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Academic Journal

Student Engagement with Course Content and Peers in Synchronous Online Discussions

Subjects: Learner Engagement, Course Content, Peer Relationship, Case Studies, Computer Mediated Communication, Synchronous Communication, Introductory Courses, Sustainability, Online Courses, Reflection, Student Attitudes, Environmental Education, Group Dynamics, Critical Thinking, Questioning Techniques, Student Role, Group Discussion, Learner Engagement, Learner Engagement, Course Content, Peer Relationship, Case Studies, Computer Mediated Communication, Synchronous Communication, Introductory Courses, Sustainability, Online Courses, Reflection, Student Attitudes, Environmental Education, Group Dynamics, Critical Thinking, Questioning Techniques, Student Role, Group Discussion, Course Content, Learner Engagement, Course Content, Peer Relationship, Case Studies, Computer Mediated Communication, Synchronous Communication, Introductory Courses, Sustainability, Online Courses, Reflection, Student Attitudes, Environmental Education, Group Dynamics, Critical Thinking, Questioning Techniques, Student Role, Group Discussion, Peer Relationship, Learner Engagement, Course Content, Peer Relationship, Case Studies, Computer Mediated Communication, Synchronous Communication, Introductory Courses, Sustainability, Online Courses, Reflection, Student Attitudes, Environmental Education, Group Dynamics, Critical Thinking, Questioning Techniques, Student Role, Group Discussion, Case Studies, