–27. http://dx.doi.org/10.9790/0853-13142427.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Кузнецов, В. Н., О. А. Харькова, К. К. Холматова, and А. М. Гржибовский. "Focus group discussion as a method of data collection in qualitative studies." Психическое здоровье, no. 1() (March 13, 2018): 3–7. http://dx.doi.org/10.25557/2074-014x.2018.01.3-7.

Full text
Abstract:
Настоящая публикация представляет фокус-группу как метод сбора данных в качественных исследованиях. Рассматриваются определение фокус-группы, предмет изучения, рекрутирование участников исследования, медиатор и его роль в дискуссии, отличие индивидуального интервью от фокус-группы, а также преимущества и недостатки фокус-группы. This article presents a focus group discussion as a method of data collection in qualitative research. The definition of the focus group discussion, object of the study, recruitment of research participants, mediator and his/her role during data collection, differences between individual interview and focus group discussion, and advantages and disadvantages are discussed.
APA, Harvard, Vancouver, ISO, and other styles
10

Ahmad, Kamaluddin, and Siti Nurma. "Penerapan Metode Small Group Discussion Terhadap Motivasi Belajar Siswa." CIVICUS : Pendidikan-Penelitian-Pengabdian Pendidikan Pancasila dan Kewarganegaraan 8, no. 1 (March 31, 2020): 30. http://dx.doi.org/10.31764/civicus.v8i1.1792.

Full text
Abstract:
Kurangnya minat atau motivasi belajar siswa pada mata pelajaran Pendidikan Pancasila dan Kewarganegaraan dikarenakan beberapa hal. Diantaranya; media pembelajaran yang digunakan guru kurang optimal, rendahnya motivasi belajar siswa membuat menurunnya prestasi. Tujuan penelitian ini adalah untuk mengetahui pengarauh pembelajaran metode small group discussion terhadap motivasi belajar. Pembelajaran small group discussion, small berarti kecil, group berarti kelompok, dan discussion berarti bertukar pikiran dan pendapat. Sehingga dapat disimpulkan bahwa small group discussion adalah tukar pendapat untuk memecahkan suatu masalah/mencari kebenaran di dalam kelompok kecil. Metode penelitian yang digunakan adalah penelitian kuantitatif, dengan sampel penelitian berjumlah 36 orang siswa, teknik pengumpulan data yang digunakan yakni observasi, angket dan dokumentasi. Sedangkan teknik analisis data yang digunakan adalah metode analisis deskriptif dan analisis regresi satu predokator. Hasil penelitian menunjukkan bahwa penerapan metode small group discussion terhadap motivasi belajar siswa dapat mempengaruhi motivasi siswa. Jadi adanya metode tersebut sangat membantu antusias siswa untuk belajar semakin giat dan aktif. Lack of interest or motivation to learn students in the subjects of PPKn, learning media used by the teachers of PPKn less optimal, low motivation to learn students make a decrease in learning achievement. The purpose of this research is to learn small group discussion of learning motivation. Small group discussion is small, group means group, and discussion means exchanging thoughts and opinions. So it can be concluded that Small group discussion is a brainstorm to solve a problem/find the truth in small groups. This method of research is quantitative research, research samples amounting to 36 students, data collection techniques such as observation, poll and documentation while the data analysis technique used method of descriptive analysis and regression analysis of one predozer. Based on the results shows that the implementation of small group discussion methods of learning motivation to students can affect the motivation of students. So there is a very helpful method for students to learn increasingly active and enterprising.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Group discussion method"

1

Richardson, Sally. "Developing a learning conversation in structured group discussion : art students' understanding of the project method & polytechnic students' evaluation of their courses." Thesis, Brunel University, 1990. http://bura.brunel.ac.uk/handle/2438/7279.

Full text
Abstract:
This research began from a position within the physical science paradigm as a straightforward investigation into how Foundation art students thought the project method helped them to learn. The insights gained from their answers were later employed in designing projects for other purposes and for other discipline areas. In order to accommodate the diverse and voluminous replies gathered from open-ended inquiry procedures, a system of categories was developed ranging from 80 sub-categories ascending through 10 to 3 principal categories. The three chief features of the project method which emerged as significant were those of inter-personal relationships, of project design and management, and of physical resources and environment. These three features provide important messagesf or the management of education at course and at institutional level. From the experience gained in using the three-stage method of inquiry, it was concluded that raw personal views, given without reflection or debate, represent the narrowest possible version of individual views. For a rich, fully processed deep response, those views must have been exposed to discussion within the group. This sfuctured group discussion was judged to be more than a mere process but rather a product with its own rationale and results, and one which provided a valuable educational experience. This three-stage 'learning conversation' was then transferred into a new arena, that of course evaluation. The student consultation meeting has since become accepted practice within a Polytechnic as a means of conveying to the course team how students perceive their courses. Staff may in turn use the reports to strengthen their course design and delivery, Finally, it was clear that a physical science paradigm with its goals of objectivity and detachment was not the true parent of this research activity. It was rather of different descent - from humanistic psychology, from action research in the social sciences and from the 'new paradigm' for human inquiry. These implications of paradigm shift are explored in the opening chapters.
APA, Harvard, Vancouver, ISO, and other styles
2

Eleuterio, Marco Antonio. "AMANDA : a computational method for mediating asynchronous group discussions." Compiègne, 2002. http://www.theses.fr/2002COMP1400.

