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

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

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1

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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GANCIU, O. M. "WAYS TO STIMULATE STUDENTS’ PARTICIPATION IN PHYSICAL EDUCATION AND SPORTS ACTIVITIES." Series IX Sciences of Human Kinetics 13(62), no. 2 (December 10, 2020): 127–32. http://dx.doi.org/10.31926/but.shk.2020.13.62.2.16.

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Physical education and sport are an inseparable part of the general education system, representing a necessity in ensuring the balance between intellectual and physical activity. Research Methods: pedagogical documentation, the investigation method, focus group. The results of the focused discussions reached topics such as: ways to increase the quality of the educational instructional process in physical education; how to make the hours of physical education more attractive; identifying solutions to increase students' interest in practicing sports. The appreciations of the young participants r
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Moneva, Jerald C., and Kholeen H. Inday. "STUDENTS’ APPREHENSION IN CLASS PARTICIPATION AND FAMILY COMMUNICATION." International Journal of Research -GRANTHAALAYAH 8, no. 1 (June 4, 2020): 111–23. http://dx.doi.org/10.29121/granthaalayah.v8.i1.2020.258.

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Being an active student in school motivates a student to be more confident in performing their activities. Somehow, not all the students are confident to show their capabilities in performing in class because they feel apprehended due to some factors such as their communication in their families. This study determines the correlation between the family communication at home and the apprehension in the class participation of the Senior High School students in a certain school of Mandaue City. This study uses descriptive design with checklist scaling questionnaire as being used for gathering dat
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Lee, Margaret Ruth, Deborah S. Carstens, and Linda C. Malone. "Discussion forum rubrics: Using rubrics to enhance and increase project management students' participation in online discussions." Journal of Project, Program & Portfolio Management 2, no. 2 (January 11, 2012): 35. http://dx.doi.org/10.5130/pppm.v2i2.2221.

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This paper examines the impact of using a discussion forum grading rubric to encourage and enhance discussions (posts) in an online introduction to project management course. The study consists of 53 Master of Business Administration (MBA) students enrolled in three sections of the course from October 2010 to May 2011. A control group of 20 students was compared to two experimental groups of 16 and 17 students respectively. The two experimental groups were given the specific grading rubric and instructions designed to encourage online conversation; the control group was not. The results indica
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Dallimore, Elise J., Julie H. Hertenstein, and Marjorie B. Platt. "Leveling the Playing Field: How Cold-Calling Affects Class Discussion Gender Equity." Journal of Education and Learning 8, no. 2 (February 25, 2019): 14. http://dx.doi.org/10.5539/jel.v8n2p14.

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Classroom discussion is widely used and highly valued for actively engaging students in their own learning. A recent study has shown that cold-calling increases the number of students who participate voluntarily in class discussions and does not make them uncomfortable when doing so (Dallimore, Hertenstein, & Platt, 2013). However, there are concerns about whether these findings generally apply to both men and women students since prior research has documented lower participation rates and higher discomfort for women.
 
 This study examines the relationship between cold-calli
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Morrell, Briyana L. M., Alison M. Nichols, Craig A. Voll, Kathleen E. Hetzler, Jane Toon, Elizabeth S. Moore, Shannon M. Moore, Stephanie R. Kemery, and Jennifer N. Carmack. "Care Across Campus: Athletic Training, Nursing, and Occupational Therapy Student Experiences in an Interprofessional Simulation." Athletic Training Education Journal 13, no. 4 (December 1, 2018): 332–39. http://dx.doi.org/10.4085/1304332.

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Context: This study explored health care students' experiences after participation in an interprofessional simulation. Interprofessional education incorporates students from several health care professions in a controlled, collaborative learning environment. Athletic training students are not well represented in interprofessional education literature. Objective: This study sought to explore the attitudes of athletic training, nursing, and occupational therapy students toward other professions after their participation in an interprofessional simulation. Design: This article describes the resul
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Hansmann, Ralf, Harald A. Mieg, Helmut W. Crott, and Roland W. Scholz. "Shifting students’ to experts’ complex systems knowledge." International Journal of Sustainability in Higher Education 4, no. 2 (June 1, 2003): 151–68. http://dx.doi.org/10.1108/14676370310467168.

