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"Group projects"
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Pedro's tricky tower
Miss Winkle separates the class into teams and instructs them to build towers out of paper cups, and the group who builds the tallest tower wins--but they have very little success until Pedro has an idea about how it can be done.
Book
Concept and development of a unified ontology for generating test and use-case catalogues for assisted and automated vehicle guidance
Activities in the field of automated driving have produced a variety of development tools and methodologies over the past decades. The requirements the systems have to fulfil and thus also the development guidelines are often documented in different kinds of catalogues (use-case catalogues, situation catalogues, scenario catalogues etc.). These catalogues cannot be directly applied for the development of partially and highly automated vehicle guidance concepts like conduct-by-wire (CbW) or H-mode. One reason is that up to now, no consistent terminology known to the authors yet exists for vehicle automation within the community. Moreover, as the aim of the two project groups CbW and H-mode is to make a comprehensive feasibility assessment of cooperative vehicle guidance, all interacting components of the overall system as well as all potential driving conditions a cooperative vehicle guidance system might have to cope with have to be analysed. This article focuses on two aspects. The first is a metaphor-based terminology discussion leading to a proposal for a fundamental ontology. The second aspect is an outlook on the different catalogues that use the new terminology and that have been developed. The methodology introduced here is a fundamental contribution towards simplifying communication and the exchange of findings.
Journal Article
Online group projects in higher education: persistent challenges and implications for practice
With the rapid adoption of online learning across higher education, there is an urgent need to identify its challenges and ways of addressing them. Online group projects, in particular, present significant issues for educators. This paper presents the findings of a systematic literature review identifying the key challenges of online group projects, together with strategies to address them. From a corpus of 114 recent papers, the 57 most relevant were analysed, to identify themes related to challenges and strategies. Key challenges were: low and uneven participation by students; a lack of clarity and preparation for students; and poor relationships. Strategies for addressing challenges were: careful design of projects, particularly regarding fair assessment; clear guidance and preparation of students; and practical and emotional support throughout, to encourage confidence and engagement. The findings of this review will enable educators to design and facilitate online group projects which students find rewarding and valuable.
Journal Article
Exploring, negotiating and responding
While the prevalence of group work in higher education in Australia can be construed as a cultural or institutional practice, it has become a site of struggle for many international students who must negotiate the normative practices embedded in group work. This paper aims to investigate how six Japanese international students at Australian universities explore, negotiate and respond to the normative practices of group work through group projects. The findings reveal that students actively sought and negotiated hidden and implied normative practices of group work. Their responses to the norms were underpinned by the norms being inculcated into their dispositions or, namely, habitus, in the form of beliefs and values, which enabled them to critically examine their group practices. Additionally, when they identified a mismatch between their perceived norms and the responses of their peers, which is realised through Bourdieu’s concept of ‘hysteresis’, they were found to take leadership opportunities. We contend in this paper that when their practices or group practices are at odds with the perceived or identified norms, it induces their hysteresis encounters, which represent initiation of alternative actions and capacity to embrace learning opportunities. We also argue that the investigation into this phenomenon is vital in identifying practices that reproduce fallacies and missed opportunities or prevent students from embracing true virtues of group work.
Journal Article
Student Perceptions of Group Work and Group Formation Strategies
Group work is a common practice in statistics and data science courses. However, students in introductory courses often have a wide range of previous experience with group work. In this study, we examine the perceptions of introductory statistics students around group formation at a medium-sized liberal arts university. Group experiences were implemented in two ways. First, students rotated through assigned group seating throughout the semester to work in new teams on in-class work. Second, students completed two group projects. For the first group project, students were randomly assigned a team, and on the second project, students could choose between picking a team of students or being randomized into a team. Pre- and post-semester surveys were used to gather student perceptions around group work formation and to better understand perceived benefits of each method. Students also completed post-project reflections about their project experiences. Surveys and reflections indicated that students preferred working with others that they knew best, but respondents still identified benefits such as getting to know other classmates when working in randomly assigned teams. Responses also indicated the importance of work ethic (e.g., trusting partners, fair distribution of workload) regarding potential teammates for both randomized and self-selected groups.
Journal Article
Who benefits from group work in higher education?
Several studies have pointed to the benefits of learning in groups. However, surprisingly little research has been conducted regarding what role relationship-related personality traits play in the effectiveness of this kind of student learning. Such personality factor can potentially buffer the students' effectiveness in groups. The present study focused on attachment orientations-personal characteristics of individuals that reflect internal models of relationships-and assessed their impact on different aspects of students' feelings and functioning in higher-education study groups. It was hypothesized that individuals with interpersonal difficulties (characterized by high attachment anxiety or avoidance) will not benefit from a learning group and that they may exhibit poorer performance in group projects. Participants (N = 244) were college students enrolled in courses that included a group project. They completed measures of their attachment orientations, instrumental and socio-emotional functioning in the group, and satisfaction from the group. Additionally, their GPA and grade in the group project were assessed. Results indicated negative associations of attachment anxiety and avoidance with students' self-reported instrumental and socio-emotional functioning in the group. However, attachment anxiety was associated with higher grades in the group task. Attachment avoidance was not associated with students' grades. The study's findings generally suggest that attachment insecurities do not obscure students' actual performance in group projects, contrary to students' self-perceptions. Implications for group learning are discussed. (HRK / Abstract übernommen).
Journal Article
Effects of disability type, prior contact, and school setting on attitudes toward peers with disabilities among Saudi female students aged 7 to 12 years
Inclusive educational practices enhance engagement among students with disabilities in school settings. This study aimed to investigate: (i) the general attitudes of non-disabled female Saudi Arabian students toward their peers with disabilities, with a particular focus on the general attitudes towards those with hearing disabilities (HD), intellectual disabilities (ID), and behavioral problems (BP), and (ii) the relationships between three selected student-related characteristics (type of school, in-school contact with peers with disabilities, and out-of-school contact with peers with disabilities). Using a sample of 678 participants aged 7-12 years old, we tested the impact of personal and contextual factors (age, type of peer disability, type of school, in-school interaction with peers with disabilities, and out-of-school interaction with peers with disabilities on the attitudes of non-disabled Saudi Arabian elementary school students using ANCOVA linear regression analysis. Regardless of the type of disability, the participants reported having positive attitudes toward peers with disabilities. The type of disability, school, and previous interactions all had a significant effect on fostering positive attitudes toward peers with disabilities, specifically, those with HD, ID, and BP. The participants had less positive attitudes towards their peers with BP compared to their attitudes towards peers students with HD or ID which were more positive and had a larger effect size. The findings also demonstrated that the participants' attitudes toward their peers with HD or ID were influenced by their previous experience of interacting with people with disabilities as well as the type of school they attended. Participants from Saudi ARAMCO (SA) schools had more positive attitudes toward peers with disabilities compared to those from public schools, and participants from non-inclusive schools had more positive attitudes toward peers with disabilities compared to those from inclusive schools. Participants from non-inclusive schools had much more positive attitudes toward peers with disabilities than those from inclusive schools; participants who had previous out-of-school interactions with people with disabilities had significantly more positive attitudes toward peers with disabilities than those who had no previous out-of-school interactions with people with disabilities. Participants from SA schools had the most negative attitudes toward peers with BP, regardless of age. The findings imply that being taught in an inclusive educational setting in Saudi Arabia does not inevitably encourage non-disabled students to adopt more positive attitudes toward peers with disabilities. Therefore, with the support of their school principals, Saudi Arabian teachers working in inclusive educational settings should be encouraged to develop and implement initiatives to adopt an inclusive strategy based on group projects bringing together students with and without disabilities.
Journal Article
Do They Have to Like It to Learn from It? Students’ Experiences, Group Dynamics, and Learning Outcomes in Group Research Projects
Small-group pedagogies, such as group research projects, are a common instructional method in undergraduate education. The literature suggests that small-group learning has positive effects on learning outcomes, but some students have negative attitudes toward group work, and student complaints about negative group dynamics, such as free-riding, are common. This study examines the relationship between learning outcomes associated with group research projects, student experiences, and group dynamics, controlling for students’ individual characteristics, group composition, task type, and incentive structures. The sample includes data on course records and self-assessment narratives for 240 students who completed a sociology research methods course at a small, private liberal arts institution between 2004 and 2015. Multivariate analyses indicate that students’ experiences have indirect effects on individual learning outcomes, and some aspects of group composition, task type, and group dynamics predict students’ experiences with group research projects.
Journal Article
Academic social loafing among Summer Debre Markos university students, Ethiopia: Effect of intervention
Over the past few decades, there has been a growing emphasis on the appropriateness of group-based activities in student learning. Therefore, this study aimed to provide practical evidence or activities for reducing social loafing with the performance implications of teamwork in students. The planning, intervening, assessing, and reflecting steps of the action research design were used in this study. Cognitive and constructivist theoretical frameworks were adhered to in this investigation. Eighty summer students from Debre Markos University in Ethiopia participated in the study. Interviews, survey exams, and classroom observations were utilised to get the information participants needed. As a result, before intervention, most students had not engaged in group projects effectively.Additionally, students’ survey test scores for the group work were statistically significant on both the pre-test and post-test. Students’ collaboration scores on the pre-test and post-test showed no gender differences. Based on these findings, the instructor or researcher implemented several tasks or activities to maximise the effectiveness of teamwork. These included forming cohesive and small teams, establishing specific demands and outcomes, providing a peer evaluation opportunity, outlining the importance of the task, assigning dividing assignments, and evaluating the process and output of the group’s performance. The researcher suggested that other instructors apply these interventions to improve team effectiveness.
Journal Article