Full text
Abstract:
Cette thèse traite de la communication assistée par ordinateur. Nous proposons AMANDA, une méthode algorithmique pour la médiation de discussions de groupe à distance destinée à l'articulation d'une discussion collective sans effort humain de coordination. La méthode consiste à lancer un ensemble de questions parmi un groupe de participants et ensuite à relancer leurs réponses et arguments en des cycles de discussions successifs. Tout au long de la discussion, des mécanismes intelligents identifient les interactions potentielles entre les participants du débat et proposent des nouvelles interactions entre eux. La discussion est structurée sous la forme d'un arbre de discussions, sur lequel la méthode réalise ses inférences. Nous proposons aussi la modélisation de la connaissance du domaine - à l'aide d'ontologies et de modèles de tâches - et une méthode de génération de questions en langage naturel à partir des modèles de domaine. La méthode Amanda a été implémentée et expérimentée dans des situations réelles de formation à distance
This thesis is about computer-mediated communication. It describes AMANDA, a computational method for mediating asynchronous group discussions among distant leamers. The proposed method is intended to coordinate collective discussions and improve group communication with negligible or no human effort. The method consists of launching a set of issues for collective debate and involving the participants in successive discussion cycles. At each cycle, the answers and arguments provided by the participants are intentionally redistributed among the group. Throughout the discussion, specifie mechanisms' search for potential interactions that might improve the debate and propose new interactions among the group. Ln addition to the intelligent mediation of group discussions, AMANDA supports knowledge representation (domain ontologies and task structures) and generates natural language questions to be used as issues for the debate. This work also describes the software prototype that implements the method and the experimental results frOID applying AMANDA in actual training situations
APA, Harvard, Vancouver, ISO, and other styles
3

Wang, L. "'2+1' Chinese business students' methods of case-study group discussion in British university seminars." Thesis, Coventry University, 2014. http://curve.coventry.ac.uk/open/items/4892c4ef-3f00-4cd0-9f96-3bd0dd656ef6/1.

Full text
Abstract:
The purpose of this study was to investigate how a group of Chinese business students understood the nature and the purpose of the instruction techniques they were exposed to in Britain, and the attitudes the students, Chinese lecturers in China and British lecturers in Britain held towards seminar discussions. The study also investigated how and to what extent students’ prior learning experiences predisposed them to certain attitudes towards seminar discussions. The student participants in this study undertook Part I of their degree programme at a Chinese university for two years before transferring to Britain to study for one year, graduating with a British Bachelors Degree in International Business. Data was gathered from classroom observations, follow-up and exploratory interviews, and a questionnaire survey to discover more about the students’ learning experiences in Part I in China, and from classroom observations, audio-recordings, and follow-up and exploratory interviews to investigate the same group of students’ learning experiences in Part II in Britain. A ranking task and interviews were used to identify the preferences of Chinese students, British lecturers, and Chinese lecturers from China in terms of specific group discussion methods. The study identified three discussion methods used by students in British seminars: these have been termed ‘spiral’, ‘exploratory’ and ‘individual’ methods. The Chinese students tended to use the ‘spiral’ method, repeatedly bringing the discussion back to the question provided by the seminar tutor, whereas the non-Chinese students tended to use the ‘exploratory’ method, reformulating each other’s opinions and building on them by bringing in new information. When discussing within Chinese-only groups, the Chinese students used the ‘individual’ method whereby a group leader took responsibility for the outcomes of the discussion and the other members did not build upon each other’s contributions. Chinese and non-Chinese students sometimes misunderstood each others’ intentions, but were not likely to notice that miscommunication had occurred. The ranking task and the follow-up interviews revealed that the British lecturers preferred the ‘exploratory’ discussion method, whereas Chinese lecturers from China and Chinese students preferred the ‘spiral’ method. The British lecturers were found to adopt a constructivist approach to group discussion tasks, seeing them as a means by which students could obtain professional experience. They treated Business and Management knowledge as divergent and ‘soft’. Chinese lecturers and students, on the other hand, were found to perceive group discussion as a kind of assessment and were keen to find ‘correct’ answers to case study problems, treating Business and Management as convergent and hard disciplines which offered judgements on good practice. The Chinese lecturers in Part I of the programme organised group discussion so that students could exchange answers and check their accuracy, and, perhaps because of this, in Part I the students learnt in an exam-oriented way, strategically dividing up their tasks and working individually on their own task portions in order to find an acceptable answer as quickly as possible. These students were found to continue to employ these strategies during group work after they had transferred to the British component of their degree programme. The study has made a theoretical contribution to knowledge concerning the cultural influences on students’ classroom interactional practices. The findings from the study have implications for the teaching of intercultural business communication, and the enhancement of students’ learning experiences in international business programmes, in business English programmes in China, and whilst learning within groups.
APA, Harvard, Vancouver, ISO, and other styles
4

Dawes, Lisa A. Ms. "PARENTING NUTRITION SKILLS WORKSHOP: AN EVALUATION OF FACILITATED GROUP DISCUSSIONS TO ENHANCE PARENTING NUTRITION SELF EFFICACY." DigitalCommons@CalPoly, 2013. https://digitalcommons.calpoly.edu/theses/1073.