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This paper includes three analyses concerning: expert support in the selection of impact variables for scientific models relevant to environmental planning, the quality of students’ individual estimates of corresponding impacts before and after a group discussion, and the accuracy of artificially‐aggregated judgments of independent groups. Participants were students of environmental sciences at ETH Zurich. The first analysis revealed that during participation in an environmental case study, students’ individual estimates of impacts of variables which have been suggested by experts increased, a
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Atakro, Confidence A., Ernestina Armah, Abigail Atakro, Kwaku Ahenkora, Stella B. Addo, Janet S. Aboagye, Alice A. Blay, Cynthia P. Akuoko, and Janet Gross. "Patient Participation in Nursing Care: Views From Ghanaian Nurses, Nursing Students, and Patients." SAGE Open Nursing 5 (January 2019): 237796081988076. http://dx.doi.org/10.1177/2377960819880761.

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Previous studies on patient participation reported inconclusive benefits of patient participation in health care. Consequently, the World Health Organization is actively highlighting the need for the participation of patients and their families in their care. The aim of this study was to explore the views of nurses, nursing students, and patients on patient participation in Ghanaian hospitals. Sixty-five participants made up of 15 patients, 25 registered general nurses, and 25 undergraduate nursing students were involved in the study. Data collection was done through interviews and focus group
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Bergmark, Ulrika, and Catrine Kostenius. "‘Listen to me when I have something to say’: students’ participation in research for sustainable school improvement." Improving Schools 12, no. 3 (November 2009): 249–60. http://dx.doi.org/10.1177/1365480209342665.

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This article focuses on student participation in the research process as a contribution to school improvement. The specific aim of this article was to explore students’ participation in different phases of a research process and discuss how their participation can contribute to school improvement. Based on a life-world phenomenological ontology, we used two research and development projects — Full of Value and Arctic Children — to shed light on participation in research. When doing research together with students, we have been inspired by Participatory Appreciative Action Research (PAAR). The
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Kuntz, Tammy L. "High School Students’ Participation in Music Activities Beyond the School Day." Update: Applications of Research in Music Education 30, no. 1 (September 1, 2011): 23–31. http://dx.doi.org/10.1177/8755123311418478.

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The purpose of this qualitative study was to investigate the music activities that high school band students are involved in and how these activities might lead to lifelong music participation. Specific research questions were the following: (a) In what activities are high school band students involved? (b) What are high school band directors doing to encourage lifelong participation in music? (c) How do students describe their plans for musical involvement in the future? Three focus group discussions at one rural school ( n = 5), one suburban school ( n = 5), and one urban school ( n = 4) wer
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Lack, Liza, Jill Yielder, and Felicity Goodyear-Smith. "Evaluation of a compulsory reflective group for medical students." Journal of Primary Health Care 11, no. 3 (2019): 227. http://dx.doi.org/10.1071/hc18030.

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ABSTRACT INTRODUCTIONThe ability to reflect – reflection – taking time to stop, think and evaluate is an important professional skill to develop. AIMTo evaluate a compulsory reflective group activity to determine whether compulsory participation enabled students to constructively share emotional clinical experiences and develop ethical and professional behaviour. METHODSThis was a case study with mixed methodology. Participants were Years 5 and 6 medical students at the University of Auckland, New Zealand. Data collection included pre- and post-reflective group questionnaires with Year 5 and 6
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Griffin, Patricia S. "Boys’ Participation Styles in a Middle School Physical Education Team Sports Unit." Journal of Teaching in Physical Education 4, no. 2 (January 1985): 100–110. http://dx.doi.org/10.1123/jtpe.4.2.100.

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The purpose of this study was to identify boys’ participation styles in a middle-school physical education team sports unit. Through the use of class observations, formal interviews, and informal discussions with the teachers, five styles of participation were identified: (a) machos, (b) junior machos, (c) nice guys, (d) invisible players, and (e) wimps. Several contextual factors are discussed as potential contributors to these participation styles. They are the availability of out-of-school team sport leagues, the racial and socioeconomic characteristics of the community, the age of the stud
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Price-Jones, Kathryn Shelley. "Students’ Critical Commentaries: Unfettered Voices." Dialogic Pedagogy: An International Online Journal 8 (September 22, 2020): SF87—SF96. http://dx.doi.org/10.5195/dpj.2020.353.

