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AbstractReduced-rank (RR) regression may be interpreted as a dimensionality reduction technique able to reveal complex relationships among the data parsimoniously. However, RR regression models typically overlook any potential group structure among the responses by assuming a low-rank structure on the coefficient matrix. To address this limitation, a Bayesian Partial RR (BPRR) regression is exploited, where the response vector and the coefficient matrix are partitioned into low- and full-rank sub-groups. As opposed to the literature, which assumes known group structure and rank, a novel strategy is introduced that treats them as unknown parameters to be estimated.The main contribution is two-fold: an approach to infer the low- and full-rank group memberships from the data is proposed, and then, conditionally on this allocation, the corresponding (reduced) rank is estimated. Both steps are carried out in a Bayesian approach, allowing for full uncertainty quantification and based on a partially collapsed Gibbs sampler. It relies on a Laplace approximation of the marginal likelihood and the Metropolized Shotgun Stochastic Search to estimate the group allocation efficiently. Applications to synthetic and real-world data reveal the potential of the proposed method to reveal hidden structures in the data. [ABSTRACT FROM AUTHOR]

Abstract Extensive research has probed the impacts of personality traits on student satisfaction, academic anxiety, and performance, with particular attention paid to their implications during the COVID-19 pandemic. Notably, a conspicuous gap is discernible in the existing literature concerning investigations that scrutinize the influence of personality on group learning among different COVID-19 lockdown phases (e.g., pre, during, and post-lockdowns). This study endeavors to fill this gap by undertaking an examination of the fluctuations in group performance within data science curricula. This inquiry considers student cohorts comprising diverse personality traits across distinct phases of lockdowns. Through the investigation of 84 student groups, our research has unearthed intriguing correlations and patterns linking group performance with four influential factors, including personality traits, the lockdown phases (i.e., pre, during and post-lockdowns), the joint factor of lockdowns and personality traits, and the implemented COVID-19 policies (e.g., mask-wearing and social distancing) during the early-stage of back-to-schools. The interesting findings revealed from our studies have the potential to propel the advancement of our comprehension within the field of educational psychology and may serve as catalysts for heightened scrutiny of student personality traits, thereby motivating educators to refine their pedagogical approaches in collaborative learning experiences.

There has been much previous research into online group learning, but they have not been aware of or focused on the challenges that design disciplines encounter in terms of interaction when moving to online delivery. This qualitative study comprised 3 participatory design workshops and 22 one-to-one interviews that included a total of 34 teachers and students from the School of Design at the University of Leeds. Participants reported the challenges and feelings they encountered in online group learning during the COVID-19 pandemic. The study found that the interactive experience of group learning is mainly influenced by the size of the group, the layout of the platform interface, the teacher's management style and the conflict within the group, with more far-reaching discussions providing specific questions and subtle suggestions. The article's findings can inform future strategies for online group learning for students and teachers of design disciplines in design higher education institutions. [ABSTRACT FROM AUTHOR]

To address the two tightly coupled sub-problems of user story selection and task allocation in agile software development, while considering the uncertainties of new user stories and developers' working hours, a dynamic periodic scheduling model for agile software projects is constructed. A particle swarm optimization algorithm based on grouped learning using both target values and potential values as indicators is proposed. By selecting different learning objects based on the characteristics of different groups, the diversity of search is enhanced. Initialization and local search strategies are designed based on return on investment and time utilization, allowing the algorithm to adapt to environmental changes and improve its exploration capabilities. Compared with seven existing algorithms, the proposed algorithm can devise a scheduling plan with greater output value and higher time utilization. [ABSTRACT FROM AUTHOR]