Full text
Abstract:
Abstract Parenting Nutrition Skills Workshops: An Evaluation of Facilitated Group Discussions to Enhance Parenting Nutrition Self-Efficacy By: Lisa Dawes, RD, CDE This research study was conducted to determine the effectiveness of using facilitated group discussion (FGD), a less traditional method of nutrition education, for increasing parents’ feelings of self-efficacy in their ability to make nutrition-related decisions, and to set and enforce nutrition-related boundaries with their children. Childhood obesity is on the rise; poor food choices, portion control, and inactivity are identified as contributing causes. Parents play a major role in creating healthy habits and providing a well-balanced diet for their children. Caregivers who act as the nutrition and behavior gatekeepers were targeted in this intervention. The objective of the current study was to enhance parenting nutrition education and identify barriers to healthy feeding practices in order to optimize nutrition and eating behavior. Twenty-one parents and three grandparents (n = 24) of preschool and school-aged children participated in one-hour FGD parenting nutrition skills workshops. Parent volunteers participated in one of four workshops in a Central California community. Prior to the workshop, topics for discussion were chosen from common feeding issues determined in the literature such as food-related decisions at various locations (home, school, dining out, on the road); feeding jags; and dealing with a picky eater. Parents completed validated questionnaires both before and immediately following the workshops. Two weeks after the workshops, parents were interviewed by telephone to measure longer-term impact of the FGD. Pre- and post-workshop questionnaires demonstrated that mean self-confidence levels significantly increased for the ability to set and enforce nutrition-related boundaries for their children directly after, and two weeks after participating in the FGD. Parents also demonstrated an increase in mean self-confidence levels in their ability to purchase nutritious foods and offer those foods to their children two weeks after participating in the FGD. Behaviors associated with an authoritative parenting style—such as modeling healthy eating; encouraging healthy food intake; and offering healthy foods without forcing the child to eat—were significantly higher two weeks after participating in the FGD. Significance may be attributed to the method of information delivery (FGD), the curriculum Feeding the Kids (FtK), or authoritative parents being more receptive to receiving new information, or a combination of all three. Overall, research results suggest that the use of FGD, coupled with a visual tool such as the Chat Mat created for this project, increased parents’ feelings of self-efficacy and elicited positive nutrition-related behaviors in adopting healthy feeding strategies for their children. Keywords: Nutrition education, facilitated group discussion, self-efficacy, parenting styles, feeding strategies, parenting nutrition skills
APA, Harvard, Vancouver, ISO, and other styles
5

Chen, Jing. "Dialogue Patterns and Peer Social Relationships during Collaborative Small-Group Discussions: A Multiple Methods Approach." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531955704880496.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Gust, Jeffrey Allen. "Assessment centers and group decision making: Substituting the arithmetic mean for the traditional consensus discussion." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1813.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Habibi, Pariya. "Case discussion groups in counselling psychology training : a mixed methods study of the experience of trainees." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/case-discussion-groups-in-counselling-psychology-training-a-mixed-methods-study-of-the-experience-of-trainees(e4d7ac08-298b-4edd-8514-d2d26d51b86f).html.

Full text
Abstract:
Background. Counselling psychologists require competency in various areas. Critical self-reflection is arguably one of the most important, and distinguishes the profession from other applied psychology. Groupwork facilitates change and understanding of the self in relation to others, offering counselling psychologist trainees a formal space for reflection, support and learning. Previous work has explored personal development and peer supervision groups for counselling psychologists and counsellours in training,but not the use of a case discussion group as part of a professional doctoral programme. Within a case discussion group, members are allocated the task of sharing their counselling practice by presenting cases in the presence of peers, with the ultimate aim of developing more effective ways of working with the issues presented. Method. A mixed methods design was used to investigate the experience of nine training counselling psychologists who had already completed a 12-week case discussion group. Before commencing, trainees completed a goal assessment form,indicating their goals and expectations. Trainees rated their goal on a Likert-type scale at regular intervals throughout the groups. Semi-structured interviews were conducted with nine trainees to explore how they believed participation in the group helped them reach their goals. Findings. Trainees indicated three goal types: to increase knowledge about different psychotherapeutic approaches, self-development and developing their ability to give and receive feedback within the groups. Trainees reported that participation helped them achieve their self-narrated goals. Change was most significant during the first half of group participation (between weeks three and seven). Four themes emerged from qualitative interview analysis: the experience of attending a case discussion group; establishing safety and trust within the group, engaging with boundaries and the structure of the group, and learning from being in a group and renegotiating goals. Conclusion. Identifying personal goals prior to attending a case discussion group is reported as a useful activity by counselling psychologists enrolled within a taught professional doctorate programme. Importantly, it does not interfere with how trainees experience the groups in question. However, there is a disparity between trainees' expectations and what they report gaining from attending a case discussion group. Overall trainees report benefits from attending a case discussion group although within the current context, it was found that hindering events within a group were not disclosed within qualitative interviews. This is considered in view of themethodological design whereby the researcher held dual relationships with participants. Recommendations for both counselling psychologists in training and for course trainers are presented.
APA, Harvard, Vancouver, ISO, and other styles
8

Anderson-Pence, Katie L. "Examining the Impact of DIfferent Virtual Manipulative Types on the Nature of Students' SMall-Group Discussions: An Exploratory Mixed-Methods Case Study of Techno-Mathematical Discourse." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2176.

