The effect of interaction between knowledge map and collaborative learning strategies on teachers’ learning performance and self-efficacy of group learning

Ma, Ning; Du, Liangcheng; Zhang, Yanling; Cui, Zhijun; Ma, Rui

doi:10.1080/10494820.2020.1855204

Cited by 23 publications

(15 citation statements)

References 38 publications

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“…Self-efficacy is a belief in one's ability to accomplish a given task in a learning situation and has been studied primarily in the context of individual learning [4]. Self-efficacy refers to beliefs about one's ability to accomplish a given task in a learning situation.…”

Section: Theoretical Basismentioning

confidence: 99%

Exploring Factors Affecting Academic Achievement in Medical School TBL Classes

Kwon,

Chae

2024

APJCRI

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Team based learning (TBL) has emerged as a learning strategy in Korean medical schools since the early 2000s. However, there is a lack of research on the impact of TBL class on the academic achievement of medical students. This study aimed to examine the relationship between self-efficacy, team efficacy, engagement, perceived effectiveness, and academic achievement and identify factors that influence academic achievement in a medical school TBL class. The Cell Metabolism course was conducted in TBL for five weeks. This study involved 43 second-year premedical students in the Cell Metabolism course who signed the informed consent form and completed the survey. Data were collected using instruments that measured self-efficacy, team efficacy, engagement, effective perception, and academic achievement. Descriptive statistics, reliability tests, correlation analyses, and regression analyses were used to analyze the data. Results of the study showed that academic achievement in a medical school TBL class is positively associated with engagement and effective perception. Among these, engagement was identified as the primary factor influencing academic achievement, with more active student participation resulting in higher academic success. TBL are more meaningful as a team activity than as an individual activity. In the future, there is a need to explore different variables that can predict the effectiveness of TBL based on small group learning rather than teaching methods such as lecture.

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Section: Theoretical Basismentioning

confidence: 99%

Exploring Factors Affecting Academic Achievement in Medical School TBL Classes

Kwon,

Chae

2024

APJCRI

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“…Nonetheless, there could be several challenges when providing OPD in comparison to f-2-fPD or single-institution PD (Bragg et al, 2021 ; Powell & Bodur, 2019 ). For example, there are concerns that OPD may lead to relatively lower completion rates relative to f-2-fPD (Azzolini et al, 2022 ; Ma et al, 2020 ). It is well documented that online provisions, when not appropriately designed, might have lower retention rates due to a higher need of self-regulation and persistence (Bragg et al, 2021 ; Divjak et al, 2022b ; Mercader & Gairín, 2020 ).…”

Section: Online Professional Development Across Institutional and Nat...mentioning

confidence: 99%

Online professional development across institutions and borders

Rienties

Divjak

Eichhorn

et al. 2023

Int J Educ Technol High Educ

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Professional development (PD) is a key element for enhancing the quality of academic teaching. An increasing number of PD activities have moved to blended and online formats, especially since the COVID-19 pandemic. Due to the desire, potential, and need for collaboration among educators to learn from innovative and best practices, several institutions have started to pool their resources and expertise together and have started to implement cross-institutional and cross-national online professional development (OPD). The questions of what type of a (cross-)institutional OPD educators might prefer, and whether educators learn effectively from (and with) peers in such cross-cultural context have not been adequately explored empirically. In this case-study across three European countries, we explored the lived experiences of 86 educators as a result of a cross-institutional OPD. Using a mixed methods design approach our pre-post findings indicated that, on average, participants made substantial gains in knowledge. In addition, several cultural differences were evident in the expectations and lived experiences in ODP, as well as the intention to transfer what had been learned into one's own practice of action. This study indicates that while substantial economic and pedagogical affordances are provided with cross-institutional OPD, cultural differences in context might impact the extent to which educators implement lessons learned from OPD.

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“…The rapid development of Internet technology has meant that teacher training is no longer limited to faceto-face training. One important training mode is teacher training in an online interactive learning environment, which promotes teacher professional development by significantly enhancing the training effect and improving the quality of teachers (Ma et al, 2020). In an online interactive learning environment, interactions between learners create complex social networks.…”

Section: Introductionmentioning

confidence: 99%

A model of factors influencing in-service teachers’ social network prestige in online peer assessment

Ma¹,

Du²,

2022

AJET

Self Cite

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The rise of teacher training in online interactive learning environments has contributed to teachers’ professional development and brought new vitality to the informatisation of education. Many researchers have reported that there is a participation gap in online interactive learning environments. Research on the factors influencing this is very important. Social network prestige, which measures the degree to which learners gain peer attention in directed social networks, is one of the important metrics to characterise the participation gap. In this study, we offered an online teacher training course, and 1438 in-service teachers from primary and secondary schools attended. Among them, we selected 457 in-service teachers who participated in the three peer assessment activities as the final participants. To analyse the factors influencing learners’ social network prestige in online peer assessment, we first conducted a partial least squares structural equation modelling analysis to construct a model of factors influencing social network prestige. Then, we adopted several semi-structured interviews to investigate learners' perspectives to provide an in-depth analysis of the factors influencing social network prestige. The purpose of this study was to gain insight into the participation gap in online interactions and make effective suggestions on how to improve learning performance in online peer assessment. Implications for practice or policy: Course designers could improve the design of the introduction to peer assessment to motivate learners and enhance their acceptance of the activities. Course designers could reduce participation gap by assigning work from low-prestige learners to high-prestige learners in a non-mandatory way later in the course.

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The effect of interaction between knowledge map and collaborative learning strategies on teachers’ learning performance and self-efficacy of group learning

Cited by 23 publications

References 38 publications

Exploring Factors Affecting Academic Achievement in Medical School TBL Classes

Exploring Factors Affecting Academic Achievement in Medical School TBL Classes

Online professional development across institutions and borders

A model of factors influencing in-service teachers’ social network prestige in online peer assessment

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