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Changes to educational practices have been proposed, with some being adopted globally, on a continuous basis. However, student opinions have seldom been invited into discussions. This article was written following an invitation from the Dialogic Pedagogy Journal “to write a critical response to” Eugene Matusov’s editorial “A student’s right to freedom of education”. The inclusion of student voices in educational forums is integral for a more complete understanding of the position of all participants and, whether one considers students to be representative of one of Gramsci’s subaltern classes,
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Kimbrel, Laurie A. "The Impact of a Structured Protocol on Graduate Student Perception of Online Asynchronous Discussions." Journal of Curriculum and Teaching 9, no. 3 (August 22, 2020): 172. http://dx.doi.org/10.5430/jct.v9n3p172.

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Instructors of online courses face unique challenges to ensure student interaction with course material. Sometimes, even the most exciting content is insufficient in an attempt to engage students. Online, asynchronous discussions offer promise as a means to increase student-to-student and student-to-content interaction and, ultimately, student satisfaction with online courses. The modification of structured discussion protocols designed for use in face to face environments offers instructors of online courses an efficient method of adding purpose and structure to asynchronous discussions. This
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Medin, Eva, and Göran Jutengren. "Children’s Perspectives on a School-Based Social and Emotional Learning Program." Children & Schools 42, no. 2 (April 2020): 121–30. http://dx.doi.org/10.1093/cs/cdaa007.

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Abstract Research has indicated that social and emotional learning (SEL) programs can offer benefits to students and school environments. However, students’ experiences of participation in such programs have not received as much attention. This focus group study describes elementary students’ (N = 23) experiences of and beliefs about participation in a school-based SEL program commonly used in Sweden, Life Skills Training. The results suggest questionable acceptability of the program by the students, indicating a clear belief that the school’s implementation of the program was due to their pro
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Flax, Lindsay, E. Liang Liu, Brian Miller, Brandon Morshedi, Raymond L. Fowler, Raymond E. Swienton, Josh Mugele, and Kelly Klein. "Novel Delivery of Meaningful EMS and Disaster Medicine Content to Residents and Medical Students." Prehospital and Disaster Medicine 34, s1 (May 2019): s153. http://dx.doi.org/10.1017/s1049023x19003443.

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Introduction:Residency education delivery in the United States has migrated from conventional lectures to alternative educational models that include mini-lectures, small group, and learner lead discussions. As training programs struggle with mandated hours of content, prehospital (EMS) and disaster medicine are given limited focus. While the need for prehospital and disaster medicine education in emergency training is understood, no standard curriculum delivery has been proposed and little research has been done to evaluate the effectiveness of any particular model.Aim:To demonstrate a four-h
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Lo, Jane-Jane, Grayson H. Wheatley, and Adele C. Smith. "The Participation, Beliefs, and Development of Arithmetic Meaning of a Third-Grade Student in Mathematics Class Discussions." Journal for Research in Mathematics Education 25, no. 1 (January 1994): 30–49. http://dx.doi.org/10.5951/jresematheduc.25.1.0030.

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In order to study learning in mathematics class discussion, we examined the participation, beliefs, and development of arithmetic meaning of four grade 3 students over one school year. In this paper, we report on class discussion from the perspective of one of these four students, Brad. Enjoying the intellectual challenges from mathematics discussions, Brad took an active role in making sense of other students' explanations and assisting mathematics communication among his classmates. In so doing, he created his learning opportunities. The analysis of Brad's arithmetical development provided a
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Moore, Brooke, Alison G. Boardman, Clara Smith, and Amy Ferrell. "Enhancing Collaborative Group Processes to Promote Academic Literacy and Content Learning for Diverse Learners Through Video Reflection." SAGE Open 9, no. 3 (July 2019): 215824401986148. http://dx.doi.org/10.1177/2158244019861480.

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Research indicates the benefits of collaborative learning for supporting academic literacy in content classrooms, especially for diverse and exceptional students such as students with learning disabilities or English learners (ELs) who can become disengaged in content classrooms if they struggle to access complex, content-related texts. Drawing from Cognitive Load Theory, we argue that collaborative group structures support students in sharing the load of processing these texts across all members, thus ensuring better comprehension of the content. Yet, collaborative structures may not be benef
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Moswela, Emmanuel, and Sourav Mukhopadhyay. "Double Jeopardy: Plight of Female Students with Disabilities in Botswana’s Higher Education." Indian Journal of Gender Studies 25, no. 3 (August 13, 2018): 384–409. http://dx.doi.org/10.1177/0971521518785721.