Full text
Abstract:
This study examined the influence of different virtual manipulative types on the nature of students’ techno-mathematical discourse (TMD) when working with a partner. The research used a concurrent mixed-methods design using identical samples to compare and synthesize the results. For this study, six fifth-grade students participated in nine sessions of mathematics instruction using virtual manipulatives. The study compared three virtual manipulative types: combined (multiple representations, open environment), pictorial (single visual representation, open environment), and tutorial (multiple representations, structured environment). Students’ levels of discourse in generalization, justification, and collaboration were measured as well as students’ use of physical and computer gestures while working with each virtual manipulative type. One-way ANOVAs indicated statistically significant differences in quality of student discourse when using the different virtual manipulative types. When working with combined virtual manipulatives, students’ discussions reflected consistently higher levels of discourse than when working with pictorial or tutorial virtual manipulatives. When working with tutorial and pictorial virtual manipulatives, students’ discussions reflected consistently lower levels of discourse. However, pictorial virtual manipulatives were associated with the largest amount of discussion among student pairs and the highest frequency of gesture use. The results of this study suggest that in order to encourage meaningful TMD, teachers should choose technology tools (e.g., virtual manipulatives) that combine multiple representations (i.e., combined virtual manipulative type) and provide the opportunity to engage in cognitively demanding tasks. The results of this study indicate that tutorial virtual manipulatives did not encourage meaningful mathematical discourse with these student pairs. This means that the tutorial virtual manipulative type may be better suited for the practice of mathematics concepts or for individual learning than for partner work. The patterns and trends identified in this study contribute to the existing literature on the complex issues that surround mathematical discourse and the use of technology in the classroom.
APA, Harvard, Vancouver, ISO, and other styles
9

Burke, Edward C. "Meaning Negotiated Through Independently-Written Summaries and Oral Academic Conversations: Enhancing Comprehension of Science Text by Ninth-Grade, English Learners." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3008.

Full text
Abstract:
English Learners experience challenges related to comprehension of science text particularly at the high school level. The language of science differs significantly from that of conversation and expository text. Students benefit from collaborative interpretation of readings. Additionally, there appears to be a need to train adolescents in the oral language skills requisite for academic discourse. This study employed a sample of high school physical science students (N = 75) whose first language was Spanish and who were currently developing English language proficiency. It used quasi-experimental methodology with treatment and comparison groups, during the normal operations of the public school classroom. It tested the effect of training with a textbook summarization method and with an academic conversation strategy on the comprehension of state-adopted science textbook readings. Posttest scores of both groups were analyzed using an ANOVA. Posttest scores of treatment group members were analyzed in relation to prior science knowledge, reading level, gender, and level of English proficiency using a factorial ANOVA. Findings suggest that the treatment had a positive impact on the achievement of students who had a low level of English language proficiency. In light of the at-risk nature of this population, given low socioeconomic status and that a high percentage of families are migrant workers, this in encouraging. The basic premise of the treatment appears promising. Evidence collected pertaining to its effect relative to students’ general ESOL level, science background knowledge, literacy skills, and gender neither confirmed nor denied the viability of the strategy. The further significance of this study is that it adds to the body of research on strategies to support English Learners.
APA, Harvard, Vancouver, ISO, and other styles
10

Tsao, Patrick, and 曹忠文. "The study and discussion of the interactive relationship between leaders and followers with reference to transformational leadership method-using Taipei Rapid Transit Corporation Muzha Station Group." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/dsp4f3.

Full text
Abstract:
碩士
銘傳大學
公共管理與社區發展研究所碩士在職專班
92
The mind and attitude held by the leaders of public affairs in the modern times shall not be limited to dictatorship and top-to-bottom control, which is often observed in the traditional administration system. Instead, the leaders shall make use of their influences to promote the morale and efficiency of whole team and to eliminate resistances and fears. With reference to the concept of customer services, the leaders shall treat followers as if they were internal customers. Replacing leadership with services, guide the organization to adopt a corporate culture that exhibits high performance and quality. This research employs the staff members of Taipei Rapid Transit Corporation Muzha Station Group as its research target and adopts “behavioral research method” and “thesis selection research method” as its main research methods. The research also draws on related theories from within and outside of Taiwan, such as transformational leadership, communication, organizational citizenship behavior , morale, and customer orientation, in addition to the use of research methods including “literature survey method”, “participant observation method”, and “depth interview method” to study and discuss how could the directors at Muzha Station Group enhance and improve the interactive relationship with its employees by employing transformational leadership. By completing the generalized analysis, this research offers several other suggestions in addition to the research result recommendation derived from the basis of the research objective, hoping to provide some management level guidelines to staff members of Muzha Station Group as how to employ transformational leadership: 1.For senior employees, how should the management level staffs of the Muzha Station Group employ transformational leadership to help them regain the passion for the station works. 2.For inexperience employees, how should the management level staffs of the Muzha Station Group employ transformational leadership to help them get accustomed to the work environment. 3.How should the leaders interact with those followers who believe and currently in reality that they do not have any opportunity to be promoted, that leads to opposing opinions and deterring behaviors. 4.As for the violation incident of modifying IC Smart Card by station staff without prior consent, how could the management level staffs employ transformational leadership to mitigate the psychological harm to minimal and to prevent similar incidents from happening again. 5.How should management level staffs, who have never taken on the junior position before, interact with followers. 6.To organize periodic transformational leadership professional knowledge seminars. 7.To develop “promotional education” training lessons for organizational members that mutually connects learning with career planning.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Group discussion method"

