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1.
The present study extends the literature by investigating the relative salience of self- and collective efficacy in predicting group performance among early adolescents in Indonesia. A total of 435 early adolescents (mean age 11.70 years, 53% female) were randomly assigned to groups of three to four and completed three group tasks (task 1: puzzles; task 2: math; task 3: puzzles). Results indicated that collective efficacy was a more salient predictor of group performance than self-efficacy. Examination of the interaction effects suggested that the positive effects of collective efficacy on task performance were moderated by the levels of individual members’ self-efficacy, that is, when group members’ self-efficacy was high, task performance was lower. However, the debilitating effect disappears in the last task, where self-efficacy no longer undermines task performance when group members’ collective efficacy is high. Interestingly, heterogeneity of the group in terms of gender and ethnicity composition significantly predicted task performance of the group: groups comprising more boys and groups comprising members of different ethnic backgrounds had lower task performance. Findings are discussed in relation to their theoretical contributions and applied implications for classroom teaching and learning. 相似文献
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When group work leaves the classroom does group skills development also go out the window? 总被引：1，自引：0，他引：1
Colin Baskin Michelle Barker Peter Woods 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(1):19-31
In moving towards what Lemke (1996) terms the ‘interactive learning paradigm’, higher education has adopted two key principles consistent with group learning technologies:
- ? learning is always mediated by and occurs through language ( Falk, 1997 ; Gee, 1997 ); and
- ? learning is distributed across a range of other people, sites, objects, technologies and time ( Gee, 1997 ).
- ? many universities now choose to offer ‘learning resources’ online.
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INTRODUCTION The concept of group signature,first introduced by Chaum and van Heyst(1992),allows each group member(and only the group member)to sign mes-sages on behalf of the group,and requires that the receiver can use a group public key to verify the group signature,but cannot reveal the signer.The group signature should be traceable,i.e.the group authority can open the group signature and identify the signer.The outsider cannot identify all previous group sig-natures generated by the … 相似文献
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INTRODUCTION In this paper, all groups considered are finite;G means a finite group. We use conventional notions and notations, asin Huppert (1968). Recall that a minimal subgroupof a finite group is a subgroup of prime order. Forthe group of even order, it is helpful to also considerthe cyclic subgroup of order 4. Two subgroups Hand K of a group G are said to permute if HK=KH.It is easily seen that H and K permute if and only ifthe set of HK is a subgroup of G. We know… 相似文献
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Michael Wiedmann Ryan C. Leach Nikol Rummel Jennifer Wiley 《Instructional Science》2012,40(4):711-730
Schwartz and Martin (Cogn Instr 22:129?C184, 2004) as well as Kapur (Instr Sci, this issue, 2012) have found that students can be better prepared to learn about mathematical formulas when they try to invent them in small groups before receiving the canonical formula from a lesson. The purpose of the present research was to investigate how the effectiveness of invention activities may be mediated by composition of the small groups in terms of their mathematical skills. In two studies, small groups of undergraduates engaged in an ??inventing standard deviation?? task. Results suggested that groups may need at least one member with high math ability to take advantage of ??learning by invention??. Groups consisting of both high and low math ability members generated a broader range of solution attempts during the invention task, and this seemed to be related to better uptake of the standard deviation formula from a later lesson. 相似文献
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Riccardo Natoli Beverley Jackling Lalith Seelanatha 《Pedagogies: An International Journal》2014,9(2):116-132
This paper examines the influence of two distinct group work management strategies on finance students’ attitudes towards group work and their perceptions of generic skill development. Using quantitative and qualitative data, comparisons are made between students who experienced a supportive group work environment and students who experienced an unsupportive group work environment. The findings demonstrated that students had a more positive attitude towards group work and perceived greater benefits to their generic skill development when involved in a supported group work environment as opposed to an unsupported group work environment. Although the qualitative analysis reinforced many of the quantitative findings, there was some evidence that unsupported group activities may, in some instances, have the benefit of promoting the development of organizational skills. 相似文献
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Ingrid Helleve 《欧洲师范教育杂志》2007,30(3):267-284
This article deals with a group of distance learning student teachers, who, after the course was completed, called themselves ‘The Magic Group’. The concept ‘magic’ refers to the reflective and productive learning process the group members experienced, a process far beyond their individual borders. The collaborative process was conducted by means of portfolio, peer learning through feedback and LMS (Learning Management System). The aim of the article is to focus on the most important assumptions for the group's successful learning process.