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Although substantial recent research addresses the importance of higher education (HE) for students with disabilities, this sector has remained under-researched in Botswana. The struggle of female students with disabilities to access and participate in HE remains an issue of great concern for disability activists and researchers. The purpose of this phenomenological study was to explore and describe the lived experiences of female students with disabilities in their struggle to access and participate in three HE institutions in Botswana. Seven female students with disabilities participated in
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Ada, Mireilla Bikanga. "Fostering Students' ‘Use My Own Device' Attitude." International Journal of Technology and Educational Marketing 4, no. 1 (January 2014): 15–33. http://dx.doi.org/10.4018/ijtem.2014010102.

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This paper describes the development of an all-in-one mobile learning platform, to support students' use of their own mobile handheld devices for assessment and feedback. The application incorporates several features that can be found in many other individual applications, into one platform. The features allow students' participation in peer feedback activities; they also enable students to access their feedback, leave comments on their summative feedback, participate in class discussions, take formative assessment in form of quizzes, and create quizzes for their peers. The application is also
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Setyaningsih, Sri. "Increasing Student Participation to Tasks In Theme 4 in Learning Type Through Stad Type Cooperative Learning Model In SDN 2 Petahunan." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 3 (December 26, 2020): 1270. http://dx.doi.org/10.20961/shes.v3i3.46650.

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<p><em>This study aims to increase learning participation through themethod STAD Cooperative Learning in grade 1 at SD Negeri 2 Petahunan. This type of research is classroom action research (PTK). The research subjects were 8 grade students of SD Negeri 2 Petahunan, consisting of 5 male students and 3 female students.</em><em> </em><em>The data collection technique used observation sheets, questionnaires. The research data were analyzed descriptively qualitatively. The results of this study indicate that the application of themethod stad type of cooperative
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Tsihouridis, Charilaos, and Marianthi Batsila. "The siLang Simulation Tool for Business Secondary Technical Education E.S.P. Students." International Journal of Emerging Technologies in Learning (iJET) 11, no. 04 (April 5, 2016): 61. http://dx.doi.org/10.3991/ijet.v11i04.5371.

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The purpose of the paper is to detect Technical Secondary Education learners’ views on the siLang software. Particularly the aim is to investigate its effectiveness on learners’ reading and listening English language skills competence. A number of 64 learners and their four teachers participated in the research, conducted with quantitative and qualitative research methods. According on the results of students’ questionnaire answers, focus group discussions and teachers’ interviews the particular software is considered to be an authentic-like tool for business purposes, relevant to learners’ fu
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Kaiser, Steffen, and Gisela C. Schulze. "Between Inclusion and Participation: Young Carers Who Are Absent From School." Journal of Cognitive Education and Psychology 14, no. 3 (2015): 314–28. http://dx.doi.org/10.1891/1945-8959.14.3.314.

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In discussions of inclusion and exclusion, one often-neglected group at high risk of exclusion is that of school absentees. Researchers and the public normally focus on truants and school refusers, whereas students absent from school to take care of family members, or young carers, have received little attention so far. Because of the multicausal factors and extensive impacts of the phenomenon, research on both school absentees and young carers suggests a need for interdisciplinary approaches. Yet, these approaches for support do not always succeed. This study investigated the interdisciplinar
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Meiramova, Saltanat, and Akniet Zhanysbayeva. "The investigation of effectiveness of individual and group forms of learning a foreign language in Kazakhstan." Journal of Education Culture and Society 6, no. 2 (January 2, 2020): 382–93. http://dx.doi.org/10.15503/jecs20152.382.393.

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It is known that the language classroom is the place where teachers and learners come together for interaction and students can learn English in natural settings. Group work is a teaching strategy at all levels of education and researchers have observed that group based assignments and discussions are a common feature of tertiary education. The effective use of group work in the language class can provide a valuable learning experience to students and give them the opportunity to practically experience the language exposure of the ideas presented and strengthen their learning.
 In this re
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Ballen, Cissy J., Stepfanie M. Aguillon, Azza Awwad, Anne E. Bjune, Daniel Challou, Abby Grace Drake, Michelle Driessen, et al. "Smaller Classes Promote Equitable Student Participation in STEM." BioScience 69, no. 8 (July 24, 2019): 669–80. http://dx.doi.org/10.1093/biosci/biz069.

