The emotional impact of learning in small groups: highlighting the impact on student progression and retention

Cartney, Patricia; Rouse, Alison

doi:10.1080/13562510500400180

Cited by 66 publications

(41 citation statements)

References 21 publications

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“…The emotional dynamics of feedback from peers may be even more challenging for students and may impact upon group dynamics in ways that are not necessarily visible to tutors. These findings support earlier research suggesting that for peer assessment to work most effectively tutors need to have an awareness of the potential emotional as well as cognitive aspects of group learning (Cartney and Rouse, 2006). This paper has sought to raise issues for debate rather than seeking to provide answers to all the complexities inherently involved in using peer assessment.…”

Section: Resultssupporting

confidence: 71%

Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used

Cartney

2010

Assessment & Evaluation in Higher Education

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Section: Resultssupporting

confidence: 71%

Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used

Cartney

2010

Assessment & Evaluation in Higher Education

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113

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“…However, studies have confirmed the significance of emotion in learning and the necessity for HEIs to recognise its influence and role within the learning context (Cartney & Rouse, 2006;Kasworm, 2008;Storrs, 2012) and for lecturers to respond fittingly to students' emotions (Storrs, 2012;Varlander, 2008).…”

Section:  "And Even If You Know That You're Going To Encourage Themmentioning

confidence: 99%

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Dykes¹,

Green²

2015

SWORK

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This qualitative study explores the impact of adverse childhood experiences (ACEs) of social work students on notions of students' learning profile. Data were obtained from both student and staff participants on third year level within the social work programme during the teaching of a particular module focusing on family wellbeing. The implications of strong reactions during teaching and learning are juxtaposed against the notions of students' learning profile and participants' teaching and learning suggestions. Several recommendations are made that have emerged from the study that attempt to relate to students' learning profile in social work professional learning. 577Social Work/Maatskaplike Werk 2015:51(4) LEARNING PROFILES OF SOCIAL WORK STUDENTS: WHO ARE YOU AND HOW SHOULD THIS INFLUENCE MY TEACHING?Glynnis Dykes, Sulina Green INTRODUCTIONInternationally, classrooms reflect an increasingly diverse world of differing ages, abilities, cultures, interests, motivations and difficulties (Rosslyn, 2004;Tomlinson, Brighton, Hertberg, Callahan, Moon, Brimijoin, Conover & Reynolds, 2003). The situation in South Africa is no different. The majority of South African students currently in higher education are first-generation (non-traditional) students commonly (and indiscriminately) described as underprepared, coming from impoverished backgrounds in terms of economic strength, poor schooling and socio-cultural resources, and using English as additional language (Bozalek, 2013;Carelse & Dykes, 2013;Collins & Van Breda, 2010;Hlalele, 2010;Smit, 2012).In order to facilitate learning for these diverse groups, it is vital to know who the adult learner is in terms of the role of personal circumstances in the learning endeavour, as well as to ascertain how adults learn (Merriam, Caffarella & Baumgartner, 2007;Ramsden, 1992). The current student profile at the university where the study was undertaken started to emerge during the 1980s, when the institution initiated an affirmative action admissions policy designed to broaden access particularly for students from all historically disadvantaged communities (Bozalek, 2013). For the non-traditional and adult learner, the concepts of self and self-directed learning are vital (HylandRussell & Groen, 2011) in that they feed into their individual learning approaches; this in turn advances the philosophy of learner-centredness (Wilcox, 1996).Learning styles have been variously defined in the literature. For this study the overall notion of learning profile will be used to refer to students' personal traits (such as biological, cultural and societal factors; emotional and social influences; academic record and learning preferences) that optimise the individual's learning (Powell & Kusuma-Powell, 2011;Rollnick, Lubben, Lotz & Dlamini, 2002). A learning profile consists of two dimensions (Fry, Ketteridge & Marshall, 2009;Vanthournout, Coertjens, Gijbels, Donche & Van Petegem, 2013), namely, learning styles (stable personal characteristics of the learner), and learning approaches (cha...

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“…In so far as these emotions, positive or negative, then lead to the formulation and asking of a question, they involve an element of action as well. Elsewhere, it has been argued (Authors, 2003) that inherent to the learning process is the need to move from the familiar to the unfamiliar, which has the potential to elicit a vast range of emotional reactions (Cartney & Rouse, 2006). Claxton (1991) …”

Section: (I) Constructing Questionsmentioning

confidence: 99%

Managing affect in learners' questions in undergraduate science

Pedrosa-de-Jesus

Watts

2012

Studies in Higher Education

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This paper aims to position students' classroom questioning within the literature surrounding affect and its impact on learning. The paper consists of two main sections. First, the act of questioning is discussed in order to highlight how affect shapes the process of questioning, and we describe a four-part genesis to question-asking that we call CARE: the construction, asking, reception and evaluation of a learner's question. This work is contextualised through studies in science education and through our work with university students in undergraduate chemistry, although conducted in the firm belief that it has more general application. The second section of this paper focuses on seven teaching strategies to encourage, ´scaffold´ and manage learner's questions, based here upon the conviction that university students, in this case, learn through questioning, and that an inquiry-based environment promotes better learning than a simple 'transmission' setting.

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The emotional impact of learning in small groups: highlighting the impact on student progression and retention

Cited by 66 publications

References 21 publications

Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used

Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Managing affect in learners' questions in undergraduate science

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