Technology and groupwork

Simon, Shirley; Stauber, Kathleen W.

doi:10.1921/095182411x636545

Cited by 7 publications

(6 citation statements)

References 6 publications

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“…, 2021; Suryanti and Supeni, 2019). The challenges increase even more in online settings and mixed students' feelings over groupwork (Chang and Brickman, 2018; Simon and Stauber, 2011). This research explored how students' perceptions change in online challenge-based learning in relation to group performance levels, according to Volet's (2001) SAGA instrument.…”

Section: Discussionmentioning

confidence: 99%

“…However, it is challenging to engage students in meaningful learning experiences to maximize the potentials of challenge-based learning (Chang and Brickman, 2018;Phunaploy et al, 2021;Suryanti and Supeni, 2019). The challenges increase even more in online settings and mixed students' feelings over groupwork (Chang and Brickman, 2018;Simon and Stauber, 2011). This research explored how students' perceptions change in online challenge-based learning in relation to group performance levels, according to Volet's (2001) SAGA instrument.…”

Section: Discussionmentioning

confidence: 99%

“…Problem-solving is also time-consuming (Mahasneh and Alwan, 2018;Mitchell et al, 2010). Additionally, in online settings, it would take a longer time for students to notice issues negatively affecting their group performance (Simon and Stauber, 2011). Consequently, applying challenge-based learning in online time-compressed courses would risk causing cognitive overload.…”

Section: Discussionmentioning

confidence: 99%

“…When collaborative learning moves to online, the level of cognitive challenges increases (Mayer, 2014). This is because social cues are more difficult to be transmitted and interpreted online (Korkmaz and Yesil, 2011;Simon and Stauber, 2011). Lacking social presence might result in an imbalance commitment (Pisoni and Gijlers, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Identifying struggling teams in online challenge-based learning

Nguyen

Gijlers

Pisoni

2023

HESWBL

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PurposeThe purpose of the study is to determine how to determine how students perceive groupwork and identify patterns of less successful groups in online challenge-based learning.Design/methodology/approachThis study involved 29 university students working in nine teams in an online challenge-based course. The authors applied Volet's (2001) Student Appraisal of Group Assignments (SAGA) instrument to measure students' perceptions on six constructs: Cognitive Benefits, Motivation Influence, Affect, Interpersonal, Management, and Group Assessment. Questionnaires were administered at different time points (before, during, and after the project). Focus groups were conducted to gain insights into students' experiences.FindingsFindings suggest that students reporting decreasing or stalling perception scores on the Motivation Influence, Interpersonal constructs would likely not be in high-performing groups. Additionally, challenge-based learning is less suitable for time-compressed courses.Originality/valueThe study expands the understanding of students' perceptions of online challenge-based learning, at different performance levels, and difficulties in these projects. Practical implications of this study are support for teachers in identifying struggling teams, and designing and facilitating challenge-based courses.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Identifying struggling teams in online challenge-based learning

Nguyen

Gijlers

Pisoni

2023

HESWBL

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“…The recognised benefi ts associated with new technologies, such as its inherent low-costs, accessibility, speed and convenience (Simon & Stauber, 2011), were positive features group members were able to apply in ways that were meaningful and benefi cial for their groups.…”

Section: Discussionmentioning

confidence: 99%

Use of social media by self-help and mutual aid groups

Boyce¹,

Seebohm²,

Chaudhary³

et al. 2014

GPWK

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This paper explores the use of social media by self-help/mutual aid groups that meet on a regular face-to-face basis. It draws on data from the ESTEEM project, which ran from 2010 to 2013 with the overall aim of developing a range of resources for health and social care practitioners on how to support self-help/mutual aid groups. A re-examination of the interviews and discussions that were undertaken with 21 groups in two UK sites indicated that groups’ use of social media was becoming an increasingly important resource. The findings highlight a range of benefits and limitations with selfhelp/mutual aid groups using social media and suggest a blurring of boundaries between online and face-to-face groups. For groupworkers involved with self-help/mutual aid groups opportunities in developing groups’ online presence are raised.

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