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1.
Children’s problem solving while working by themselves or with a partner was investigated to explore whether young children are susceptible to social facilitation and social loafing. Five‐year‐olds were asked to complete easy or hard puzzles, either alone or with a partner. Half of the children were given instructions indicating that their performance would be evaluated and the other half were not. Children showed social facilitation, in that they performed better with a partner than when working alone under evaluation conditions, with the easy puzzle. Children also showed social loafing, in that performance with a partner was poorer when working under no evaluation than evaluation conditions, with the easy puzzle. Performance with the hard puzzle did not differ whether children worked alone or with a partner, but children working on the hard puzzle under no evaluation conditions performed better than those working under evaluation conditions. The findings suggest that evaluation affects children’s performance in group settings in different ways depending on task difficulty.  相似文献   

2.
Universities with limited resources are being pressured to cover more material within their degree programs. Because of this, schools are looking to integrate material from different classes. This paper sets out to determine if students can learn business writing within the context of another class, specifically, an information systems class. The goal is to eliminate the need for a separate business‐writing course. However, the students will have to learn the material with limited support in order not to place an additional load on the instructor. This study investigates whether individuals can develop their business‐writing skills during the course of repeated group work and whether there are differences in the level of their learning, based on collaborative media. The results show that individuals can learn business‐writing skills with a minimum of support through direct instruction. In addition, there is no difference between individuals working in face‐to‐face (F2F) groups and those working in groups using electronic collaborative work (ECW) systems.  相似文献   

3.
This study examines cognitive and social processes in group interactions that shape collaborative learning in science classrooms. Three small groups of students were observed while working collaboratively on explaining the burning of a candle under a jar. The learning environment served as a context for examination of conceptual convergence, a process wherein students construct shared meanings for science concepts through gradual refinement of ambiguous, partial meanings presented in group space. Despite engaging in the same activity with very similar instructional supports, the groups displayed very different patterns of interaction and achieved varied degrees of conceptual convergence. One group collaborated effectively and displayed evidence of individual conceptualizations of science content converging to establish a more well‐informed shared conceptualization. The other groups were not as successful, each for unique reasons. Problems demonstrated in one group included lack of self‐confidence, poor monitoring of group learning, and active avoidance of potentially fruitful conceptual conflicts. The other group struggled primarily because of a combative social context. The major educational significance of this study was the identification of social context and interactive patterns, group approaches to conceptual conflicts, and instructors' roles in collaborative activities as crucial aspects of productive group learning. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 634–658, 2008  相似文献   

4.
Group-based learning is common practice in university classrooms. Despite the frequent student complaint of social loafing from teammates, methods for teaching students how to address teamwork issues are rarely incorporated into group assignments. Students are instructed on their final product, rather than their group process. In this article, an instructional method based on group emotional intelligence (GEI) theory for assisting students in addressing potential group derailment is described. The effectiveness of the model for building strong group norms and reducing social loafing was evaluated using a comparison group design. Formative and summative evaluation results are presented. Findings suggest that the instruction positively affected group handling of emotions and reduced social loafing behaviors.  相似文献   

5.
There is a rich body of research devoted to the causes and remedies of social loafing in workplace teams. However, the social loafing phenomenon remains underinvestigated from the perspective of students in undergraduate business classroom teams. In particular, how they define and respond to loafing remains unknown. This article reports findings from a two-stage study that shows social loafing as a more complex construct than current conceptions suggest. Moreover, students avoid confronting loafers and prefer to have instructors administer postpriori justice based on their self-report of individual contributions. Based on the findings and recent writings, the article speculates on the causes of these student responses to social loafing in classroom teams.  相似文献   

6.
Although group project concepts and skills have become a major component in most information systems (IS) academic programs, very little research has attempted to examine factors that may improve or undermine effectiveness of IS group projects. Accordingly, based on relevant literatures, this study develops and empirically tests a model of factors affecting IS group project effectiveness. The research model posits that group cohesion and group efficacy will have positive effects on group effectiveness (project success and expected impact), whereas perceived loafing is expected to have a negative effect on IS group effectiveness. Data collected from 104 students working in 29 groups to complete semester‐long projects in two IS courses revealed that group efficacy had positive impact on group effectiveness and perceived loafing demonstrated a partial effect. Contrary to expectations, the impact of group cohesion was nonsignificant. These results could be useful in evaluating groups' potential for success and creating conditions conducive to enhancing effectiveness and success of IS student group projects.  相似文献   

