NDLI: Modeling small group learning

Please wait, while we are loading the content...

Modeling small group learning

Content Provider	Springer Nature Link
Author	Draskovic, I. Holdrinet, R. Bulte, J. Bolhuis, S. Leeuwe, J. Van
Copyright Year	2004
Abstract	This article presents findings from an empirical study on the relations between the variables comprising learning mechanisms in small collaborative groups. Variables comprising the central learning mechanisms component were task related interactions, knowledge elaborations, and subjective estimation of knowledge acquisition. Student related determinants of the learning processes were dysfunctional behavior, and work group management. Tutor related determinants were tutor facilitative behavior(facilitation, questioning, and mini-lecturing), and tutor work group management. The selected variables were structured into a path model. The first question concerned the way the three variables comprising the learning mechanisms component are related to each other. We have contrasted mediation vs. addition hypothesis. The second question concerned the validity of the complete small group functioning model. In order to answer these questions we have constructed a questionnaire and administered it to 89 1st year medical students. Concerning the first question, the data were in accordance with the mediation hypothesis. Specific analyses showed that only the collaborative sequence type of task related interactions had positive effects on both knowledge elaborations and knowledge acquisition. In contrast the transfer of knowledge type of interactions had negative effects on the same variables. Test of the validity of the complete model showed a satisfactory model fit. Briefly, our findings suggest that a large proportion of collaborative sequences in the group, together with a low proportion of dysfunctional behavior and highly facilitative behavior of the tutor will lead to a high proportion of knowledge elaborations. Knowledge elaborations positively affect knowledge acquisition which is an important determinant of the student satisfaction and motivation.
Starting Page	447
Ending Page	473
Page Count	27
File Format	PDF
ISSN	00204277
Journal	Instructional Science
Volume Number	32
Issue Number	6
e-ISSN	15731952
Language	English
Publisher	Kluwer Academic Publishers
Publisher Date	2004-01-01
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Education (general) Instruction and Learning
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Effects of Small-Group Learning on Transfer: a Meta-Analysis

Scaffolding Peer-questioning Strategies to Facilitate Metacognition During Online Small Group Discussion

Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement

Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others

When Fewer Is More: Small Groups in Early Childhood Classrooms

Teaching as Interaction: Challenges in Transitioning Teachers’ Instruction to Small Groups

Evaluating Impact of Small-Group Discussion on Learning Utilizing a Classroom Response System

The nature of students' sociocognitive activity in handling and processing multimedia-based science material in a small group learning task

The Power of Verbal Scaffolding: “Showing” Beginning Readers How to Use Reading Strategies

Modeling small group learning

Similar Documents

Effects of Small-Group Learning on Transfer: a Meta-Analysis

Scaffolding Peer-questioning Strategies to Facilitate Metacognition During Online Small Group Discussion

Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement

Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others

When Fewer Is More: Small Groups in Early Childhood Classrooms

Teaching as Interaction: Challenges in Transitioning Teachers’ Instruction to Small Groups

Evaluating Impact of Small-Group Discussion on Learning Utilizing a Classroom Response System

The nature of students' sociocognitive activity in handling and processing multimedia-based science material in a small group learning task

The Power of Verbal Scaffolding: “Showing” Beginning Readers How to Use Reading Strategies

Modeling small group learning