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Lindblom‐Ylänne, Sari; Pihlajamäki, Heikki; Kotkas, Toomas Kaarel

doi:10.1023/a:1022963826128

Cited by 38 publications

(11 citation statements)

References 13 publications

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“…It has been claimed that groups with the most even and active participation have the best learning outcome [15,16], but this is not supported by our results; the students in groups G4, G5, and G7 displayed considerable differences (see Fig. 3) in the numbers of lines uttered, even if the numbers of lines uttered at the group level were similar (Table III).…”

Section: Discussioncontrasting

confidence: 92%

“…The passivity of some group members can lead to less productive discussions; the same effect may be observed when group members do not trust each other sufficiently [10]. Moreover, it has been shown that the most successful group in terms of learning outcome seems to be the one with the most regular and active participation in the discussions [16].…”

Section: A Peer Discussion In Learningmentioning

confidence: 99%

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Peer discussions in lecture-based tutorials in introductory physics

Leinonen

Asikainen

Hirvonen

2017

Phys. Rev. Phys. Educ. Res.

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This study analyzes the types of peer discussion that occur during lecture-based tutorial sessions. It focuses in particular on whether discussions of this kind have certain characteristics that might indicate success in the post-testing phase. The data were collected during an introductory physics course. The main data set was gathered with the aid of audio recordings. Data-driven content analysis was applied in the analysis to facilitate the placement of students' discussions in particular categories related to different types of discussions. Four major discussion types were found: discussions related to the content knowledge, metalevel discussions including metaconceptual and metacognitive elements, discussions related to practical issues, and creating a base for discussion, seen here in the order of their prevalence. These categories were found to possess individual substructures that involved, for example, asking and answering questions, participating in a dialogue, or disagreeing with a peer. Analyzing the substructures of the categories revealed that there were evident differences between the groups, some of them related to the group size. With regard to the characteristics of discussions considered to be connected to a better learning outcome, it was observed that a great number of lines uttered related to the physics content or metalevel discussions seemed to have a direct bearing on success in the post test at the group level. For individual students, answering content-related questions posed by their peers might also indicate success in the post test. We would encourage researchers to continue this type of research in order to discover the essential characteristics of students' discussions that facilitate learning.

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Section: Discussioncontrasting

confidence: 92%

Section: A Peer Discussion In Learningmentioning

confidence: 99%

Peer discussions in lecture-based tutorials in introductory physics

Leinonen

Asikainen

Hirvonen

2017

Phys. Rev. Phys. Educ. Res.

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“…This concept was discussed in many different contexts, such as respectful communication with colleagues and general respect for learning activities. Being respectfully assertive during an interaction enables the student to both listen to others’ points of view as well as discussing their own perspectives, which results in active involvement in group discussion and learning [40]. This active involvement has a positive impact on collaborative group learning.…”

Section: Discussionmentioning

confidence: 99%

Differential impact of student behaviours on group interaction and collaborative learning: medical students’ and tutors’ perspectives

et al. 2016

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BackgroundCollaboration is of increasing importance in medical education and medical practice. Students’ and tutors’ perceptions about small group learning are valuable to inform the development of strategies to promote group dynamics and collaborative learning. This study investigated medical students’ and tutors’ views on competencies and behaviours which promote effective learning and interaction in small group settings.MethodsThis study was conducted at UNSW Australia. Five focus group discussions were conducted with first and second year medical students and eight small group tutors were interviewed. Data were transcribed verbatim and thematic analysis was conducted.ResultsStudents and tutors identified a range of behaviours that influenced collaborative learning. The main themes that emerged included: respectfulness; dominance, strong opinions and openness; constructiveness of feedback; active listening and contribution; goal orientation; acceptance of roles and responsibilities; engagement and enthusiasm; preparedness; self- awareness and positive personal attributes. An important finding was that some of these student behaviours were found to have a differential impact on group interaction compared with collaborative learning. This information could be used to promote higher quality learning in small groups.ConclusionThis study has identified medical students’ and tutors’ perceptions regarding interactional behaviours in small groups, as well as behaviours which lead to more effective learning in those settings. This information could be used to promote learning in small groups.

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“…This is also a proposition that is supported by the motivation literature, in that autonomy support is a key motivational strategy (Jang, Reeve, & Deci, 2010;Ryan & Deci, 2000). But also, so many of the core recommendations of motivation researchers-that belongingness (Ryan & Deci, 2000), autonomy (Reeve, 2009), mastery goals (Bereby-Meyer & Kaplan, 2005;Linnenbrink-Garcia et al, 2012), and task value (Wigfield & Cambria, 2010) be promoted-align with much of what PBL researchers know is needed for student success: positive group work dynamics (Belland, Glazewski, & Ertmer, 2009;Lindblom-Ylänne, Pihlajamäki, & Kotkas, 2003;Lohman & Finkelstein, 2000), self-directed learning ability (LekalakalaMokgele, 2010;Loyens, Magda, & Rikers, 2008), and perceived authenticity of the central problem (Dabbagh & Dass, 2013;Hung, 2006). Thus, scaffolding that supports these processes plus self-efficacy and emotion regulation, in addition to cognitive variables, will likely promote positive PBL experiences.…”

Section: Allowing Research Assistants To Identify Research Topics Of mentioning

confidence: 87%

Developing My Perspectives on Scaffolding and Problem-Based Learning: A Retrospective View

Belland¹

2016

Interdisciplinary Journal of Problem-Based Learning

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Untitled

Cited by 38 publications

References 13 publications

Peer discussions in lecture-based tutorials in introductory physics

Peer discussions in lecture-based tutorials in introductory physics

Differential impact of student behaviours on group interaction and collaborative learning: medical students’ and tutors’ perspectives

Developing My Perspectives on Scaffolding and Problem-Based Learning: A Retrospective View

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