7.
Visual databases are increasingly important resources through which individuals and groups can undertake species identification. This paper reports research on the collaborative processes undertaken by pre-service teacher students when working in small groups to identify birds using an Internet-based taxonomic resource. The student groups are conceptualised as ‘knowledge-building communities’ working in a ‘joint problem space’ comprising the collective knowledge of the participants interacting with the taxonomic database. Collaborative group work and associated dialogue were recorded with digital video. The recordings were analysed for the categories of dialogue and the categories of knowledge used by the students as they interacted with the taxonomic database and how they drew on their previous experiences of identifying birds. The outcomes are discussed in the context of the interplay of individual and social processes and the interplay between abstraction and lived experience in the joint problem space.  相似文献   

8.
The importance of teamwork skills as part of employability has been widely acknowledged and accompanied by active research on successful cooperative learning. However, relatively few studies have focused on the effects of gender on students' group work, and only a limited number of empirical studies exist that examine students' group work process and performance through the results of self‐ and peer‐assessment. This study examines the effects of gender on group work process and performance using the self‐ and peer‐assessment results of 1001 students in British higher education formed into 192 groups. The analysis aggregates all measures on the group level in order to examine the overall group performance. Further, a simple regression model is used to capture the effects of group gender compositions. Results suggest that students in gender balanced groups display enhanced collaboration in group work processes. The enhanced collaboration could be associated with less social loafing behaviours and more equitable contributions to the group work. However, the results imply that this cooperative learning environment does not lead to higher student performance. Students' comments allow us to explore possible reasons for this finding. The results also indicate underperformance by all‐male groups and reduced collaborative behaviours by solo males in male gender exception groups (i.e., groups consisting of one male student and other members being female). The results thus have implications for the composition of groups. The pedagogical implications of these findings are discussed.  相似文献   

9.
Collaborative working has been part of official government policy for some time and whilst a great deal has been claimed about its benefits, in terms of better quality services and improved outcomes, it would seem that translating policy intentions into practice has hitherto proved a challenge. Moreover, evidence concerning the effectiveness of collaborative working in education, health and social care remains limited and thinly spread. One response to this dilemma has been to introduce shared learning opportunities through the incorporation of inter‐professional education (IPE) modules into the curriculum of professional training programmes. This paper presents the findings from a study to evaluate the experience of a cohort of students from a range of different nursing specialities, undertaking a collaborative working module as part of their professional training at one UK university. The module aimed to critically analyse the philosophy of collaborative working and to encourage role appreciation and the values of different nursing, health and social care cultures. The module used shared learning during lectures, small group work and presentations in order to promote collaborative working within the educational setting. Using a mixed method design, incorporating a pre‐ and post‐survey and semi‐structured interviews, it was found that students revealed a strong commitment to collaborative working despite awareness of the problems that frequently have to be overcome. The major barriers identified from the survey were professional tribalism along with status and power differentials. These themes were explored in greater depth during the interviews where the module was seen to have enabled students to develop greater confidence in applying their professional knowledge, alongside developing improved communication and teamwork skills. The study offers some fresh insights into the most effective way of training nurses for collaborative working and the importance of promoting critical models of collaborative practice.  相似文献   

10.
《学习科学杂志》2013,22(3):321-354
Three experiments examined whether group cognitions generate a product that is not easily ascribed to the cognitions that similar individuals have working alone. In each study, secondary-school students solved novel problems working either as individuals or in two-person groups called dyads. An examination of their problem-solving representations demonstrated that the dyads constructed abstractions well above the rate one would expect given a "most competent member" model of group performance applied to the empirical rate of individual abstractions. In the first experiment, dyads induced a numerical parity rule for determining the motions of linked gears four times more often than individuals, who instead tended to rely exclusively on modeling the gears' physical behaviors. In a second experiment requiring the construction of visualizations on the topic of biological transmissions, dyads made abstract visualizations (e.g., directed graphs) significantly more often than individuals. In a third experiment requiring a visualization of organisms and their habitat requirements, dyads made abstract visualizations (e.g., matrices) five times more often than individuals, who instead tended to draw pictures. These results are striking because a long history of experimentation has found little evidence that group performances can match the performances of the most competent individuals, let alone exceed them. The extremely high frequency of abstract representations among dyads suggests that the abstract representations emerged from collaborative cognitions not normally available to isolated individuals. The results are interpreted to be a natural result of the collaborative task demand of creating a common ground. To facilitate discourse, dyads negotiated a common representation that could serve as a touchstone for coordinating the members' different perspectives on the problem. Because the representation bridged multiple perspectives of the problem structure, it tended...  相似文献   

