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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

The effect of pupil team learning vs. individual work on reading materials involving organizational thinking

Feldman, Susan T. January 1963 (has links)
Thesis (Ed.D.)--Boston University.
2

Exploring group learning in higher education using discourse analysis

Davies, Derek January 2010 (has links)
For some considerable time, group activity has been an accepted feature of teaching and learning practice in Higher Education (HE) (Tennant, 1997). This exploratory study has the broad aim of investigating group learning on a Communication Skills course unit of a Foundation Year programme at the University of Manchester. Alongside the aim of identifying evidence for learning in groups, the study is also concerned with developing new understandings related to research methodology in the area of group learning. The study first sets the unit under investigation in the context of relevant current national and institutional policies that have played an important role in shaping the development of university teaching over the last 20 years, particularly with regard to supporting economic development through the provision of an appropriately skilled workforce. The aims of such policies are considered as well as empirical research carried out into cooperative learning in education generally, and group work activity in HE institutions in particular. There are two main elements to the empirical inquiry: (i) discourse analysis of verbatim transcriptions of student group talk, and (ii) content analysis of student group interviews and tutor discussions. Particular emphasis is given to the discourse analysis element as a means of critiquing the effectiveness of group work in facilitating learning. To this end, two specific approaches to discourse analysis are utilised: ‘Idea Framing’ (Tan, 2000/ 2003) and sociocultural discourse analysis (Mercer, 2005). These approaches to uncovering evidence of learning in group talk are critiqued and the findings reported. These finding are then considered alongside the data that emerged from the staff and student discussions. The investigation revealed methodological insights in researching group work in the HE classroom as well as new understandings about what ‘learning’ means in this context. Firstly, in terms of methodology, the inquiry suggests that the combination of the two approaches to discourse analysis adopted provide an effective means of identifying instances of learning as well as insights into the group environment that influence such occurrences. Secondly, with regard to group learning in the HE context, the data highlight (i) the importance of social aspects of group activity for students, and (ii) the link between evidence for learning and the nature of the task they were asked to perform. However, in terms of acquiring ‘transferrable’ or ‘employability’ skills, the data reinforce many of the reservations voiced in the literature about the potential for developing such skills. The implications of these findings for task design are highlighted and suggestions provided in terms of how the course unit may be adapted. In addition, the wider applicability of the findings are considered in terms of improving understanding of aspects of group processes as they occur in the context of undergraduate HE. The study concludes with reflections on the impact of doctoral study on my professional development and practice, and suggestions for further research.
3

「グループ学習に対する教師の指導」に関する研究の動向と展望

出口, 拓彦, DEGUCHI, Takuhiko 25 December 2003 (has links)
国立情報学研究所で電子化したコンテンツを使用している。
4

The development of understanding of the concept of variable in grade seven beginning algebra students: the role of student interaction

Coleman, Jodi Lynn 08 April 2008 (has links)
This thesis reports on a qualitative study of student interactions in one grade seven mathematics classroom as the students worked through a series of tasks exploring multiple uses of variables. Student tasks were planned out by me, as the teacher and the researcher, and they were executed in my classroom, where I had worked to create a constructivist classroom environment. This study posed two research questions: (1) In what ways do student interactions during group activities promote the development of individual and collective understanding of the concept of variable? and (2) In what ways do student interactions during whole-class discussions promote the development of individual and collective understanding of the concept of variable? I used research methods in which I was a participant. Data was collected in the form of audio taped discussions for the participants (working in three groups of four). Audio files of class discussions were accumulated and stored for later review. Written student work and reflections were collected for all class members at the time of the study. From these data sources, the relevant data set emerged. Analysis came in the form of thick description of eight episodes of importance in which the multiple data sources came together to highlight how student interactions in the form of negotiations may have promoted a shift in understanding of variable. The data showed the complex nature of student interactions along with the potential benefits to student learning. The data showing these benefits were outlined as three patterns of negotiations. These were: negotiations with other students, negotiations with self, and negotiations with the teacher. / Thesis (Master, Education) -- Queen's University, 2008-04-07 19:10:42.808
5

An Empirical Study of Group Stewardship and Learning: Implications for Work Group Effectiveness