Health care simulation experiences should provide clear feedback that students can understand and incorporate into future practice. Based on the literature, more research is needed regarding how health professional students use various types of feedback to establish rapport with clients, increase critical thinking skills, and work collaboratively. Various types of feedback may be useful in regular simulationbased education, but there is limited research on how students integrate various feedback to enhance skill development. This study aimed to examine how occupational therapy (OT) students incorporate realtime Simulated Patient (SP) feedback, numerical feedback, and instructor-written feedback to enhance their learning from the simulation experience. This mixed methods study collected learner assessment numerical data and qualitative data (SP feedback and instructor written feedback) in first-year OT students' simulation learning sessions. The students answered six debrief questions reflecting on the simulation process, explaining how they plan to incorporate the feedback in future OT practice. Quantitative results of student performance data were reported. Seven themes emerged from the thematic analysis of the debrief reflections. These themes provided information on students' perceptions of the experience and illustrated how they plan to use the feedback. The findings of this study provide instructors strategies that can be used to enhance student learning when designing simulations. This study found that numerical and written feedback from the instructor was more meaningful when combined with real-time SP feedback. Future studies should include a comparison of cohorts as well as interprofessional education. [ABSTRACT FROM AUTHOR]

Project-based learning (PBL) is a widely used active learning approach in science, technology, engineering and mathematics (STEM) education, but concerns about unequal participation in group work can arise. To address this, we incorporated peer evaluation via the Buddycheck tool into a summative PBL assessment. In this study, students worked in small groups to create and present posters, with Buddycheck enabling them to evaluate each other's contributions. This peer evaluation process generated an adjustment factor, which was applied to the final group mark to assign individual grades based on performance. Students reported that the peer evaluation promoted fairness in grading and increased their accountability, leading to higher engagement in group activities. They also found the exercise valuable for consolidating their knowledge and improving communication skills. Overall, the use of Buddycheck in PBL was well received, with students expressing greater satisfaction and a sense of equity in the grading process. The tool not only improved learning outcomes but also contributed to better group dynamics and an overall improvement in final grades. [ABSTRACT FROM AUTHOR]

Extensive research has probed the impacts of personality traits on student satisfaction, academic anxiety, and performance, with particular attention paid to their implications during the COVID-19 pandemic. Notably, a conspicuous gap is discernible in the existing literature concerning investigations that scrutinize the influence of personality on group learning among different COVID-19 lockdown phases (e.g., pre, during, and post-lockdowns). This study endeavors to fill this gap by undertaking an examination of the fluctuations in group performance within data science curricula. This inquiry considers student cohorts comprising diverse personality traits across distinct phases of lockdowns. Through the investigation of 84 student groups, our research has unearthed intriguing correlations and patterns linking group performance with four influential factors, including personality traits, the lockdown phases (i.e., pre, during and post-lockdowns), the joint factor of lockdowns and personality traits, and the implemented COVID-19 policies (e.g., mask-wearing and social distancing) during the early-stage of back-to-schools. The interesting findings revealed from our studies have the potential to propel the advancement of our comprehension within the field of educational psychology and may serve as catalysts for heightened scrutiny of student personality traits, thereby motivating educators to refine their pedagogical approaches in collaborative learning experiences. [ABSTRACT FROM AUTHOR]

A student-led mathematics bootcamp has been designed and implemented to help foster community building, improve confidence in mathematical skills, and provide mathematical resources for incoming physical chemistry doctoral students. The bootcamp is held immediately before the start of the first semester of graduate school and uses an active learning approach to review and practice undergraduate-level mathematics problems over 5 days in small student groups. This work includes the development and presentation of a new, publicly available mathematics curriculum for the bootcamp on select mathematics topics, including calculus, linear algebra, functions, differential equations, statistics, and coding in Python, aiming at improving students' confidence and learning experiences in graduate quantum mechanics and statistical physics courses. Surveys before and after the bootcamp showed an increase in students' confidence in problem-solving in key mathematical areas and social aspects of peer-led group learning. Qualitative and quantitative analyses demonstrate that the bootcamp reduced prior inequities in students' confidence metrics based on gender and mathematical background.