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Abstract As science, technology, engineering, and mathematics (STEM) classrooms in higher education transition from lecturing to active learning, the frequency of student interactions in class increases. Previous research documents a gender bias in participation, with women participating less than would be expected on the basis of their numeric proportions. In the present study, we asked which attributes of the learning environment contribute to decreased female participation: the abundance of in-class interactions, the diversity of interactions, the proportion of women in class, the instructo
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Aseron, Johnnie, Simon Wilde, Adrian Miller, and Stephen Kelly. "Indigenous Student Participation In Higher Education: Emergent Themes And Linkages." Contemporary Issues in Education Research (CIER) 6, no. 4 (September 29, 2013): 417. http://dx.doi.org/10.19030/cier.v6i4.8110.

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Educational processes directed at Indigenous peoples have long propagated a disparity between the educational successes of Indigenous and nonIndigenous students (May 1999), a contrast which can be acutely observed in Australia. It is not surprising, then, that the educational needs of Indigenous students have been poorly served, with the extant literature clearly declaring that there is much work to be done (Malin & Maidment, 2003). Although there have been numerous studies seeking to understand (and by extension, redress) issues pertaining to participation by minority groups in education
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Allagui, Besma. "Anonymous Feedback Using Digital Walls: A Case Study." Journal of Education and Vocational Research 7, no. 3 (October 9, 2016): 6–11. http://dx.doi.org/10.22610/jevr.v7i3.1411.

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A common problem faced by many language teachers is students’ fear from speaking in front of the whole class and making mistakes. Research showed that reticence to participate in class may influence students’ language learning who may miss important opportunities for correction. This paper reports on students’ reactions to the use of digital walls to provide anonymous oral feedback and to maximize students’ participation. The students engaged in answering three-minute instructor-posed questions on their mobile devices using an application called Quick fire as found on www.spiral.ac. Th
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Roberts, Kathryn, and Kristy Brugar. "The three R’s: reading, (W)Riting, and researching through multi-genre project." Social Studies Research and Practice 12, no. 1 (May 23, 2017): 42–55. http://dx.doi.org/10.1108/ssrp-03-2017-0005.

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Purpose The purpose of this paper is to examine how the authors, two teacher educators, planned for and guided 23 students (teacher candidates) through a multi-genre historical inquiry experience, integrating instruction on the Inquiry Arc and writing process, during a co-taught literacy and social studies methods course. The authors describe the ways in which the students demonstrated both active and passive participation and resistance to this process/project, and the related implications. Design/methodology/approach Using an action research approach, this paper reports analysis and interpre
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Herasymenko, Liudmyla, Svitlana Muravska, Maryna Lomakina, Nadiia Martynenko, and Iuliia Mazurenko. "Reticence is not a Virtue in Aviation: Improving English Speaking Proficiency of Future Aviation Specialists." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (July 2, 2021): 498–515. http://dx.doi.org/10.18662/rrem/13.2/433.

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English language proficiency is a vital requirement for air-to-ground communication for aviation specialists. A special attention should be paid to developing speaking skills of future pilots, air traffic controllers and engineers. Our research has shown that future aviation specialists come across certain challenges in the process of communication in English: insufficient aviation knowledge to give an opinion, low motivation to speak, poor grammatical skills and insufficient knowledge of vocabulary items, uneven participation in discussions, and fear of making mistakes. To overcome these chal
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Chisholm, James S., and Amanda J. Godley. "Learning About Language Through Inquiry-Based Discussion." Journal of Literacy Research 43, no. 4 (December 2011): 430–68. http://dx.doi.org/10.1177/1086296x11424200.

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The field of literacy studies has seen decades of calls for scholarship and instruction that address issues of dialect diversity, identity, and power but few empirical studies that document students’ engagement in classroom activities designed to address these issues. The goal of this article is to describe how three bidialectal African American high school students learned about language variation, identity, and power through their participation in a small-group, inquiry-based discussion. The authors’ description analyzes both the learning opportunities and limitations provided by the design
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Afify, Mohammed Kamal. "The Influence of Group Size in the Asynchronous Online Discussions on the Development of Critical Thinking Skills, and on Improving Students’ Performance in Online Discussion Forum." International Journal of Emerging Technologies in Learning (iJET) 14, no. 05 (March 14, 2019): 132. http://dx.doi.org/10.3991/ijet.v14i05.9351.

