Relevant bibliographies by topics / Students' Participation in Group Discussions (SPGD)

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

Academic literature on the topic 'Students' Participation in Group Discussions (SPGD)'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Students' Participation in Group Discussions (SPGD)"

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Ghadirian, Hajar, Keyvan Salehi, and Ahamd Fauzi Mohd Ayub. "Assessing the Effectiveness of Role Assignment on Improving Students' Asynchronous Online Discussion Participation." International Journal of Distance Education Technologies 17, no. 1 (January 2019): 31–51. http://dx.doi.org/10.4018/ijdet.2019010103.

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Taking into account prior research suggesting a lack of student participation in online discussions, this study examines the influence of peer moderator (PM) role assignment on students' participation and that of their peers' participation in online discussions. Eighty-four participants operated in a moderator role, reciprocally. Moreover, the study examines the differences in the level of e-moderation supports enacted by PMs of high-and low-density online discussions. Online participation was assessed using log files of seven-week discussions and social network analysis techniques. Quantitati
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Mesfin, Belsti Anley, and Ashagre Ayele Adimasu. "Enhancing Students’ Participation in Classroom Group Discussions: An Action research project on University Students." International Journal of Scientific and Research Publications (IJSRP) 10, no. 9 (September 24, 2020): 829–42. http://dx.doi.org/10.29322/ijsrp.10.09.2020.p105100.

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Jen, Enyi, Marcia Gentry, and Sidney M. Moon. "High-Ability Students’ Perspectives on an Affective Curriculum in a Diverse, University-Based Summer Residential Enrichment Program." Gifted Child Quarterly 61, no. 4 (July 30, 2017): 328–42. http://dx.doi.org/10.1177/0016986217722839.

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The purpose of this study was to investigate how high-ability students experienced their participation in an affective curriculum through small-group discussions in a diverse, university-based, summer enrichment program for talented youth. The investigation included two closely related studies. The first study included 77 high-ability students from several cultures and economic backgrounds who participated in the 2014 summer program. The second was a retrospective study with 24 Native American students from Diné, Ojibwe, and Lakota tribes who had participated in the affective curriculum in 201
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Tong, Lien Thi My. "Elements Hindering Vietnamese Tertiary Students’ Participation in Group Activities: A Case Study." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no. 1 (November 17, 2020): 29. http://dx.doi.org/10.21093/ijeltal.v5i1.564.

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Plenty of meticulous research has been conducted to investigate the entire process for implementing group activities in language classrooms. Nevertheless, few detailed empirical investigations have been pursued in the sub-area of what influences the participation of English-as-a-Foreign-Language (EFL) students in group discussions. Thus, the present study was conducted to examine the elements impacting the group-work participation of first-year EFL students at University of Languages and International Studies (ULIS), Vietnam National University (VNU). Ten EFL freshmen and four teachers of Engl
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Faryal, Aisha, Habibullah Pathan, Amina Bibi Bhatti, and Aisha Bhatti. "A Survey of Communication Apprehension in English Among Engineering Students." Education and Linguistics Research 5, no. 1 (May 24, 2019): 123. http://dx.doi.org/10.5296/elr.v5i1.14833.

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In Pakistan, English is used as a second language in all academic and professional domains. Achieving oral fluency becomes obligatory for students so that they can proficiently participate in the formal discussions, debates and presentations. Communication Apprehension is the fear of speaking. It hinders the speakers from communicating confidently and fluently. The purpose of this paper is to explore the feelings of students during communication and to identify the level of oral communication apprehension faced by engineering students. In this study, quantitative method was used to measure com
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Esmonde, Indigo, and Jennifer M. Langer-Osuna. "Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces." Journal for Research in Mathematics Education 44, no. 1 (January 2013): 288–315. http://dx.doi.org/10.5951/jresematheduc.44.1.0288.

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In this article, mathematics classrooms are conceptualized as heterogeneous spaces in which multiple figured worlds come into contact. The study explores how a group of high school students drew upon several figured worlds as they navigated mathematical discussions. Results highlight 3 major points. First, the students drew on 2 primary figured worlds: a mathematics learning figured world and a figured world of friendship and romance. Both of these figured worlds were racialized and gendered, and were actively constructed and contested by the students. Second, these figured worlds offered reso
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Suleiman Al Qunayeer, Huda. "Exploring EFL Learners’ Online Participation in Online Peer Writing Discussions Through a Facebook Group." Journal of Information Technology Education: Research 19 (2020): 671–92. http://dx.doi.org/10.28945/4621.

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Aim/Purpose: The aim of the present study is to explore the online participation of nine English as foreign language (EFL) Arab learners in group writing discussions through a Facebook group over the study period of three months and how the EFL learners view the role of the Facebook-facilitated peer review activities in promoting their online participation. Background: Research has addressed the issue of isolation among distance learning students by integrating various technological tools into online courses. Yet, little is known about the role of Facebook groups in addressing this issue among
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Charlton, Helen. "Using Consensus Workshop in the Classroom: Promoting Participation and Collaboration in Large Group Settings." Management Teaching Review 3, no. 4 (December 7, 2017): 346–53. http://dx.doi.org/10.1177/2379298117746044.