We examine how groups differ from individuals in how they tackle two fundamental trade-offs in learning from experience—namely, between exploration and exploitation and between over- and undergeneralization from noisy data (which is also known as the "bias-variance" trade-off in the machine learning literature). Using data from an online contest platform (Kaggle) featuring groups and individuals competing on the same learning task, we found that groups, as expected, not only generate a larger aggregate of alternatives but also explore a more diverse range of these alternatives compared with individuals, even when accounting for the greater number of alternatives. However, we also discovered that this abundance of alternatives may make groups struggle more than individuals at generalizing the feedback they receive into a valid understanding of their task environment. Building on these findings, we theorize about the conditions under which groups may achieve better learning outcomes than individuals. Specifically, we propose a self-limiting nature to the group advantage in learning from experience; the group advantage in generating alternatives may result in potential disadvantages in the evaluation and selection of these alternatives. Supplemental Material: The online appendix is available at https://doi.org/10.1287/orsc.2021.15239. [ABSTRACT FROM AUTHOR]

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although combining case study teaching with group learning is a popular approach for teaching business courses, pedagogical challenges arise, particularly in undergraduate classes. To address these challenges, we developed an instructional innovation called the T eam- B ased L earning and E valuation (TaBLE) Case Method, which increased student engagement and deepened learning in an undergraduate introductory management course. The TaBLE Case Method is built upon specific principles of team-based learning, and comprises phases that meld together individual preparation and group participation before, during and after class. Our evaluation of the TaBLE Case Method highlights how it enhances group learning by: increasing student motivation to prepare, attend and engage; creating individual accountability for group goals; fostering critical thinking and creative debate; and making theory-practice links more visible. We also discuss the method's "shadowsides" and limitations, and provide guidance on how the method can be adapted for a variety of class sizes and delivery modes. [ABSTRACT FROM AUTHOR]

The study aims to compare how discovery learning and collaborative discovery learning affect knowledge acquisition, the development of understanding through phases of self-regulated learning (SRL), and the use of SRL strategies at the individual level. The sample consists of 981 eleven-year-old students. The results show that both methods have a positive effect on knowledge acquisition. Collaborative discovery learning has more positive effects on the development of students' understanding by developing collaborative skills. Motivational strategies (especially in girls) are more developed in collaborative discovery learning than in discovery learning. Students who show more pronounced negative characteristics of self-regulation also achieve poorer results in the knowledge test, and this is more pronounced in students who have participated in discovery learning. The tendency of an affirmative attitude towards the characteristics of SRL in the entire population of students indicates a proportional growth in accordance with success in learning, but in more successful students, it indicates a uniform retention of an affirmative attitude. The tendency toward an affirmative attitude regarding the characteristics of collaborative learning is inversely proportional to students' success, with a more pronounced attitude decrease in more successful students. [ABSTRACT FROM AUTHOR]

The learning of Akidah Akhlak aims to develop creeds through understanding and appreciating the material as well as students’ practice of Islamic creeds so that they become muslims who believe and are devoted to Allah SWT. The aim of this research is to describe the effectiveness of implementing the group learning model in the Aqidah Akhlak subject in class V MI Ma’ahidul Huda Banjaran, Salem, Brebes Regency. This research uses a qualitative approach. Data collection was carried out by learning observations, interviews, and documentation. In analyzing the data, researchers used the Miles and Huberman model. The results of this research show that the use of the group learning model in learning moral beliefs is able to increase the effectiveness of learning and form students’ thinking skills through group discussions.

This paper focuses on learning that takes place outside formal classrooms within groups or teams. Based on the conceptual framework of informal learning, adult learning and lifelong learning, it investigates how two contrasting groups of adult learners in Vietnam, Mekong doctors and Hanoi hairdressers, learn, interact, and collaborate through their informal learning experiences in the workplace. These are two 'co-present groups' or two 'complex systems'. For Vietnamese learners, the challenges of Confucian heritage culture, or the lack of awareness of cultural differences, created obstacles to collaboration and participation. The contribution to this Special Issue argues that co-present group learning applies well to non-Western Confucius-based cultures and other countries with similar values, despite this lack of awareness of cultural differences. [ABSTRACT FROM AUTHOR]