11.
Two studies (Study 1: n = 137; Study 2: n = 192) were conducted to investigate how upper-elementary students’ affect during small group instruction related to their social-behavioral engagement during group work. A circumplex model of affect consisting of valence (positive, negative) and activation (high, low) was used to examine the relation of affect to social loafing and quality of group interactions. Across both studies, negative affect (feeling tired or tense) was associated with higher rates of social loafing. Neutral to deactivated positive affect, such as feeling happy or calm, was positively related to positive group interactions, while deactivated negative affect (tired) was negatively associated with positive group interactions. Follow-up cross-lagged analyses to examine reciprocal relations suggested that positive group interactions altered affect on subsequent group tasks, but affect was not related to changes in positive group interactions. These quantitative findings were supplemented with a qualitative analysis of six small groups from Study 2. The qualitative analyses highlighted the reciprocal and cyclical relations between affect and social-behavioral engagement in small groups.  相似文献   

12.
Collaborative testing has been shown to improve performance but not always content retention. In this study, we investigated whether collaborative testing could improve both performance and content retention in a large, introductory biology course. Students were semirandomly divided into two groups based on their performances on exam 1. Each group contained equal numbers of students scoring in each grade category (“A”–“F”) on exam 1. All students completed each of the four exams of the semester as individuals. For exam 2, one group took the exam a second time in small groups immediately following the individually administered test. The other group followed this same format for exam 3. Individual and group exam scores were compared to determine differences in performance. All but exam 1 contained a subset of cumulative questions from the previous exam. Performances on the cumulative questions for exams 3 and 4 were compared for the two groups to determine whether there were significant differences in content retention. Even though group test scores were significantly higher than individual test scores, students who participated in collaborative testing performed no differently on cumulative questions than students who took the previous exam as individuals.  相似文献   

13.
Provision of computers in universities for self‐study is taken for granted and is seen as a “must have” educational resource, yet it is very expensive to fund. Students report that they use the Internet as their first stop in approaching research tasks. Learning theorists posit the important role of social interaction in contributing to learning. The use of collaborative methodologies such as group work also illustrate the importance, and perceived beneficial role of, learning with others. However, in general, student access to computers for self‐study in UK Higher Education is provided through large rooms furnished with serried ranks of computers, which do not allow or encourage computer‐based collaborative working. This study addresses this mismatch between approaches to learning and the way universities make computers available to learners. The University of Wolverhampton provides a social learning space with 24 computers on four fishbone‐shaped tables, in a room without any restrictions on talking, eating, or drinking. It was provided so as to encourage learners to work collaboratively and to be able to integrate the use of a computer whilst doing so. This paper reports the initial findings of a study into its use, through questionnaires, observational data, and interviews. Has the provision of a computer‐based collaborative learning space positively affected approaches to computer‐based self‐study? The results of this study inform how best Higher Education institutions might provide computer access to learners so as to encourage collaborative working and positively affect student approaches to their learning.  相似文献   

14.
In this article Elias Hemelsoet questions the way irregular migrants are approached in educational policymaking. In most cases, estimations of the number of irregular migrants serve—despite large methodological problems—as a starting point for policymaking. Given the very diverse composition of this group of people, the question is whether residence status is an appropriate benchmark for dealing with the social problems related to these people. There seems to be a homogenizing tendency at work that reduces the complexity of irregular migration. Preferable distinctions are overlooked or even denied. Inclusive education seems to provide an alternative that does not reduce individuals to a group they belong to, claiming that differences only matter at the individual level. The question is whether such an approach entails a new form of homogenization. Using the case of Roma people, Hemelsoet argues here that group differences do matter for educational practice, theory, and policy. Qualitative data on the social practices of groups can help provide insight into the particularity of situations. This “insight” or “understanding,” in its turn, is a requirement in order for policymakers to make well‐considered choices.  相似文献   

15.
The purpose of the present research was to advance the development of knowledge regarding social aspects of self-regulated learning (SRL). The study had the objective of exploring the occurrence of self and social aspects of regulation during collaborative activities within regular primary science classes. Through a multiple case study approach, 8 children organised in two work groups were videotaped working in collaborative activities during one academic semester. The findings show a general increase of SRL activity within the groups during the semester, and positive relationships between focus of the activity and type of social regulation. The study sheds light on the advantages of combining analytical and holistic analysis when researching collaborative activities in the classroom. Implications for practice and future research are discussed.  相似文献   

16.
Task-related and social regulation during online collaborative learning   总被引：1，自引：0，他引：1  
This study investigated how students collaborate in a CSCL environment and how this collaboration affects group performance. To answer these questions, the collaborative process of 101 groups of secondary education students when working on a historical inquiry task was analyzed. Our analyses show that group members devote most of their efforts to regulation of task-related activities. For example, by formulating plans or strategies or monitoring task progress. Group members also engaged in social activities often (e.g., disclosing personal information, joking). Less attention was paid to exchange of task-related information (e.g., asking task-related questions) and regulation of social activities (e.g., planning and monitoring the collaboration). Exploratory factor analysis was used to identify the interrelationships between the different collaborative activities. This analysis showed that collaborative activities can be grouped in four broad categories: discussion of information, regulation of task-related activities, regulation of social activities, and social activities. These activities were then used to predict group performance using multiple regression analysis. No effect of discussion of information and regulation of task-related activities on group performance were found. Regulation of social activities positively affected group performance, whereas social interaction negatively affected group performance. As in this study no inferences could be made about the causal relation between collaboration and performance, future research should attempt to focus on this relationship, for example by investigating more closely how different individual and group factors affect collaboration and group performance.  相似文献   

17.
The growth of higher education is a global phenomenon and provides challenges for educational leaders in schools and universities. Raising aspiration and participation requires an understanding of the sources of advice and information available to potential participants and how these are used when they decide whether or not to participate.

This article draws on a qualitative study using social network analysis undertaken in England. This study examined the nature of decision making amongst individuals who have chosen not to participate in higher education despite possessing the qualifications and experience which would enable them to be admitted to a university programme. The research sought to identify their decision‐making processes within the ‘networks of intimacy’ that are their family, friends and significant individuals in their educational and/or working environments, past or present. Lying at the heart of the research is the belief that, in social network analysis, it is the interpersonal relationships rather than the individuals that form the unit of analysis.

This article examines the role of information, advice and guidance (IAG) on individuals when they make the decision whether or not to participate in higher education. It considers the experience that individuals had at school, and explores their career decision making engaged in outside the school environment, and beyond the age of 18. It spells out the implications for educational leaders and managers in schools and universities as well as policy makers concerned about improving participation rates in all sectors of the community.  相似文献   

18.
This paper presents a new theoretical model which conceptualizes inter-professional and multi-agency collaborative working, at the level of the individual within a group. This arises from a review of the literature around joint working, and is based on social psychological theories which refer to shared goals. The model assumes that collective commitment, collective efficacy, and process and outcome beliefs interact and feed into the development and maintenance of collaborative processes and outcomes. This is situated within an ecological framework that summarizes the context of inter-professional and multi-agency collaboration. The model illustrates working resolutions of specific inter-professional dilemmas around identity, role and control. This paper extends the literature around theoretical approaches to collaborative work in a multi-agency or inter-professional context, with its specific social-psychological focus on the motivations of the individual within the group.  相似文献   

19.
Although there is a fairly extensive literature on social and educational inclusion of individuals with Down Syndrome (DS) in many countries, very little is produced on the life and education of such individuals in the United Arab Emirates. There is an apparent lack of societal interest in the quality of lives of people with DS. The condition of DS is nearly a taboo subject in this part of the world. With only a handful of pupils with DS included in regular schools, and with many myths and misconceptions surrounding the syndrome and individuals, particularly children with the syndrome, the first ever national support group for individuals with DS, their families and their carers was formed in late 2004 in the United Arab Emirates. This paper examines and evaluates the social and educational impact of the support group. The study particularly focuses on the role of such group in promoting social inclusion and inclusion of pupils with DS in regular schools in the UAE. Members (mainly parents of individuals with DS) of the newly-established group participated in two interviews six months apart and the researcher observed group meetings, recorded activities and events over the same period. Views of individuals with DS on the effects and the activities of the group were also gathered through semi-structured interviews.
Participants reported significant benefits from participating in the group, particularly in the areas of promoting social acceptance for individuals with DS. The study found that the group also helped in eliminating and correcting some of the myths surrounding the syndrome and played a role in promoting social and educational inclusion of such individuals. The study ends with a discussion of the findings and recommendations for future practice.  相似文献   

20.
Generalist practice social workers need to master group leadership and facilitation skills, and the best way to achieve this goal is through actual practice. An innovative teaching approach used to engage undergraduate social work majors in developing group facilitation skills is a “hands-on” service-learning experience leading social skills groups with middle school children. Students have the opportunity for a meaningful educational experience while working with children in a school setting. A four-session social skills curriculum is provided.  相似文献   

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