From resistance to acceptance in small group work : Students' narratives
Copyright © 2022 Elsevier Ltd. All rights reserved..
BACKGROUND: Small group work helps the development of students' collaborative attributes and their knowledge enhancement. However, teachers may face challenges when they have students who resist group work. Possible reasons of their resistance may have been generally discussed but rigorous study of this specific student population is often overlooked.
OBJECTIVES: To compare the perspectives of small group learning among students who resisted group work before and after group learning.
DESIGN: Students' narratives were collected before and after group work. A structured intervention consisted of a combination of strategies, including a structured guideline, regular group interactions, and intensive tutor's support, was employed to facilitate students' learning through group work.
METHOD: Convenience sampling was carried out in a class with 299 students. Narratives were collected before and after group work. Students who resisted group work were selected for further investigation.
RESULTS: A total of 12 students (6%) resisted group work due to limited self-mastery in learning, difficulty in working with strangers/free riders, and unfair conditions in group work. After group work, the majority of students had more positive perception of group work on time management for learning, knowledge enhancement, communication and collaborative skill development, and sufficient guidance from the tutor. Students' narratives before and after group work were compared. Students' insecurity from working in a small group increased their preference of individual study but a well-planned intervention increased student's engagement and facilitated students' interactions.
CONCLUSIONS: This study revealed that the perception of students who resist group learning can be changed when they engaged their learning with clear direction, adequate guidance, supportive peer-interaction, and effective tutor's facilitation. The results increase tutors' insight in planning an appropriate teaching pedagogy to facilitate students' learning by preventing obstacles which make students resist group work.
| Medienart: |
E-Artikel |
|---|
| Erscheinungsjahr: |
2022 |
|---|---|
| Erschienen: |
2022 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:111 |
|---|---|
| Enthalten in: |
Nurse education today - 111(2022) vom: 07. Apr., Seite 105317 |
| Sprache: |
Englisch |
|---|
| Beteiligte Personen: |
Wong, Florence Mei Fung [VerfasserIn] |
|---|
| Links: |
|---|
| Themen: |
Journal Article |
|---|
| Anmerkungen: |
Date Completed 05.04.2022 Date Revised 05.04.2022 published: Print-Electronic Citation Status MEDLINE |
|---|
| doi: |
10.1016/j.nedt.2022.105317 |
|---|
| funding: |
|
|---|---|
| Förderinstitution / Projekttitel: |
|
| PPN (Katalog-ID): |
NLM338030247 |
|---|
| LEADER | 01000naa a22002652 4500 | ||
|---|---|---|---|
| 001 | NLM338030247 | ||
| 003 | DE-627 | ||
| 005 | 20231225235742.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 231225s2022 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.1016/j.nedt.2022.105317 |2 doi | |
| 028 | 5 | 2 | |a pubmed24n1126.xml |
| 035 | |a (DE-627)NLM338030247 | ||
| 035 | |a (NLM)35272180 | ||
| 035 | |a (PII)S0260-6917(22)00053-3 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a eng | ||
| 100 | 1 | |a Wong, Florence Mei Fung |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a From resistance to acceptance in small group work |b Students' narratives |
| 264 | 1 | |c 2022 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a ƒaComputermedien |b c |2 rdamedia | ||
| 338 | |a ƒa Online-Ressource |b cr |2 rdacarrier | ||
| 500 | |a Date Completed 05.04.2022 | ||
| 500 | |a Date Revised 05.04.2022 | ||
| 500 | |a published: Print-Electronic | ||
| 500 | |a Citation Status MEDLINE | ||
| 520 | |a Copyright © 2022 Elsevier Ltd. All rights reserved. | ||
| 520 | |a BACKGROUND: Small group work helps the development of students' collaborative attributes and their knowledge enhancement. However, teachers may face challenges when they have students who resist group work. Possible reasons of their resistance may have been generally discussed but rigorous study of this specific student population is often overlooked | ||
| 520 | |a OBJECTIVES: To compare the perspectives of small group learning among students who resisted group work before and after group learning | ||
| 520 | |a DESIGN: Students' narratives were collected before and after group work. A structured intervention consisted of a combination of strategies, including a structured guideline, regular group interactions, and intensive tutor's support, was employed to facilitate students' learning through group work | ||
| 520 | |a METHOD: Convenience sampling was carried out in a class with 299 students. Narratives were collected before and after group work. Students who resisted group work were selected for further investigation | ||
| 520 | |a RESULTS: A total of 12 students (6%) resisted group work due to limited self-mastery in learning, difficulty in working with strangers/free riders, and unfair conditions in group work. After group work, the majority of students had more positive perception of group work on time management for learning, knowledge enhancement, communication and collaborative skill development, and sufficient guidance from the tutor. Students' narratives before and after group work were compared. Students' insecurity from working in a small group increased their preference of individual study but a well-planned intervention increased student's engagement and facilitated students' interactions | ||
| 520 | |a CONCLUSIONS: This study revealed that the perception of students who resist group learning can be changed when they engaged their learning with clear direction, adequate guidance, supportive peer-interaction, and effective tutor's facilitation. The results increase tutors' insight in planning an appropriate teaching pedagogy to facilitate students' learning by preventing obstacles which make students resist group work | ||
| 650 | 4 | |a Journal Article | |
| 650 | 4 | |a Narratives | |
| 650 | 4 | |a Nursing education | |
| 650 | 4 | |a Small group work | |
| 650 | 4 | |a Student learning | |
| 700 | 1 | |a Kan, Crystal Wai Yee |e verfasserin |4 aut | |
| 700 | 1 | |a Chow, Susan Ka Yee |e verfasserin |4 aut | |
| 773 | 0 | 8 | |i Enthalten in |t Nurse education today |d 1993 |g 111(2022) vom: 07. Apr., Seite 105317 |w (DE-627)NLM012681571 |x 1532-2793 |7 nnns |
| 773 | 1 | 8 | |g volume:111 |g year:2022 |g day:07 |g month:04 |g pages:105317 |
| 856 | 4 | 0 | |u http://dx.doi.org/10.1016/j.nedt.2022.105317 |3 Volltext |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a GBV_NLM | ||
| 951 | |a AR | ||
| 952 | |d 111 |j 2022 |b 07 |c 04 |h 105317 | ||