Like other health care practices, the increasing complexity in dentistry signals the need for a reconceptualisation of dentist professional learning. Professional dental bodies, at large, still privilege formal continuing professional development (CPD) provisions focusing on off-the-job activities despite growing evidence that much invaluable learning occurs through and at work. In exploring the two common dentist CPD approaches, this article critiques the narrow conceptions of learning inscribed in these frameworks, which are individualistic and acquisition oriented. Drawing on a vignette of dentists' professional practice at work, this paper argues for a shift in discussion from an emphasis on which CPD models work best to what counts as professional learning for dentists. To flesh out these arguments, the paper proposes using an innovative conceptual approach through the lens of 'complexity thinking' and the concept of 'co-present group'. Through this lens, the reframing of thinking brings out two key features of learning: Emergent learning cannot be specified in advance and much significant learning is typically beyond an individual's learning. Given the learning potentials of group practice and group learning, the paper concludes with suggestions to support dentists' lifelong learning at work. [ABSTRACT FROM AUTHOR]

This paper presents results from a review of methods of agricultural extension, including the evidence for the effectiveness of methods in supporting farm practice change, how they affect the change process, and the critical success factors involved. Agricultural scientists face challenges in aligning their research outputs to the change process on farm. These challenges are exacerbated by the funding environment for research, development, and extension (RD&E), the complexity of the adoption process and the privatisation and commercialisation of advisory and extension services. To assist scientists in navigating these challenges, a structured literature review of extension methods was conducted, examining the following: group-learning/peer-topeer; technology development; training; information provision; one-on-one advice/coaching; e-extension; co-innovation; best management practice; and social marketing. In addition, two case studies outlining the application of combinations of extension methods in the context of feeding system challenges in the Australian dairy industry, and their effects, are described. While the evidence across the studies reviewed was strongest for the effect on adoption of small group-learning and one to one consulting, it was combinations of methods that resulted in larger effects (for example, in practice change or profitability), which was credited to how they addressed the human and social dimensions of the adoption process. Case studies of adoption in the dairy sector found that scientists influenced adoption by collaborating with the private sector, being directly involved with on-farm trials and demonstrations, and supporting grouplearning approaches to help the adoption of past research. This role for scientists in adoption was enabled by investment in programs of RD&E rather than discreet research experiments, and research designs and methods that incorporated the social dimensions of adoption. This synthesis demonstrates the need for scientists to be proactive in providing guidance for farmers on where to access and source information related to their work, engage with a broad range of advisor types associated with their research field, champion in-field trials and/or demonstrations and be active participants in collaborative approaches to RD&E. [ABSTRACT FROM AUTHOR]

The study aims to compare how discovery learning and collaborative discovery learning affect knowledge acquisition, the development of understanding through phases of self-regulated learning (SRL), and the use of SRL strategies at the individual level. The sample consists of 981 eleven-year-old students. The results show that both methods have a positive effect on knowledge acquisition. Collaborative discovery learning has more positive effects on the development of students’ understanding by developing collaborative skills. Motivational strategies (especially in girls) are more developed in collaborative discovery learning than in discovery learning. Students who show more pronounced negative characteristics of self-regulation also achieve poorer results in the knowledge test, and this is more pronounced in students who have participated in discovery learning. The tendency of an affirmative attitude towards the characteristics of SRL in the entire population of students indicates a proportional growth in accordance with success in learning, but in more successful students, it indicates a uniform retention of an affirmative attitude. The tendency toward an affirmative attitude regarding the characteristics of collaborative learning is inversely proportional to students’ success, with a more pronounced attitude decrease in more successful students.

Computer programming is a difficult course for many students. Prior works advocated for group learning pedagogies in pursuit of higher-level reasoning and conceptual understanding. However, the methodological gaps in existing implementations warrant further research. This study conducted a three-armed cluster-randomized controlled trial to comparatively evaluate the social and cognitive effects of group learning pedagogies in computer programming. Following an apprenticeship model, each group has a designated master: drivers in pair programming (PP), peer leaders in peer-led team learning (PLTL), and practitioners in practitioner-assisted group learning (PAGL). In all course deliverables, the PP group received the lowest mean scores. Meanwhile, no significant difference was found between the PLTL and PAGL groups. Except for psychological safety, social factors such as task cohesion, interdependence, and group potency were significantly different between the groups. Both PLTL and PAGL groups reported a significant increase in social factors after 14 weeks of intervention. These findings provide a rationale for educational leaders and teachers to formulate curricular plans that integrate PLTL and PAGL in computer programming education. Overall, this study contributes to the literature on group learning, expands the pedagogies in computer programming, and serves as additional empirical evidence on cognitive apprenticeship and sociocultural perspectives of learning. [ABSTRACT FROM AUTHOR]