1

Samoilys, M. A. Review of the underwater visual census method developed by DPI/ACIAR project: Visual assessment of reef fish stocks : discussion group workshop proceedings, Townsville, 11 December 1991. Brisbane: Dept. of Primary Industries, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Talking points: Discussion activities in the primary classroom. New York, NY: Routledge, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Learning more and teaching less: A decade of innovation in self-instruction and small group learning. Guildford, Surrey: Society for Research into Higher Education & NFER-NELSON, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Gelman, Judy. The Kids' Book Club Book. New York: Penguin Group USA, Inc., 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

1964-, Krupp Vicki Levy, ed. The kids' book club book: Reading ideas, recipes, activities, and smart tips for organizing terrific kids' book clubs. New York, N.Y: Penguin Group, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Fuchsel, Catherine. Group Format and Group Work. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190672829.003.0005.

Full text
Abstract:
This chapter specifically describes how to facilitate groups, teaching and instructional methods, roles and responsibilities for facilitators, and cultural awareness in the Sí, Yo Puedo program. The chapter describes the importance of understanding the cultural dynamics among group members, diversity in groups, and the dual role and self-disclosure elements in facilitating groups. An examination of group process and empowerment is discussed. Finally, a step-by-step guide on how to set up and structure the groups is reviewed. Specific attention is paid to how to conduct intakes, managing a crisis in groups, the importance of assessment for domestic violence and safety planning, confidentiality and mandatory reporting, information on legal issues, and providing resources to immigrant Latina women. A discussion of ongoing support after the completing the program is addressed.
APA, Harvard, Vancouver, ISO, and other styles
7

Rabow, Jerome, Michelle Charness, Johanna Kipperman, and Susan Vasile. Learning through Discussion. 3rd ed. Sage Publications, Inc, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Rabow, Jerome, Michelle Charness, Johanna Kipperman, and Susan Vasile. Learning through Discussion. 3rd ed. Sage Publications, Inc, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Dewar, Jacqueline M. Evidence: From Interviews, Focus Groups, and Think-Alouds. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198821212.003.0007.

Full text
Abstract:
Chapter 6 gives detailed instructions for gathering evidence through focus groups, interviews, and think-alouds. When seeking to answer questions about science, technology, engineering, or mathematics (STEM) student thinking, motivation, attitudes, or underlying reasons for certain behaviors, a scholarship of teaching and learning (SoTL) investigator should consider using one or more of these methods even though they may be unfamiliar. Numerous examples are given of studies of student learning in science, engineering, and mathematics that employed these methods. The investigator is advised to select a method that is appropriate for the type of research question—What works? What is? What could be? The chapter closes with a discussion of the key role that student voices play in SoTL, including the positive outcomes resulting from several projects that engaged students as co-investigators or provided undergraduate research experience in pedagogical research.
APA, Harvard, Vancouver, ISO, and other styles
10

Sargent, Thomas J. Stopping Moderate Inflations: The Methods of Poincaré and Thatcher. Princeton University Press, 2017. http://dx.doi.org/10.23943/princeton/9780691158709.003.0004.

Full text
Abstract:
This chapter examines the methods adopted by British Prime Minister Margaret Thatcher and her French counterpart Raymond Poincaré to reduce the rate of inflation. Advocates of the two main groups of contemporary theories about inflation dynamics could have told Mrs. Thatcher that achieving that goal would be difficult. The first group consists of the “momentum” or “core inflation” theories, while the second group comprises the rational expectations-equilibrium theories. The chapter first provides an overview of the so-called Poincaré miracle before discussing Mrs. Thatcher's plan. It then considers the nature of the British government deficit, along with Britain's prospective revenues from North Sea oil that coincided with a simultaneous appreciation of the pound sterling. Finally, it compares Mrs. Thatcher's policies with respect to the coordination of monetary and fiscal policy with those of U.S. President Ronald Reagan.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Group discussion method"

1

Krotofil, Joanna. "The Personal Position Repertoire method and Focus Group Discussion." In Assessing and Stimulating a Dialogical Self in Groups, Teams, Cultures, and Organizations, 95–113. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32482-1_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sakai, Motoki, Masaki Shuzo, Masahide Yuasa, Kanae Matsui, and Eisaku Maeda. "Biological and Behavioral Information-Based Method of Predicting Listener Emotions Toward Speaker Utterances During Group Discussion." In Smart Innovation, Systems and Technologies, 189–207. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8944-7_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Boerner, Wolfgang-M., Hans Brand, Leonard A. Cram, Dag T. Gjessing, Arthur K. Jordan, Wolfgang Keydel, Günther Schwierz, and Martin Vogel. "Final Reports of Working Discussion Groups." In Inverse Methods in Electromagnetic Imaging, 1267–98. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-010-9444-3_73.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Boerner, Wolfgang-M., Hans Brand, Leonard A. Cram, Dag T. Gjessing, Arthur K. Jordan, Wolfgang Keydel, Günther Schwierz, and Martin Vogel. "Final Report of Working Discussion Groups." In Inverse Methods in Electromagnetic Imaging, 1267–68. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-009-5271-3_34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Jensen, Lars Bogø. "Group discussion in plenumNon disruptive in situ detection methods." In Developments in Plant Pathology, 155–58. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1698-2_22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Helbig, Christian, Sandra Hofhues, and Bence Lukács. "Multi-Stakeholder Dialogues as Instrument for Design and Qualitative Research in Educational Organisations." In Digital Transformation of Learning Organizations, 23–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55878-9_2.