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Encouraging engagement when teaching groups of students can prove challenging. Consensus Workshop offers a low cost and flexible approach to the facilitation of large group discussions, appropriate with all levels of learners and across disciplines. Particularly powerful at encouraging student engagement and collaboration in the classroom, it has proven popular with students and academic peers. This article discusses the application of the Consensus Workshop across a range of classroom situations, outlines how to become familiar with the technique, and details the resources required to use the
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Celis, Hanne, Brian A. Jingwa, Olivier Degomme, Ronan Van Rossem, Marleen Temmerman, and Kristien Michielsen. "Characteristics of participants in an HIV prevention intervention for youth in Rwanda: results from a longitudinal study." Afrika Focus 27, no. 2 (February 25, 2014): 71–86. http://dx.doi.org/10.1163/2031356x-02702005.

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Introduction. This paper studies determinants of participation in a peer-led school-based HIV prevention intervention in Rwanda. Methods. A baseline survey among 1071 students (mean age 17 years) assessed potential determinants of participation, while a follow-up six months in the intervention measured actual participation in the intervention. Statistical models were built using multivariate linear and multinomial regression analysis predicting overall participation, participation in group discussions and individual counseling. Results. Those who recently had sex, had been tested for HIV, feel
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Nielsen, Kjetil L., Gabrielle Hansen-Nygård, and John B. Stav. "Investigating Peer Instruction: How the Initial Voting Session Affects Students' Experiences of Group Discussion." ISRN Education 2012 (April 26, 2012): 1–8. http://dx.doi.org/10.5402/2012/290157.

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Peer Instruction is a popular method of implementation when using Student Response Systems (SRS) in classroom teaching. The students engage in peer discussion to solve conceptual multiple choice problems. Before discussion, students are given time to think and give individual responses with a voting device. In this paper, we investigate how this initial voting session affects students’ experiences of the following discussion. The data is based on student interviews which were analyzed using analytical tools from grounded theory. The students emphasize the individual thinking period as crucial
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Dissertations / Theses on the topic "Students' Participation in Group Discussions (SPGD)"

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Varughese, Varughese Kuzhumannil, and varughese varughese@rmit edu au. "Students' Approaches To Learning: A Case Study of Learning Biology in Foundation Studies at the Royal Melbourne Institute of Technology." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080530.123852.

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The large influx of international students to universities of the developed world, the increased use of Problem-Based method of teaching and learning in the field of Health Education and growing awareness of the need to accommodate varying learning styles in any classroom are the three factors that influenced this research. This study was designed to investigate the effect of learning styles and demographic differences on performance in Biology when taught using two different methods of teaching. One was the teacher-directed Traditional Teaching and Learning (TTL) and the other was the s
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Books on the topic "Students' Participation in Group Discussions (SPGD)"

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Peterson, Jean. How to Get Students Talking: 78 Ready-To-Use Group Discussions on Anxiety, Stress, Relationships, and More. Free Spirit Publishing, Incorporated, 2019.

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Tan, Sooi Beng. Community Musical Theatre and Interethnic Peace-Building in Malaysia. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.33.

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Community musical theatre projects have played important roles in engaging young people of diverse ethnicities in multicultural and religious Malaysia to cross borders, deconstruct stereotypes, appreciate differences, and build interethnic peace. This essay provides insights into the strategies and dialogic approaches employed in two such community musical theatre projects that promote peace-building in Penang. The emphasis is on the making of musical theatre through participatory research, collaboration, ensemble work, and group discussions about alternative history, social relationships and
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Book chapters on the topic "Students' Participation in Group Discussions (SPGD)"

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Zhao, Juanjuan, and Dana Funywe Ng. "Understanding Language Experiences of International ESL Students in U.S. Classrooms." In Student Engagement and Participation, 1352–74. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch068.

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The authors examine how international ESL (English as second language) students construct their experiences of learning and using English in the classrooms. Studying language experiences of international students is crucial to understanding the factors that may affect their academic performance and engagement in social activities in American universities. The focus group discussions revealed various issues and difficulties faced by international students. These challenges included comprehending and writing academic texts in subject areas, engaging in classroom discourse, and communicating with native speakers outside the classrooms. In addition, the focus group discussions revealed discrepancies between language criteria used in ESL and subject area courses. Findings indicate that the language development of international ESL students and their academic experiences are complex. This study calls for a comprehensive inquiry approach to offer more support and better services for international students' successful adaptation into American academic and social lives.
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Bledsoe, T. Scott, Dave Harmeyer, and Shuang Frances Wu. "Utilizing Twitter and #Hashtags Toward Enhancing Student Learning in an Online Course Environment." In Student Engagement and Participation, 1217–26. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch060.