Based on the online and offline teaching of chemical engineering principles course, we carried out the teaching exploration combined with online preview, flipped classroom and home exploration on the basis of cooperative group learning. This work shows the teaching mode by taking the simple calculation of the tray number of distillation column as an example. On the basis of class grouping and pre-class thinking questions, the teacher guides students to online preview and cooperative group discussion with questions, by which students' learning initiative is ignited, and the teaching effect and efficiency of offline flipped classroom are greatly improved. Through flipped classroom and cooperative group learning, students master the ideas and methods to solve the complex engineering problems in chemical engineering, and can solve the corresponding complex engineering problems. Through extending problems and post-class group cooperation, students are guided to study and explore after class, by which students' scientific research and innovation ability is cultivated. Our teaching experiences indicated that "online preview-flipped classroom-home exploration" on the basis of cooperative group learning can be used as a general teaching mode in higher engineering education with high efficiency. [ABSTRACT FROM AUTHOR]

Mathematics class can cause many problems if students do not organize diversity and habits correctly. Using a sociograph to form a mathematics study group is one way to organize assortment in the mathematics class. Sociograph is a friendship pathway that appears in a math class. In this sense, this study aims to determine the impact of forming study groups based on friendship in a mathematics class on problem-solving abilities. A quasi-experimental research design with 30 students was used. A friendship questionnaire and a problem-solving test were used as instruments. In addition, an independent t-test was used to analyze the data. The study results indicate that study groups formed through friendship pathways (sociograph) have a more significant effect than those formed through other means. As a result, the formation of heterogeneous groups based on friendship can be used as an alternative to the formation of study groups.

User reviews have been widely used to extract opinions, complaints, and requirements about a given place or product from the users’ point of view. In the process of collecting user reviews, a lot of reviews irrelevant to a given search keyword are included in the collection result. Such irrelevant reviews can easily be detected using supervised learning algorithms. However, situation changes when the number of places or products that need to be analyzed increases because manual labeling is required for each collected review. This paper presents a method to detect irrelevant reviews efficiently when a large number of places and reviews need to be analyzed. The basic idea of the proposed method is to expand the target of the learning from an individual place to a group consisting of multiple places. The method can be applied properly to any place whose number of reviews is not enough to perform the training because a classifier obtained by training sufficient reviews included in the places of a group can be used for the places with insufficient reviews in the group. As an initial study of this approach, we tried to check through experiments whether the proposed method can provide higher accuracy than the conventional method where the training is performed for individual places. Our experimental results showed that the average f1-score of the group learning was about 0.931 over real data collected online. For the places with less than 100 reviews, the f1-score of the conventional and proposed methods was 0.651 and 0.865, respectively, showing that 21.4% performance improvement.

This paper presents a qualitative–quantitative study that investigates whether an active and collaborative design can help university students positively evaluate the course, even in a large-size online class for special ed teachers.

A FHIR based platform for case-based instruction of health professions students has been developed and field tested. The system provides a non-technical case authoring tool; supports individual and team learning using digital virtual patients; and allows integration of SMART Apps into cases via its simulated EMR. Successful trials at the University of Queensland have led to adoption at the University of Melbourne. [ABSTRACT FROM AUTHOR]

In the article there is analyzed if the transdisciplinary cooperation influences the students’ learning results, and if such cooperation serves for the training of a specialist, who could work in a new environment of knowledge society that motivates a project work in continually variable commands. There is discussed a 3 year-experience of the application of the transdisciplinary cooperation in the training of students in the faculty of information science at Vytautas Magnus University and at Kaunas Institute of Arts, VAA (Vilnius Academy of Fine Arts). There are also investigated some research results of the transdisciplinary cooperation in training as well as the assessment of the students on their own.

The purpose of the present study is to attain a better understanding of Collaborative Learning in Informal Spaces (CLIS) by addressing the nature of learning activities that will trigger socio-cognitive conflicts and the kind of socio-emotional challenges experienced in CLIS. To this end, research was conducted over four weeks where tasks were divided into pre-CLIS, during CLIS session and during CLIS presentation. The data in the form of video-stimulated semi-structured interviews were collected from 20 Year Two Gender Studies students of Monash University Malaysia. Based on the data collected, the students were divided into the Effective Learning Group (ELG) and the Lees Effective Learning Group (LELG). Consequently, the interview data were transcribed and analysed using the framework method as a form of thematic analysis. The results reveal that the LELG students require additional assistance from the lecturers and peers to overcome the pre-CLIS learning activities challenges. Further, ELG students are better at coordinating team members' understandings leading to mutually shared cognition. Worthy of note is that the LELG students need to accept the fact that in collaborative learning, a socio-emotional atmosphere is strongly present and they have to learn to regulate the conflict rather than avoiding it. [ABSTRACT FROM AUTHOR]

During the quarantines suffered in most countries during the first months of the pandemic, one of the specific problems of lecturers was to maintain the interest of their students in unfavorable conditions. In this context, gamification is a methodology that, in the teaching field, favors the involvement of students in their learning thanks to playful components that keep the participants motivated. In this work we analyze a comprehensive gamification experience for students of various engineering degrees designed for face-to-face teaching and its adaptation to the online environment. The main results observed were the existence of a correlation between the active participation of the student in the program and taking the exam, as well as an improvement in the learning of the concepts and methods of solving problems of the subject, which resulted in an increase in the percentage of students who passed the subject with respect to the total number of students who took the exam when comparing them with the control groups. The students' perception of the experience indicates that they feel more committed to the subject and consider that it has served to improve their learning. [ABSTRACT FROM AUTHOR]

Background: Communities of practice have been proposed as a workforce development strategy for developing dietitians, yet little is known about how they work and for whom, as well as under what circumstances. We aimed to understand the mechanisms by which dietitians working in Aboriginal and Torres Strait Islander health benefit from communities of practice. Methods: A realist evaluation of 29 interviews with non‐Indigenous dietitians and nutritionists was employed, which was conducted over the course of two communities of practice (2013 and 2014) and follow‐up interviews in 2019. Programme theory was developed from analysis of initial interviews and used to recode all interviews and test theory. The identification of patterns refined the programme theory. Results: Six refined theories were identified: (1) a community of practice fosters the relationships that support navigation of the many tasks required to become more responsive health professionals; (2) committed and open participants feel supported and guided to be reflexive; (3) sharing, reflexivity, feedback and support shift awareness to one's own practice to be able to manoeuvre in intercultural spaces; (4) through sharing, feedback, support and collaboration, participants feel assured and affirmed; (5) connection through feelings of understanding and being understood contributes to commitment to remain working in the area; and (6) through sharing, feedback, support and collaboration, participants with varied experience and roles see the value of and gain confidence in new perspectives, skills and practices. Conclusions: Further research is required to test this model on a much larger scale, with communities of practice inclusive of Aboriginal and non‐Aboriginal health professionals together, and across a diverse group of dietitians. Key points: We conducted a realist evaluation of 29 interviews with non‐Indigenous dietitians and nutritionists engaged in communities of practice to understand how communities of practice work and for whom, as well as under what circumstances.Using a series of interviews over a period of 6 years, the evaluation found that a range of outcomes (responsive health professionals, ability to manoeuvre in intercultural spaces, retention in this area of practice, increased confidence) were possible in contexts where participants were committed, open and willing to share and were activated by being supported and guided through reflexive practice, peer feedback and being understood.Engaging in reflexive practice and peer feedback with people who understand your work experiences (empathy) where new perspectives and practices are valued, were critical for supporting achievement of outcomes. [ABSTRACT FROM AUTHOR]

The widespread use of video platforms has enriched and expanded options for synchronous learning for students attending class remotely including use of breakout rooms as a venue for peer-to-peer discussion. Although groupwork has long been used in face-to-face classes and there exists abundant research on its benefits, research on the use of breakout rooms as a venue for groupwork including students not physically in the classroom is scant. An end-of-term survey was administered to students in two classes taught using a Hybrid Flexible system where the instructor was physically present in the classroom with some students while other students participated remotely. Primary characteristics students liked about breakout rooms are that they facilitate student-to-student interaction, especially important during the pandemic, allow peer-to-peer learning and assistance, and keep student attention and interest. Primary characteristics noted as those disliked include lack of participation, that they can be awkward, and when they are poorly designed. Students found breakout rooms most productive when instructors provided clear guidance, students were held accountable for the conversation held in the breakout room, and all students participated. [ABSTRACT FROM AUTHOR]

With current online learning platform technology, we are now able to observe undergraduate student learning iii many spaces outside of the formal classroom, including through the use of technologies like asynchronous online discussion forums (AODs). The help-seeking and knowledge building behaviors of students in these virtual learning spaces, and engineering students in particular, merit further investigation to elucidate the ways that discussion forums may support or hinder knowledge-building and collaborative processes that are important for engineering students' learning outcomes. This study employed qualitative content analysis of a large amount of discussion forum data from seven semesters of the same blended university-level engineering course to investigate the ways that students used the forum to engage with their peers and course material. Our findings indicate various collaborative engagement patterns existed to promote group knowledge acquisition (e.g., asking technical questions, providing technical answers, and challenging or validating those answers). We posit that these engagement patterns made the forum an effective computer-supported collaborative learning (CSCL) space for the community of users as a whole. We find further support for the role of social presence, or a sense of group cohesion, learners may fuel when interacting on the forum, and the ways in which it may shape knowledge construction in blended learning environments. We provide a series of practical implications to engineering educators and AOD designers for optimizing the ways in which learning happens for engineering students on educational discussion forums. [ABSTRACT FROM AUTHOR]

The approaches used for assessment and instruction are powerful indicators of learning that is valued in the field of education. They are the fundamental activities in the educational process, specifically when related to designing and science. A few educational cycles, such as workforce progress, understudy scores, position, and deep insight, are impacted by ordinary content delivery and subpar evaluation. The Specific Outcomes of the Program (PSOs) and Course Outcomes are primarily managed by these two difficulties (COs). Examining the effects of movement-based learning and assessment methodologies to complete the assigned PSOs and COs through group or individual learning is the focus of the current work. The impact size of Hattie, which affects the success of the programme and course, has been examined. Two courses that were offered to a small group of college students studying electrical engineering showed the cycle. The measurements have been made based on the impact that each impact, element, and issue have on the size of the impact. The conversation also discusses the possibility of integrating action-based learning into Indian design education. [ABSTRACT FROM AUTHOR]

To achieve organization-wide goals, sometimes multiple local groups must synchronize their learning activities. This paper uses an ethnographic study of a cancer treatment center to develop theory on organizational learning by identifying a process that helped synchronize learning across many local and interdependent groups by taking advantage of hierarchy. Change agents—in this case, consultants—identified the managers of the various groups that would need to change for an organization-wide goal to be achieved, and they met with each manager to renegotiate his or her formal obligations. Through the renegotiation process, the managers came to better understand the organization-wide goal, and the change agents better understood each group’s work. After the managers understood and accepted their renegotiated obligations, they changed how they administered resources and expectations in their groups, and the members of their respective groups adapted their practices in response. This process illustrates how the obligations associated with hierarchical positions can be renegotiated in ways that develop improved understanding and, when changed, can shape local activities to favor new goals. [ABSTRACT FROM AUTHOR]