Full text
Abstract:
AbstractThe article focuses on the value of group discussions both as a method of organisational development and as a method of empirical social research. These two perspectives are discussed as a “double meaning”, which often occurs simultaneously in different forms. The concept of “multi-stakeholder dialogues” takes up this challenge. Following on from this, dimensions of the design and research of group discussions will be discussed. The contribution relates to the subproject “Multi-stakeholder Dialogues and Qualitative Evaluation” of the joint project “#ko.vernetzt”. The subproject had the task of accompanying, structuring and researching organisational development in a networked educational institution with dialogue formats. A total of nine dialogues were conducted with different groups of participants, six of which were analysed using qualitative methods. The research perspective is based on a concept of organisations from a praxeological perspective and an understanding of organisational culture as collective conjunctive experience. Thus, the object of qualitative research is the reconstruction of typical modus operandi of the processing of requirements. The results show that structural deficits in educational organisations are reproduced and reinforced by digitisation.
APA, Harvard, Vancouver, ISO, and other styles
7

D’Aliberti, Giuseppe, Giuseppe Talamonti, Davide Boeris, Francesco M. Crisà, Alessia Fratianni, Roberto Stefini, Edoardo Boccardi, and Marco Cenzato. "Intracranial Dural Arteriovenous Fistulas: The Sinus and Non-Sinus Concept." In Acta Neurochirurgica Supplement, 113–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63453-7_17.

Full text
Abstract:
AbstractIntroduction: Dural arteriovenous fistulas (dAVFs) account for 10–15% of all intracranial arteriovenous lesions. Different classification strategies have been proposed in the course of the years. None of them seems to guide the treatment strategy. Objective: We expose the experience of the vascular group at Niguarda Hospital and we propose a very practical classification method based on the location of the shunt. We divide dAVF in sinus and non-sinus in order to simplify our daily practice, as this classification method is simply based on the involvement of the sinuses. Material and Methods: 477 intracranial dural arteriovenous fistulas have been treated. 376 underwent endovascular treatment and 101 underwent surgical treatment. Cavernous sinus DAVFs and Galen ampulla malformations have been excluded from this series as they represent a different pathology per se. 376 dAVFs treated by endovascular approach: 180 were sinus and 179 were non-sinus. 101 dAVFs treated with surgical approach: 15 were sinus and 86 were non-sinus. Discussion: Of the 477 intracranial dAVF the recorded mortality and severe disability was 3% and morbidity less than 4%. All patients underwent a postoperative DSA with nearly 100% of complete occlusion of the fistula. At a mean follow-up of 5 years in one case there was a non-sinus fistula recurrence, due to the presence of a partial clipping of “piè” of the vein. Conclusions: The sinus and non-sinus concept has guided our institution for years and has led to good clinical results. This paper intends to share this practical classification with the neurosurgical community.
APA, Harvard, Vancouver, ISO, and other styles
8

Boerner, Wolfgang-M., Hans Brand, Leonard A. Cram, Dag T. Gjessing, Arthur K. Jordan, Wolfgang Keydel, Günther Schwierz, and Martin Vogel. "Final Report of Working Discussion Group: W-A on Mathematical Inversion Methods and Transient Techniques." In Inverse Methods in Electromagnetic Imaging, 1269–71. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-009-5271-3_35.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Boerner, Wolfgang-M., Hans Brand, Leonard A. Cram, Dag T. Gjessing, Arthur K. Jordan, Wolfgang Keydel, Günther Schwierz, and Martin Vogel. "Final Report of Working Discussion Group W-B on Numerical Instabilities in Electromagnetic Inverse Problems." In Inverse Methods in Electromagnetic Imaging, 1273–75. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-009-5271-3_36.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Boerner, Wolfgang-M., Hans Brand, Leonard A. Cram, Dag T. Gjessing, Arthur K. Jordan, Wolfgang Keydel, Günther Schwierz, and Martin Vogel. "Final Report of Working Discussion Group W-C on Polarization Utilization in High Resolution Imaging." In Inverse Methods in Electromagnetic Imaging, 1277–80. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-009-5271-3_37.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Group discussion method"