Cet article porte l'attention sur un groupe d'étudiants en formation d'enseignants en ligne qui, après les études, s'est appelé ‘Le groupe magique’. Le concept ‘magique’ se réfère à l'aspect réflexif et productif du processus d'apprentissage tel qu'il a été ressenti par les participants, ce processus ayant dépassé de loin leurs capacités individuelles d'apprentissage. Le processus collaboratif a été mené à l'aide de portfolio, de tutorat entre étudiants et d'une plate‐forme LMS (Learning Management System). L'objectif de l'article est de mettre en évidence les principaux facteurs qui auraient contribué à la réussite du processus d'apprentissage.
Éste artículo trata de un grupo de estudiantes que están estudiando métodos de enseñanza por la red y preparando para ser profesores. Después de había realizado sus estudios el grupo se llama ‘El grupo mágico’. La palabra ‘mágico’ hace referencia a la experiencia del grupo de un proceso de aprendizaje, productivo y reflexivo, un proceso que rebasó las posibilidades de cada estudiante individual. El proceso de colaboración se compuso de portafolios y de consejos y consultas de los compañeros estudiantes por medio de la red y de un programma de LMS (Learning Management System). Éste artículo tiene el propósito de enfocar a los aspectos más importantes para el aprendizaje muy bueno de ‘El grupo mágico’.
Dieser Artikel handelt vom Fernstudium einer Referendarengruppe, die sich nach Abschluss des Kurses als ‘The Magic Group’ bezeichnete. Der Ausdruck ‘magic’ bezieht sich auf den reflektierenden und produktiven Lernvorgang, den die Gruppe erlebte, und der die Grenzen von dem, was sie als Einzelne erreicht hätten, weit übertraf. Arbeitsweisen bei dieser Zusammenarbeit waren der Einsatz von Portfolio, Lernen durch Feedback von Mitstudierenden, sowie LMS (Learning Management System). Die Absicht des vorliegenden Artikels ist, die wichtigsten Voraussetzungen für den erfolgreichen Arbeitsprozess der Gruppe zu beleuchten. 相似文献
8.
Jun Jin 《Educational studies》2017,43(3):328-342
Problem-based learning (PBL) has been increasingly employed as a teaching and learning approach in many disciplines in higher education. In English medium of instruction (EMI) universities in Asia, PBL can further enhance knowledge construction as well as development of disciplinary language and communicative skills. It is necessary to explore how learners participate in PBL, especially considering PBL requires high level of both domain knowledge and language skills. The issue of silence in small group collaborative learning such as PBL tutorials has received very limited attention. More factors such as identity need to be considered in fully exploring small group interactions in higher education. Thus, this study aims to investigate undergraduate students’ silence and identity in small group interactions for PBL in EMI universities in Asia. Eight PBL tutorials in the Faculty of Dentistry were video recorded. Three extracts of PBL interactions and the accompanying stimulated recall interviews were selected for case analysis. The analysis provides in-depth insights into the significant instances of students’ silence and identity construction in the learning process. Such a study offers opportunities to rethink the issue of silence and provides facilitators and curriculum developers with useful information about small group collaborative learning in higher education. 相似文献
9.
INTRODUCTION The concept of group signature, first introduced by Chaum and van Heyst (1992), allows each group member to sign messages on behalf of the group, and the receiver can use a group public key to verify the group signature, but cannot reveal the signer. In case of disputes, the group authority can open the group signature and identify the signer, but the outsider cannot identify all previous group signatures gener-ated by the same group member. A group member cannot impersonate… 相似文献
10.