For many music students studying classical piano in tertiary institutions, techniques in improvisation are not included in their undergraduate curriculum. Despite the acknowledged musical benefits of improvisation, piano pedagogy curricula remain firmly rooted in the nineteenth century, focusing on the performance of the familiar canon of classical repertoire. In this study, in which we set out to explore the possible benefits of introducing formal improvisation lessons, eight students were selected from two universities in Hong Kong and Perth respectively. Using an active research methodology, the students were given four one-hour improvisation lessons each of which was followed by a focus group interview. In addition to making recommendations for improvisation to occupy a space in undergraduate classical piano curricula, other unexpected findings regarding group teaching for pianists, and teaching across an international context are presented. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Computer Engineering & Applications is the property of Beijing Journal of Computer Engineering & Applications Journal Co Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Student learning has been affected by the recent shift in education globally which has been attributed to adaptation to the recent COVID-19 pandemic. This study will look at these characteristics to better understand gender differences in e-learners' self-efficacy, satisfaction, motivation, attitude, and performance on a worldwide scale. Due to the rapid COVID-19 pandemic, many educational institutions had to close, forcing many students to stay at home and enrol in online courses. Due to the practical laboratory sessions and workshops demanded by Science, Technology, Engineering, and Mathematics (STEM) modules and other related fields, education has faced difficulties during the COVID-19 pandemic. Understanding student involvement and its role in promoting a number of desirable outcomes, including academic outcomes like greater achievement, lower dropout rates, as well as various well-being and life outcomes, has therefore become increasingly important. This paper presents the scientometric review with an annotated bibliography on teaching styles through group learning in the higher education academies (HEAs) directed towards sustainable education. The current work also gives an annotated bibliography that seeks to compile and integrate the research on student participation, group learning, instructional strategies, equality, and diversity. Some evaluations and suggestions are also made in the study. [ABSTRACT FROM AUTHOR]

Copyright of Education & Law Review / Revista de Educación y Derecho is the property of Revista de Educacion y Derecho and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As academic and cultural heritage institutions increasingly offer digital collections and services, technical upskilling--the process of acquiring and/or expanding technical skills--has moved from an individual prerogative to an institutional imperative. In this publication, the authors share their experiences with, and lessons learned from, a series of four collaborative technical skills development initiatives--the ArchivesSpace-Archivematica-DSpace Workflow Integration Project (2014-2016), a series of Curation Team Workshops (2015), a Technical Skills Pilot Project (2017-2018), and the development of a Bentley Audiovisual Quality Control Utility (2019)--at the University of Michigan Bentley Historical Library. In doing so, the authors advocate for the value of increasing the technical literacy and skills of entire teams/units (as opposed to focusing on the development of individual skills) and provide information and best practices that will enable and empower other institutions to undertake similar initiatives. They conclude by making the case for organizational cultures that value learning together. [ABSTRACT FROM AUTHOR]

Group learning is commonly used in a wide range of classes. However, effective methods used to form groups are not thoroughly understood. In this study, we explore a quantitative method for creating project teams based on student knowledge and interests expressed in project proposals. The proposals are encoded to vector representations, ensuring that closely related proposals yield similar vectors. During this step, two widely used natural language processing algorithms are used. The first algorithm is based solely on the frequency of words used in the text, while the other considers context information using a deep neural network. The similarity scores for the proposals generated by the two algorithms are compared with those generated by human evaluators. The proposed method was applied to a group of senior students in a capstone design course in South Korea based on their project proposals on autonomous cars written in Korean. The results indicate that the contextualized encoding scheme produces more human-like text similarity vectors compared to the word frequency-based encoding scheme. This discrepancy is discussed from a context information standpoint in this study. [ABSTRACT FROM AUTHOR]

As a developmental task for learning phases of the Moon, students are sometimes given the opportunity to study the phases of the Earth from the perspective on the Moon as well as Moon phases from the perspective on the Earth. We proposed a cognitive model of understanding of Moon phases, and we developed an active learning environment in which two students work in pairs: one playing the role of the Moon and the other playing the role of the Earth. We used a technology by which two people can share the same AR space. We verified the effect of the learning environment by an evaluation test. [ABSTRACT FROM AUTHOR]