1

ZHOU, Jian, Ning DU, Li-juan SUN, and Fu XIAO. "Viewpoint Ranking Method Based on PageRank in Group Discussion." In International Conference on Computer Networks and Communication Technology (CNCT 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/cnct-16.2017.70.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Muhammad, Zulfikar, and Muhasim. "Improvement of Community Responsibility of SGD (Small Group Discussion) Method." In The Health Science International Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009122300730076.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Khairul, Ujang, Darnety, Martinius, and Haliatur Rahma. "Application of Learning Method Small Group Discussion (SGD) in Seed Pathology." In The 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210202.074.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Duan, Shuangni, and Pan Li. "Application of Scenario Simulation and Group Case Discussion Teaching Method in Health Law Teaching." In 2020 International Symposium on Advances in Informatics, Electronics and Education (ISAIEE). IEEE, 2020. http://dx.doi.org/10.1109/isaiee51769.2020.00020.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Putra, Roni Eka, Kusdarini, and Ria Ariany. "Development of Small Group Discussion Method and Collaborative Learning Course Environment Policy and Disaster Management." In International Conference On Education Development And Quality Assurance. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008681801480150.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Saputra, Sugianto Adi, Rusmono Rusmono, and M. Marzuki. "Improving Acts Of Participants Care With The Group Small Method Discussion In Madrasah Aliyah Kota Singkawang." In First International Conference on Technology and Educational Science. EAI, 2019. http://dx.doi.org/10.4108/eai.21-11-2018.2282019.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Maulia, Dini. "The Application of Small Group Discussion Method in Dokkai Class by Using Nama Kyouzai as the Learning Media." In International Conference On Education Development And Quality Assurance. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008678600160021.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Yulianti, Lyra, and Syafruddin. "The Application of Discovery Learning Method and Small Group Discussion in PAM – 472 Topics in Combinatorial Mathematics II." In International Conference On Education Development And Quality Assurance. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008679400570063.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Pudjastawa, Astrid Wangsagirindra, Varary Mechwafanitiara Cantika, and Suwarna. "Student Character Development in Javanese Language Learning Based on The Combination of Google Classroom and Whatsapp Group Using the Discussion Method." In 1st International Conference on Character Education (ICCE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210204.004.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Minnick, Lisa, Christopher Kent, Christopher Bassler, Scott Percival, and Lauren Hanyok. "Kinematics of Experimentally Generated Severe Wave Conditions and Implications for Numerical Models." In ASME 2011 30th International Conference on Ocean, Offshore and Arctic Engineering. ASMEDC, 2011. http://dx.doi.org/10.1115/omae2011-49579.

Full text
Abstract:
An experiment was performed to measure and characterize wave kinematics in a large-scale experimental basin. The primary objective was to measure and characterize the wave kinematics of both regular waves of varying steepness and scaled irregular seas with embedded large-amplitude wave groups. The secondary objective was to provide a validation data set for wave theory and numerical simulation tool development. Measurements included free surface elevations and velocity field measurements under the free surface using particle image velocimetry (PIV). A discussion of free surface elevation data, the effect of wave steepness on the velocity profile of regular waves and an introduction to the analysis of the wave kinematics of the embedded wave groups was presented in a previous paper by the authors (OMAE2010-20240). The current paper expands on the analysis presented in the previous paper, providing a discussion of the effect of wave group composition, wave group location within irregular seas, and seaway scaling on the kinematics. This experiment is part of an ongoing effort at the Naval Surface Warfare Center Carderock Division (NSWCCD) to improve predictions and measurement of ship motions in waves and assess the dynamic stability and seakeeping performance of naval ships. NSWCCD has developed a deterministic wave generation method to be used in its seakeeping basin facility. The exploration of the above factors provides a better understanding of the employed method and its effectiveness for creating wave groups. Specifically, to model realistic severe conditions that a ship may encounter. These findings, in turn, lead to the possibility of improvements to current model testing methods at NSWCCD. In addition to assessing the experimental methods employed, the experimental data set can also be used to validate and improve current numerical wave models for ship motions prediction. A comparison of the measured wave elevations and kinematics with a pseudo-spectral numerical wave model is also presented and discussed.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Group discussion method"

1

Mascagni, Giulia, Roel Dom, and Fabrizio Santoro. The VAT in Practice: Equity, Enforcement and Complexity. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/ictd.2021.002.

Full text
Abstract:
The value added tax (VAT) is supposed to be a tax on consumption that achieves greater economic efficiency than alternative indirect taxes. It is also meant to facilitate enforcement through the ‘self-enforcing mechanism’ – based on opposed incentives for buyers and sellers, and because of the paper trail it creates. Being a rather sophisticated tax, however, the VAT is complex to administer and costly to comply with, especially in lower-income countries. This paper takes a closer look at how the VAT system functions in practice in Rwanda. Using a mixed-methods approach, which combines qualitative information from focus group discussions with the analysis of administrative and survey data, we document and explain a number of surprising inconsistencies in the filing behaviour of VAT-remitting firms, which lead to suboptimal usage of electronic billing machines, as well as failure to claim legitimate VAT credits. The consequence of these inconsistencies is twofold. It makes it difficult for the Rwanda Revenue Authority to exploit its VAT data to the fullest, and leads to firms, particularly smaller ones, bearing a higher VAT burden than larger ones. There are several explanations for these inconsistencies. They appear to lie in a combination of taxpayer confusion, fear of audit, and constraints in administrative capacity.
APA, Harvard, Vancouver, ISO, and other styles
2

Oden, Rikki. Effectiveness of Focused Water Conservation Messaging in the Clackamas River, OR. Portland State University, 2020. http://dx.doi.org/10.15760/mem.67.