Santilli S. Ginevra M. C. Di Maggio I. Soresi S. Nota L. 《International Journal for Educational and Vocational Guidance》2022,22(3):623-641
International Journal for Educational and Vocational Guidance - An online group of career counseling for unemployed young adults during the COVID-19 pandemic was developed. Twelve participants were... 相似文献
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《校园英语(教研版)》2015,(7)
<正>Introduction According to Pollard and Triggs(1997),reflective teaching is a process through which the capacity to make such professional judgments can be developed and maintained.Then what is a reflective teacher?Reflective teacher is someone who reflects systematically on her practice in a constant attempt to improve 相似文献
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Michael Cantinotti Marjorie Désormeaux-Moreau Marcos Balbinotti 《Mentoring & Tutoring: Partnership in Learning》2017,25(4):466-484
Students in psychology generally have difficulties to successfully accomplish mandatory courses in statistics. Group peer-tutoring is a pedagogical strategy to support them with a peer that has already successfully mastered the content of such a course. In order to specifically tailor group peer-tutoring to the needs of students and to sustain tutees’ participation, it is important to understand how they conceptualize tutoring. The aim of this study was to provide an empirical investigation of psychology students’ conceptualization regarding cross-year group peer-tutoring in statistics. A multivariate concept mapping analysis generated a relevant three-cluster structure (Tutoring setup, Tutor knowledge, interpersonal skills, and relational dynamics and Student role and commitment to the course) that underlies students’ cognitive structure regarding group peer-tutoring. The implications of the results for selecting and training peer-tutors are discussed. 相似文献
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Anita Eriksson 《欧洲师范教育杂志》2017,40(1):76-90
The use of mentoring group conversations as a tool to support pre-service teachers’ professional development has become more common. However, there is still a lack of research that shows how conversations are used to develop knowledge. The present paper is based on ethnographical observations of mentoring group conversations, and describes how pre-service teachers who participate in an obligatory mentoring model use their conversations as an arena in their search for professional knowledge. Three areas were focused upon during the conversations: the teachers’ role and teaching practice, conditions for professional development and conditions related to the profession. The pre-service teachers mainly used conversations to question, discuss, share and reflect over pedagogical and didactical dilemmas related to teaching activities in the classroom and to their own as well as other teachers’ behaviour and attitudes in different situations. The paper provides an insight into how a mentoring model can contribute to professional preparation. 相似文献
16.
Hanna Kuusisaari 《Teachers and Teaching》2013,19(1):50-62
Teacher learning and the development of in-service education for teachers are both an active area of research and a broad challenge. In working as teachers, theory and practice are often seen as divided, or problems in teaching and the requirements of development are solved on the basis of experience. This study focuses on collaborative teacher learning as part of an in-service education course that supports teachers in connecting learning theories with practical knowledge and that aims to create new knowledge and practices for teaching. The starting points for the study are the changes of the curriculum and theories of learning. The aim is to analyse developing of teaching in teachers’ collaborative group discussions and how the theoretical knowledge of learning theories is connected with developing teaching practices. The research method of the study was data driven, systematic and qualitative analysis of the content of the discussion. The research data consist of video recorded group discussions of two teacher teams from the in-service education course meeting. The analysis focused on developing talk and further, on finding interconnections between the developing talk and the theories of learning. The analysis shows three different ways how the learning theories emerged in method developing talk. The findings indicate that theoretical knowledge can be used or left unused and imply that creating and changing teaching practices is challenging. However, the findings show that theoretical, research-based knowledge on learning theories can be applied to developing teaching practices in the teachers’ collaborative knowledge creation process. Long-term in-service education based on collaborative knowledge creation and supporting the interconnection of theoretical knowledge of learning and experience knowledge of teaching is a promising way to arrange and develop in-service education. 相似文献
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分析了在某些特定情况下，SQL Sever2000查询优化器所决定的执行方案出现失误的原因，同时提出了解决这一问题的方法：在相关操作命令之后加上order by子句。 相似文献
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Carly J. Lassig Lisette H. Dillon Carmel M. Diezmann 《Studies in Continuing Education》2013,35(3):299-314
This article explores the role a writing group played in influencing the scholarly identities of a group of doctoral students by fostering their writing expertise. While the interest in writing groups usually centres on their potential to support doctoral students to publish, few studies have been conducted and written by the students themselves. Using a situated learning perspective on identity, we explore the connection that emerged between our perceptions of ourselves as developing expertise as scholarly writers and the function of the writing group as a dynamic space for transforming our identities. Findings show that our writing group served as a flexible and interactive Community of Practice (CoP) that shaped critical and durable shifts in identity amongst members. 相似文献
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《校园英语(教研版)》2014,(29)
<正>一、pair work和group work在教学中的运用依据pair work和group work在国内外的英语教学中被给予了高度的重视,现在已被广泛运用于高中英语可课堂,并取得了良好的教学效果,它有着坚实的理论依据——交际教学法。传统的"填鸭式"教学方法只重视传授语言知识,容易导致"哑巴、聋子英语"的现象,已被时代所淘汰。而交际 相似文献
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The development and validation of a test of biology‐related attitudes (TOBRA) is described. This instrument was developed for science students in grades 10‐12 in Indonesia; however, the procedures for validation of the instrument will be of general interest to science educators. These procedures included the use of latent partition analysis to examine the conceptual structure of TOBRA. 相似文献