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Asynchronous Online Discussions (AOD) are considered as one of the most ma-jor tools in learning management systems which are used in universities. The ex-ploitation of AODs forums offer students the possibility to teach and learn any-time and anywhere. They also provide students with the time needed to process learning, share ideas and points of view on e-course topics. The group size in the AODs is a substantial variable that affects the interaction and the participation of students. The purpose of our research lays in understanding the influence of the group size participating in the AODs o
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Azmawati, Azman Azwan, Noraida Endut, Intan Hashimah Mohd Hashim, Nor Hafizah Selamat, and Kelvin Ying. "Negotiation with Patriarchy in Women's Lives: A Case Study in a Malaysian Public University." GATR Journal of Business and Economics Review 2, no. 1 (February 27, 2017): 28–35. http://dx.doi.org/10.35609/jber.2017.2.1(3).

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Objective - While women make up almost 65% of undergraduates in public universities in Malaysia, only in the last three years their labour force participation rates have gone beyond the 50% mark. In addition, women form less than 20% of the legislature and Cabinet of Ministers in Malaysia. What pushes women in their achievements in education and what factors pull them back in other areas? How do patriarchal gender norms underpin their ability and decisions in life's choices and how have they understood and negotiated these norms? This paper aims to explore these questions through narratives of
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Ajoko, Desmond C., Kabiru K. Salami, and William R. Brieger. "The Process of Involving High School Students in Developing Reproductive Health Education Materials in Ibadan, Nigeria." International Quarterly of Community Health Education 22, no. 3 (July 2003): 167–87. http://dx.doi.org/10.2190/16j8-kjra-4wuu-f1aa.

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Adolescents in secondary schools in Ibadan were involved in the design and utilization of their own story-flipchart for the teaching of reproductive health. Full participation of the students ranged from message development in the form of a story line picture conceptualization to conducting teaching sessions with the resulting materials. Discussion groups among high school students helped identify a priority concern of inappropriate sexual interaction. Subsequently, three groups of intervention secondary schools were formed: students in two schools were selected by their peers to develop and u
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Rehman, Rehana, Satwat Hashmi, Rozmeen Akbar, and Syeda Sadia Fatima. "Teaching “Shock Pathophysiology” by Flipped Classroom: Views and Perspectives." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052091085. http://dx.doi.org/10.1177/2382120520910853.

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Flipped classroom (FCR) is an active learning pedagogical method in which the students prepare prior to class using different modalities, for example, reading materials and videos, and afterward spend the time in class discussing the content and reinforcing the concepts. We chose to replace one problem-based case on “Shock” with flipped-style teaching in the respiration circulation module of a private medical university. Our objective was to use the clinical presentation of “Shock” to open a window to interrelate basic science concepts of cardiovascular physiology and pathology. It aimed to me
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Messina Dahlberg, Giulia, Sylvi Vigmo, and Alessio Surian. "Widening participation? (Re)searching institutional pathways in higher education for migrant students - The cases of Sweden and Italy." Frontline Learning Research 9, no. 2 (March 12, 2021): 145–69. http://dx.doi.org/10.14786/flr.v9i2.655.

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The aim of this study is to shed light on the ways in which transitions and support are framed in policy contexts in relation to widening participation in higher education (HE) in Sweden and Italy. More specifically, this study investigates the ways in which the discourse about the inclusion of migrant students in HE is framed in relation to the kinds of support for this group offered in two higher educational institutions, in Sweden and Italy. Furthermore, the study sheds light on the ways in which policy ideas about transition and widening participation are enmeshed in the students’ narrativ
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Weidenbusch, Marc, Benedikt Lenzer, Maximilian Sailer, Christian Strobel, Raphael Kunisch, Jan Kiesewetter, Martin R. Fischer, and Jan M. Zottmann. "Can clinical case discussions foster clinical reasoning skills in undergraduate medical education? A randomised controlled trial." BMJ Open 9, no. 9 (September 2019): e025973. http://dx.doi.org/10.1136/bmjopen-2018-025973.