Full text
Abstract:
The Clackamas River in Oregon is a drinking water source for upwards of 300,000 people living in the Portland metro region. This river experiences seasonal low flow during the annual dry season throughout summer and early fall when endangered salmon species return to the river to spawn. This dry season also coincides with the highest period of urban water use. Since precipitation is minimal at this time, water users choose to water their lawns to make up for the lack of rain which contributes to water use tripling during the driest part of the year. To promote local water conservation, the Clackamas River Water Providers (CRWP)—who manage source water protection and public outreach and education around watershed issues, drinking water, and water conservation for the eight water providers on the river—have created a water conservation campaign that they intend to promote each dry season for the next several years. First promoted during the dry season of 2019, the messaging focuses on the flow needs of endangered salmon and asks water users to cease outdoor watering altogether. Through focus group discussion and a survey of water users, this research investigates public perception and opinion of the CRWP’s summer water conservation messaging campaign with the goal of improving the effectiveness of the messaging in future dry seasons.
APA, Harvard, Vancouver, ISO, and other styles
3

Treadwell, Jonathan R., James T. Reston, Benjamin Rouse, Joann Fontanarosa, Neha Patel, and Nikhil K. Mull. Automated-Entry Patient-Generated Health Data for Chronic Conditions: The Evidence on Health Outcomes. Agency for Healthcare Research and Quality (AHRQ), March 2021. http://dx.doi.org/10.23970/ahrqepctb38.

Full text
Abstract:
Background. Automated-entry consumer devices that collect and transmit patient-generated health data (PGHD) are being evaluated as potential tools to aid in the management of chronic diseases. The need exists to evaluate the evidence regarding consumer PGHD technologies, particularly for devices that have not gone through Food and Drug Administration evaluation. Purpose. To summarize the research related to automated-entry consumer health technologies that provide PGHD for the prevention or management of 11 chronic diseases. Methods. The project scope was determined through discussions with Key Informants. We searched MEDLINE and EMBASE (via EMBASE.com), In-Process MEDLINE and PubMed unique content (via PubMed.gov), and the Cochrane Database of Systematic Reviews for systematic reviews or controlled trials. We also searched ClinicalTrials.gov for ongoing studies. We assessed risk of bias and extracted data on health outcomes, surrogate outcomes, usability, sustainability, cost-effectiveness outcomes (quantifying the tradeoffs between health effects and cost), process outcomes, and other characteristics related to PGHD technologies. For isolated effects on health outcomes, we classified the results in one of four categories: (1) likely no effect, (2) unclear, (3) possible positive effect, or (4) likely positive effect. When we categorized the data as “unclear” based solely on health outcomes, we then examined and classified surrogate outcomes for that particular clinical condition. Findings. We identified 114 unique studies that met inclusion criteria. The largest number of studies addressed patients with hypertension (51 studies) and obesity (43 studies). Eighty-four trials used a single PGHD device, 23 used 2 PGHD devices, and the other 7 used 3 or more PGHD devices. Pedometers, blood pressure (BP) monitors, and scales were commonly used in the same studies. Overall, we found a “possible positive effect” of PGHD interventions on health outcomes for coronary artery disease, heart failure, and asthma. For obesity, we rated the health outcomes as unclear, and the surrogate outcomes (body mass index/weight) as likely no effect. For hypertension, we rated the health outcomes as unclear, and the surrogate outcomes (systolic BP/diastolic BP) as possible positive effect. For cardiac arrhythmias or conduction abnormalities we rated the health outcomes as unclear and the surrogate outcome (time to arrhythmia detection) as likely positive effect. The findings were “unclear” regarding PGHD interventions for diabetes prevention, sleep apnea, stroke, Parkinson’s disease, and chronic obstructive pulmonary disease. Most studies did not report harms related to PGHD interventions; the relatively few harms reported were minor and transient, with event rates usually comparable to harms in the control groups. Few studies reported cost-effectiveness analyses, and only for PGHD interventions for hypertension, coronary artery disease, and chronic obstructive pulmonary disease; the findings were variable across different chronic conditions and devices. Patient adherence to PGHD interventions was highly variable across studies, but patient acceptance/satisfaction and usability was generally fair to good. However, device engineers independently evaluated consumer wearable and handheld BP monitors and considered the user experience to be poor, while their assessment of smartphone-based electrocardiogram monitors found the user experience to be good. Student volunteers involved in device usability testing of the Weight Watchers Online app found it well-designed and relatively easy to use. Implications. Multiple randomized controlled trials (RCTs) have evaluated some PGHD technologies (e.g., pedometers, scales, BP monitors), particularly for obesity and hypertension, but health outcomes were generally underreported. We found evidence suggesting a possible positive effect of PGHD interventions on health outcomes for four chronic conditions. Lack of reporting of health outcomes and insufficient statistical power to assess these outcomes were the main reasons for “unclear” ratings. The majority of studies on PGHD technologies still focus on non-health-related outcomes. Future RCTs should focus on measurement of health outcomes. Furthermore, future RCTs should be designed to isolate the effect of the PGHD intervention from other components in a multicomponent intervention.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Group discussion method' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography