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.
DOCUMENT
Collaborative learning tasks may represent an effective way to stimulate higher-order processes among high-ability students in regular classrooms. This study investigatedthe effects of task structure and group composition on the elaboration and metacognitive activities of 11th grade preuniversity students during a collaborative learning task: 102 students worked in small groups. On an ill-structured or moderately structured task. Differential effects forcognitive ability were investigated using a continuous measure. Likewise, the effects of group composition were examined using a continuous measure of the cognitiveheterogeneity of the group. The group dialogues were transcribed and coded. Analysis revealed an interaction effect between task structure and cognitive abilityon students’ elaboration and metacognitive activities. Task structure had a negative effect on the elaborative contributions of high-ability students. For students with lower abilities, task structure had a positive effect onelaboration and metacognitive activities. No effects were found of the cognitive heterogeneity of the group. Group composition seemed not to be related to group interactionamong 11th grade pre-university students. The results indicate that open-ended collaborative tasks with little guidance and directions on how to handle them, canstimulate higher-order processes among high-ability students and may offer them the challenge they need.
MULTIFILE
As the COVID-19 pandemic prevented planned international travel opportunities for students and faculty, faculty at three universities from three professions created a four-day innovative, online learning experience. Each session included presentations from each country, small-group discussions, and evaluation. The topics appealed to students regardless of profession or nationality. Daily evaluations showed attendees valued the experience. The benefits of international and interprofessional learning were evident; students gained better understanding of other professions and health care systems through sessions that expanded their thinking. International appreciation and learning can be prioritized without physical travel.
DOCUMENT
This paper analyzes connectivity and efficiency of a SME network across two industries. These characteristics are likely to be different for networks of various industries. The concept of 'small worlds' is used to judge overall network efficiency. The actual network can be classified as one in which a small world is present. Visualization of the results shows a single core group in the network. It was found that non-profit as well as science actors were overrepresented in the core of the field.
DOCUMENT
Als relatief nieuw begrip in de context van e-learning krijgt ‘mobile learning’ steeds meer aandacht, wat ten dele kan worden verklaard door de ontwikkeling en verspreiding van mobiele technologie. Als we de pleitbezorgers van ‘mobile learning’ moeten geloven, dan wordt deze vorm van leren belangrijker en is het denkbaar dat sommige leerprocessen in de toekomst volledig op die wijze vormgegeven zullen worden. Probleem is dat een eenduidige definitie van ‘mobile learning’ nog altijd ontbreekt, dat er meningsverschillen zijn over de technologie die tot het domein van ‘mobile learning’ behoort, en dat er betrekkelijk weinig resultaten zijn van succesvolle inzet van mobiele technologie in leerprocessen. Daarbij wordt onder succesvol verstaan dat het heeft bijgedragen aan de effectiviteit van het leren, en daarmee aan een beter leerresultaat en een efficiënter leerproces, waarbij onder het laatste verstaan wordt dat het maximale leereffect wordt bereikt met een beperkte inzet van mensen en middelen. Deze notitie beoogt enige duidelijkheid te scheppen in de definitiekwestie en in de visies op leren die een rol spelen bij ‘mobile learning’. Vanuit dat perspectief wordt vervolgens ingegaan op kenmerken van mobiele technologie en ontwikkelingen die daarin verwacht worden. Aansluitend wordt er dieper ingegaan op leerprocessen en de rol die mobiele technologie daarin zou kunnen vervullen, waarna de notitie wordt afgesloten met een kijkkader om de mogelijke inzet en betekenis van ‘mobile learning’ in onderwijssituaties te kunnen duiden en beoordelen.
DOCUMENT
Learning objects are bits of learning content. They may be reused 'as is' (simple reuse) or first be adapted to a learner's particular needs (flexible reuse). Reuse matters because it lowers the development costs of learning objects, flexible reuse matters because it allows one to address learners' needs in an affordable way. Flexible reuse is particularly important in the knowledge economy, where learners not only have very spefic demands but often also need to pay for their own further education. The technical problems to simple and flexible are rapidly being resolved in various learning technology standardisation bodies. This may suggest that a learning object economy, in which learning objects are freely exchanged, updated and adapted, is about to emerge. Such a belief, however, ignores the significant psychological, social and organizational barriers to reuse that still abound. An inventory of these problems is made and possible ways to overcome them are discussed.
DOCUMENT
Uit het vooronderzoekvan het project Duurzamelearning communities: Oogstenin de Greenportblijkt dat12 factorenhierbijvan belangrijk zijn. Deze succesfactoren staan centraal in de interactieve tool Seeds of Innovation. Ook komen uit het vooronderzoek, aangevuld met inzichten uit de literatuur en tips om de samenwerking door te ontwikkelen en meer gebruik te maken van de opbrengsten 12 succesfactoren met toelichting, belangrijkste bevindingen en tips voor ‘hoe nu verder’, Poster, Walk through, De app die learning communities helptde samenwerkingnaareenhogerplan te tillenen innovatieveopbrengstenoptimaalte benutten.
MULTIFILE
Background to the problem Dutch society demonstrates a development which is apparent in many societies in the 21st century; it is becoming ethnically heterogeneous. This means that children who are secondlanguage speakers of Dutch are learning English, a core curriculum subject, through the medium of the Dutch language. Research questions What are the consequences of this for the individual learner and the class situation?Is a bi-lingual background a help or a hindrance when acquiring further language competences. Does the home situation facilitate or impede the learner? Additionally, how should the TEFL professional respond to this situation in terms of methodology, use of the Dutch language, subject matter and assessment? Method of approach A group of ethnic minority students at Fontys University of Professional Education was interviewed. The interviews were subjected to qualitative analysis. To ensure triangulation lecturers involved in teaching English at F.U.P.E. were asked to fill in a questionnaire on their teaching approach to Dutch second language English learners. Thier response was quantitatively and qualitatively analysed. Findings and conclusions The students encountered surprisingly few problems. Their bi-lingualism and home situation were not a constraint in their English language development. TEFL professionals should bear the heterogeneous classroom in mind when developing courses and lesson material. The introduction to English at primary school level and the assessment of DL2 learners require further research.
DOCUMENT
The impact communities of practice (CoPs) make can be understood in several different ways, depending on which theoretical perspective is used. For example, CoPs have been studied from a learning-theory perspective, from organizational development theory, and from a small-group theory. To understand the effects of participating in a CoP on individuals, groups or the organization in which they function, we could use traditional learning theory, organizational learning theory, information-processing theory or small-group process theory, etc. Or we could look at the internal processes of CoPs; the output they generate, or employ a synthesized view. CoPs can also be seen as impacting different actors in the organization in which they operate; individuals, groups or the whole organization. This means, for example, that we could look at CoPs from an organizational learning perspective to see how CoPs impact strategy development or renewal. At the level of the group, we could look at how CoPs lead to increased group performance and how that in turn leads to a higher output of knowledge products. And as learning is one of the key processes in a CoP, an important aspect of we need to study is how the individual learns, as well as what the individual learns. The complexity of impact a CoP can have on the diverse actors requires a pluralistic and multiperspective approach. However, a review of the literature showed no comprehensive model that neither integrates these different levels of impact nor employs multiple theoretical perspectives. Furthermore, most models of measurement or assessment use traditional types of output measurement, such as ROI, or anecdotal evidence that the CoP has improved organizational capability. Much like any human resource development initiative – which is the perspective of CoPs we take in this paper – there has been no real attempt to develop measures for assessing impact. We try to fill this gap by presenting a comprehensive, multidisciplinary, conceptual model that approaches measuring certain aspects a CoP has on individuals, groups and organizations.
DOCUMENT
The principal aim of this study is to explore the relations between work domains and the work-related learning of workers. The article is intended to provide insight into the learning experiences of Dutch police officers during the course of their daily work. Interviews regarding actual learning events and subsequent changes in knowledge, skills or attitudes were conducted with police officers from different parts of the country and in different stages of their careers. Interpretative analyses grounded in the notion of intentionality and developmental relatedness revealed how and in what kinds of work domains police officers appear to learn. HOMALS analysis showed work-related learning activities to vary with different kinds of work domains. The implications for training and development involve the role of colleagues in different hierarchical positions for learning and they also concern the utility of the conceptualisation of work-related learning presented here.
DOCUMENT