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ObjectiveFostering clinical reasoning is a mainstay of medical education. Based on the clinicopathological conferences, we propose a case-based peer teaching approach called clinical case discussions (CCDs) to promote the respective skills in medical students. This study compares the effectiveness of different CCD formats with varying degrees of social interaction in fostering clinical reasoning.Design, setting, participantsA single-centre randomised controlled trial with a parallel design was conducted at a German university. Study participants (N=106) were stratified and tested regarding the
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Nurliana, Mina, and Bambang Sudaryana. "THE INFLUENCE OF COMPETENCE, LEARNING METHODS, INFRASTRUCTURE FACILITIES ON GRADUATE QUALITY (CASE STUDY (VOCATIONAL HIGH SCHOOL) SMKN 5 BANDUNG INDONESIA)." Indonesian Journal of Social Research (IJSR) 2, no. 1 (June 9, 2020): 18–43. http://dx.doi.org/10.30997/ijsr.v2i1.19.

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The main objective of this research is to determine teacher competency requirements that support appropriate learning methods and be able to increase students' high learning desires and establish good learning facilities to determine the achievement of quality graduates and love knowledge. This study is expected to investigate how competencies, learning methods and ideal learning infrastructure can be used to improve students' understanding and comfort of teaching and learning processes that support intellectual quality and love knowledge. This notion arose after discovering that teaching prac
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Zweekhorst, Marjolein B. M., and Jeroen Maas. "ICT in higher education: students perceive increased engagement." Journal of Applied Research in Higher Education 7, no. 1 (April 13, 2015): 2–18. http://dx.doi.org/10.1108/jarhe-02-2014-0022.

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Purpose – In general, active participation increases learning outcomes. The purpose of this paper is to explore how: information and communication technologies (ICT) can be used to improve the participation of students during lectures and the effect of ICT on the learning outcomes of students. Design/methodology/approach – The authors tested a specific tool, Soapbox, in a compulsory course of a Masters’ program, at VU University, The Netherlands. During half of the lectures the students were invited to participate using their mobile phone or laptop, for the other half of the lectures, taught b
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Daryanto, Iskandar Agung, and Siswantari. "MGMP Teacher Organization Empowerment in Improving Students' Problem Solving Ability." Journal of Educational and Social Research 10, no. 1 (January 10, 2020): 152. http://dx.doi.org/10.36941/jesr-2020-0014.

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This study aims to determine the effect of MGMP teacher organization empowerment on the quality of teacher learning, and its impact on improving students' ability to solve problems. The writing is part of a study on the empowerment of MGMP conducted in five cities in Indonesia in mid-2019. The sample of this study was teachers with each MGMP taken 25 of those classified as seniors (more than 10 years) as teachers (125 people in total). Data collection was carried out through questionnaires, focus group discussions (FGD) and interviews. The results showed that the empowerment of MGMP was influe
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Şengül, Kübra, and Ahmet Demirel. "The Effect of Classroom Debate Activities on Pre-service Teachers’ Argumentativeness." Open Journal for Educational Research 5, no. 2 (August 11, 2021): 119–30. http://dx.doi.org/10.32591/coas.ojer.0502.01119s.

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The aim of this study is to examine the effect of classroom debate activities on the argumentativeness of Turkish language teacher candidates. The study group of the research consists of 29 freshman students in the Turkish Language Teaching program. Designed in mixed method, in this study Argumentativeness Scale and Semi-Structured Interview Form were used as data collection tools. The application process of the study took a total five weeks. For the analysis of the quantitative data which was obtained through the Argumentativeness Scale, the pre and post-test scores were compared using the t-
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Mulhorn, Kristine A., Jesse F. Ballenger, Katherine F. Clark, and F. Yoshinaga. "STUDYING AGING ABROAD: TWO INTENSIVE COURSES AT DREXEL UNIVERSITY." Innovation in Aging 3, Supplement_1 (November 2019): S728. http://dx.doi.org/10.1093/geroni/igz038.2668.

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Abstract The model for short-term study abroad courses---called Intensive Courses Abroad (ICA) is one where various topics can be covered under a single theme over a 10-to-14 day travel timeframe. Students participate in pre-departure assignments, a daily schedule in the host country with meaningful visits followed by group discussions, and a final presentation upon return to the U.S. In both examples presented, the topic is aging. In one, there is a visit to Japan, focusing on aging, technology and culture. Students consider design and lifestyle implications of an aging society. The course in
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