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The authors offer an answer to the research question, To what extent and in what ways is Twitter helpful to student learning when group hashtags are created and used in collaborative educational environments? Sixty-two students in a spring 2012 graduate online Research Methodology course worked individually and in groups to create discussions on topics of interest through Twitter posts and student-created hashtags. Student participants answered nine qualitative and quantitative questions concerning the Twitter/hashtag exercise and used collaborative blog pages to reflect on their experiences. A grounded theory approach was applied to classify data generated from the nine questions and blog postings. An analysis of the study's data resulted in the discovery of the following four themes: access to information, communication, class engagement, and general feedback. Based on these themes, nine recommendations are offered for maximizing the use of Twitter in an online environment for increased student engagement and learning.
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Kirigha, Julius Mwashimba M., Lynete Lusike Mukhongo, and Robert Masinde. "Beyond Web 2.0. Social Media and Urban Educated Youths Participation in Kenyan Politics." In Media Influence, 176–93. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3929-2.ch010.

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The purpose of the study, was to contribute to a further understanding of the shifting dynamics in youth political communication enabled by advancements in ICTs and explore the extent to which social media use has impacted on both institutional and extra-institutional political participation. The study sought to critically analyse the relationship between social media use and urban youth political participation by integrating both probability and non-probability sampling techniques to generate data using web based questionnaires and Focus Group Discussions among undergraduate students aged 18-24 years. From the findings it emerged that a majority of educated urban youth prefer to use Facebook to access political information. In addition, the users viewed social media as a free space where they could express their political views without censorship or regulation. As a result, it was established that as the use of social media increases, so does participation in politics, indicating a positive relationship between how youth use social media and their participation in politics.
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Kirigha, Julius Mwashimba M., Lynete Lusike Mukhongo, and Robert Masinde. "Beyond Web 2.0. Social Media and Urban Educated Youths Participation in Kenyan Politics." In Advances in Media, Entertainment, and the Arts, 156–74. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9613-6.ch010.

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The purpose of the study, was to contribute to a further understanding of the shifting dynamics in youth political communication enabled by advancements in ICTs and explore the extent to which social media use has impacted on both institutional and extra-institutional political participation. The study sought to critically analyse the relationship between social media use and urban youth political participation by integrating both probability and non-probability sampling techniques to generate data using web based questionnaires and Focus Group Discussions among undergraduate students aged 18-24 years. From the findings it emerged that a majority of educated urban youth prefer to use Facebook to access political information. In addition, the users viewed social media as a free space where they could express their political views without censorship or regulation. As a result, it was established that as the use of social media increases, so does participation in politics, indicating a positive relationship between how youth use social media and their participation in politics.
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Lohr, Linda, Nicholas Eastham, and David Kendrick. "Constructivist Strategies to Optimize Four Levels of Interaction in a Distributed Learning Environment." In Information Technology and Constructivism in Higher Education, 247–61. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-654-9.ch016.

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This case study describes how a constructivist theory of learning guided the design of distributed learning environment for a three credit hour graduate level course on instructional design. Four types of interaction data were collected from 27 participants, one instructional designer/instructor, and two assistant designers. Overall, constructivist strategies appeared to contribute to a successful learning experience as measured by participant surveys, designer observations, and academic performance. A strong majority of students considered a number of constructivist strategies beneficial, such as the provision of a variety of reading and learning activity options, as well as participation in an authentic and relevant learning task. Academic quality of end of semester instructional products was high. A strong majority of participants received a rating of excellent, as determined by designer/instructor and mentor evaluations. Some constructivist strategies appeared to detract from the learning experience. Data related student-to-student, student-to-content, student-to-teacher, and student-to-interface interaction suggests the need to clarify expectations for small group discussions and participant blogs, rewriting or repositioning an instructional story as a case study, increasing design-document specific feedback, using a broad and shallow interface structure and moving selected course content to pre-packaged paper-based format to reduce cognitive demands related to reading while online.
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Conference papers on the topic "Students' Participation in Group Discussions (SPGD)"

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Di Maso, Rosa, and Maria Beatrice Ligorio. "An example of innovative university teaching: the model of Constructive and Collaborative Professional Participation." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9293.

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This contribution presents a blended course model called Constructive and Collaborative Professional Participation (CCPP), developed since 2005. We will describe theories of reference, course structure, activities performed and methods adopted. Starting from a socio-constructivist framework, both online individual and group activities and offline individual and group activities were organized together with Role Taking, "expert" and "Jigsaw" groups inspired by the Aronson method, web-forum and in presence discussions aimed at building various products. The model has been implemented in universi
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Tyagi, Pawan. "Easily Adoptable Interactive Teaching Practices and Students Progress Monitoring Strategies." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-39118.

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An active class room teaching practice can become highly rewarding for students. An instructor practicing active learning approaches may get significantly higher success in inculcating course materials deeply as compared to a lecture based teaching. However, transitioning from prevailing lecture based instruction to an active learning approach can be hampered by the reservations and prejudices of an engineering educator; a tenure track faculty may find it even more challenging to leave the traditional lecture based teaching approach and adopt an active teaching approach. This paper will descri
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