Measuring University Students’ Group Work Contribution: Scale Development and Validation

Joo, Min‐Ho; Dennen, Vanessa P.

doi:10.1177/1046496416685159

Cited by 11 publications

(6 citation statements)

References 43 publications

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“…Although there are several studies that design and validate questionnaires on academic satisfaction, aspects involved in the teaching-learning process or in the academic context of higher education (Gento Palacios and Vivas García, 2003, Cabrera and Galán, 2002, Cusó et al , 2015), the bibliography on design and validation of questionnaires to evaluate the flipped model in the university context is non-existent. The same occurs with validated self-appraisal questionnaires in the university context, where we find questionnaires of self-appraisal by the student on issues related to higher education (Joo and Dennen, 2017; Rodríguez Gómez et al , 2013), but not self-appraisal in active methodologies such as the Flipped methodology.…”

Section: Resultssupporting

confidence: 69%

Flipped learning and formative evaluation in higher education

Otero-Saborido

Sánchez-Oliver

Puyana

et al. 2018

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Purpose The purpose of this paper is to design and validate a continuous self-assessment tool that involves university students in reflection processes on their Flipped Learning model learning. Design/methodology/approach For this, 66 students (18.77±1.36) of the first year of the Degree in Physical Activity and Sports Sciences participated for nine weeks in the weekly completion of a self-assessment tool. The questionnaire followed a content validation by a group of experts and, subsequently, reliability was found from the internal consistency perspective through Cronbach’s α. Findings The results obtained show a reliable tool that facilitates the work by competencies in university education under the Flipped Learning model. Originality/value This work is the first step that responds to the almost non-existent practices of democratic evaluation in Higher Education. The design and validation of questionnaires that consider the measures adopted by the European Higher Education Area and that takes into account European Credit Transfer and Accumulation System is scarce.

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Section: Resultssupporting

confidence: 69%

Flipped learning and formative evaluation in higher education

Otero-Saborido

Sánchez-Oliver

Puyana

et al. 2018

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“…The Group Work Contribution Scale (Joo & Denna, 2017) consists of four subscales: Effort, Initiative, Responsibility, and Backing-Up Behavior. Items are responded to on a 5-point scale ranging from 1 = strongly disagree to 5 = strongly agree .…”

Section: Participants and Proceduresmentioning

confidence: 99%

Comparing Student- and Teacher-Formed Teams on Group Dynamics, Satisfaction, and Performance

Rusticus

Justus

2019

Small Group Research

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We compared student- and teacher-formed teams on aspects of group dynamics, satisfaction, and performance. Two sections of an introductory psychology research methods course were randomly assigned to either student-formed or teacher-formed teams. We conducted t tests on 10 measures related to group dynamics, satisfaction, and success. Academic performance and group work contribution were the only measures found to be statistically different, with the student-formed teams scoring higher than the teacher-formed teams. Follow-up individual interviews or focus groups conducted with 13 students suggested a slight preference for the teacher-formed method because it was transparent and eliminated the stress of having to choose one’s team members. We further recommend this method because of its simplicity and closer approximation to real-world scenarios. Several factors identified as being important for effective team functioning, regardless of group formation method, are also discussed.

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“…Group work is an obvious example, and learners are often frustrated by group work because of a failure to foster intersubjectivity. Instead of representing true collaboration, which occurs "through joint activity related to the process of solving complex problems or engaging in authentic tasks during which any knowledge, skill, attitude, or attribute is acquired or any product or idea is discovered or created" (Hall, 2014, p. 56), group work tends to reflect what students accomplish as individuals, including their effort, initiative, and sense of responsibility (Joo & Dennen, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

A systematic Review of Research on Intersubjectivity in Online Learning: Illuminating Opportunities for Cohesion and Mutual Understanding in the Research Conversation

Dennen

Hall

Hedquist

2023

OLJ

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Many online learning experiences integrate some form of dialogic interaction among instructors and learners. However, the degree to which these individuals come to a mutual understanding of their task and topic, a phenomenon called intersubjectivity, often remains a question. This systematic review of online learning research examines 48 peer-reviewed journal articles published between 2004 and 2021, looking at the overall trajectory of the research conversation across time, disciplines, modality and learning activities; major trends in methods, and focus; and interconnectedness. Findings suggest a dispersed body of literature, with some small groups of interconnected work but little cohesion or traction as a research field. This review has implications for future researchers in this area, who are encouraged to synthesize across this body of research and work together to establish and pursue an agenda for the field that will not only further inquiry in this area but also lead to practical knowledge about learning activity design and facilitation that is useful to online instructors.

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Measuring University Students’ Group Work Contribution: Scale Development and Validation

Cited by 11 publications

References 43 publications

Flipped learning and formative evaluation in higher education

Flipped learning and formative evaluation in higher education

Comparing Student- and Teacher-Formed Teams on Group Dynamics, Satisfaction, and Performance

A systematic Review of Research on Intersubjectivity in Online Learning: Illuminating Opportunities for Cohesion and Mutual Understanding in the Research Conversation

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