Groesbeck, Richard Lee 07 December 2001 (has links)
This research studies the effects of group stewardship and group learning on permanent work groups performing the core work and service processes in their organizations. Stewardship has been proposed as a potentially significant form of intrinsic motivation that causes people to act collectively in the best interests of their organization's stakeholders. However, stewardship has not been operationalized nor have its antecedents and consequences been empirically tested in prior field research. After defining group stewardship, the construct is shown to be distinct from related concepts such as psychological ownership and identification with the organization. While previous research has studied the concepts of individual and organizational learning, the concept of group learning is just emerging in the group effectiveness literature. Group learning is shown to be a multidimensional concept including integration of external perspectives, within-group collaboration, and practical application through experimentation. Within and between analysis (WABA) is utilized to determine which task, group and organizational constructs relate to the development of group stewardship at the individual, group and organizational levels of analysis. Four constructs, the need for analysis in doing the group's work, group potency, affective trust, and identification with the organization, are shown to be especially significant in developing group stewardship. Additionally, each of these four factors is shown to support different aspects of group learning. Finally, group stewardship is shown to be highly correlated with the presence of group learning, proactive behaviors, group performance, and employee job satisfaction. / Ph. D.
6

グループ学習の仕方に関する授業の実践的研究

出口, 拓彦, DEGUCHI, Takuhiko, 三島, 浩路, MISHlMA, Kouji, 吉田, 俊和, YOSHIDA, Toshikazu 27 December 2002 (has links)
国立情報学研究所で電子化したコンテンツを使用している。
7

グループ学習中の相互作用に及ぼす教師の介在および児童の社会的責任目標の影響

出口, 拓彦, Deguchi, Takuhiko, 中谷, 素之, Nakaya, Motoyuki 12 1900 (has links)
国立情報学研究所で電子化したコンテンツを使用している。
8

Doctoral Level Counseling Students’ Experiences and Perceptions of Learning in a Cohort Environment

Huffman, David D. 08 1900 (has links)
Learning community literature supports the use of student cohorts to enhance learning through increased peer interaction and common course work. Researchers employed the qualitative method of phenomenography to identify various ways doctoral counseling students conceptualize and experience learning in a cohort over the course of a single academic year. Participants were all 10 members of a single southwestern U.S. university counseling program doctoral cohort of full-time students between 20 and 59 years of age with 5 members 20-29, 4 members 30-39, 1 member 50-59; 8 female, 2 male; 9 White non-Hispanic, 1 African-American. Data were transcripts from 30 one-hour interviews, three for each participant over the course of their first year of study. The research team that analyzed the data consisted of three advanced counseling program doctoral students, each with research methods coursework. Results revealed nine dynamic structural aspects of learning: dialogue, diversity, knowledge, motivation, support, shared experience, relationship development, interpersonal awareness, and conflict. Findings support the use of learning communities in doctoral level counselor education programs. Cohort members demonstrated increasing awareness of the potential learning benefits of cohort interaction and developed more in depth strategies over time to utilize the cohort to enhance learning. Future counselor educators may now with greater confidence design learning communities and curriculum to facilitate doctoral cohort development for optimal student interaction.
9

TECNOLOGIE DI GRUPPO / Group's Tecnologies

PARMIGIANI, DAVIDE 23 March 2009 (has links)
L’obiettivo della ricerca denominata “Tecnologie di Gruppo” è fondato su tre idee basilari: 1. a scuola è importante perseguire due tipologie di apprendimento: l’apprendimento individuale e quello di gruppo. Al momento, gli insegnanti organizzano le loro azioni didattiche maggiormente verso il primo tipo mentre il secondo è considerato un supporto per il primo; 2. a scuola, le situazioni più comuni di lavoro con le tecnologie non sono inline bensì principalmente offline, nella classe oppure nel laboratorio multimediale. Durante queste situazioni didattiche, è piuttosto usuale far lavorare in gruppo gli studenti. Quando un gruppo di studenti lavora con alcune strumentazioni tecnologiche, le interazioni fra i partecipanti tendono a modificarsi; 3. le nuove interazioni aumentano le possibilità per sviluppare apprendimenti collaborativi se gli insegnanti organizzano e progettano l’ambiente di apprendimento finalizzato a supportare la costruzione collaborativa della conoscenza e lo sviluppo delle competenze. L’espressione “Tecnologie di Gruppo” significa che le tecnologie (il computer, la tv, la videocamera e altri) può aumentare le possibilità di impostare lavori di gruppo dove gli studenti scambiano opinioni o idee, discutono un argomento oppure cercano di risolvere una situazione-problema, decidono come organizzare il lavoro del gruppo stesso. Nel gruppo con le tecnologie ci sono maggiori possibilità di feed-back cognitivi e relazionali fra gli studenti. La questione principale è gestire le differenti interazioni e permettere al gruppo di crescere e affrontare le situazioni-problema in cui il gruppo viene coinvolto. Quindi è fondamentale il ruolo dell’insegnante come conduttore della classe. All’inizio di un’esperienza didattica, il lavoro di gruppo è maggiormente “cooperativo”. Il compito, i ruoli e i passi sono stabiliti dall’insegnante. Successivamente, quando il gruppo è consapevole delle proprie abilità e potenzialità, l’insegnante può ampliare le possibilità gestionali e affidarle agli studenti. Essi possono scegliere i percorsi ritenuti più adatti per affrontare i problemi, distribuire i ruoli, condividere informazioni e altro. Il lavoro di gruppo diventa “collaborativo”. È necessario costruire un ambiente di apprendimento che integrato fra online e offline per allenare gli studenti al lavoro di gruppo. Tale ambiente si costituisce in tre situazioni principali: 1. lavoro di gruppo senza tecnologie; 2. lavoro di gruppo con tecnologie in classe (offline); 3. lavoro di gruppo online. La ricerca ha individuato interessanti progetti in atto in Italia ed in altri paesi. Le caratteristiche comuni sono le seguenti: c’è una piattaforma di apprendimento online (come Knowledge Forum o Moodle) dove gli studenti interagiscono, comunicano e lavorano insieme; gli insegnanti propongono attività su un argomento o una tematica disciplinare o trasversale; i lavori (individuali o di gruppo) procedono parallelamente in classe con o senza le tecnologie e continuano online, in modo che la rete sia percepita come un medium collaborativo; la progettazione delle attività è condivisa fra studenti e insegnanti. / The aim of research called “Group’s Technologies” is based on trhee basic ideas: 1. At school it’s important to pursue two kinds of learning: individual learning and team learning. At the moment, the teachers direct their acts above all to the first kind and the second one is relegate as a support for the first. 2. At school the situations more common for the work with ICT are not online but mainly offline in the classroom or in the room of computers. During these situations, it’s usual that the students work in groups. When a team of students works with some technologies, the interactions among the participants will change. 3. New interactions improve possibilities for collaborative learning if the teachers organize and plan the learning environment to foster and support the collaborative building of knowledge and the growth of competencies. The expression “Group’s Technology” means that technologies (computers or others) can increase the possibilities to build work’s groups where the students can exchange opinions or ideas, discuss a matter or on resolve a situation-problem, decide as to handle the job. In group with technologies there are more possibilities of feed-back by schoolfriends or by the computers. The main question is to manage the different interactions and to allow to the team to grow and to tackle the problems that the group’s situations involve. Therefore, it’s important the role of teacher as leader of the classroom. At the beginning, the work’s group will be more “cooperative”. The task, the roles in the groups and the steps of job are assigned by the teacher. Then, when the groups are aware of their abilities, the teacher can open the possibilities. The students can select the ways to solve the problems, share the rules, information and other. The work is getting “collaborative”. It’s necessary build a learning environment integrated between online and offline to train for group’s work. This environment is built by three situations: 1. group’s work without technologies 2. group’s work with technology in the classroom (offline) 3. group’s work online At the moment, I found some interesting projects in Italy and in other countries. The common peculiarities are: there is a learning platform online (like Knowledge Forum or Moodle) where the students can interact, communicate and work together; the teachers suggest some activities about a subject; the jobs (individual or team) proceed in the classroom with or without technologies and continue online, so the network is felt like a collaborative medium; the design of instruction is shared by students and teachers.
10

Educational value of group learning activities in MBA education : student perceptions and instructor intentions

Annandale, C.H. (Cornelius Henry) 10 June 2012 (has links)
The objectives of this study were to assess the perceptions of educational value of group learning held by students and compare it with the intentions of lecturers involved in the MBA programme. Eighty-two MBA students enrolled at the Gordon Institute of Business Science (GIBS) of the University of Pretoria completed an online questionnaire, the results of which reflected an overall positive perception of educational value of group learning. However, negative perceptions of group dynamics, fairness and administrative processes also surfaced. There appears to be some evidence of racial undertones to the negative perceptions. These perceptions were significantly different between junior and senior students. Semi-structured interviews with lecturers and administrative staff revealed markedly different intentions and approaches to group learning. An awareness of the difficulties faced by students in group activities could be demonstrated, but different opinions were held on appropriate interventions. The study concludes with suggestions to improve identified weaknesses through a more focused educational approach. Such an approach would place greater emphasis on personal reflection and addressing of dysfunctional behaviour in groups, as part of a posited central skill in management.Copyright / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

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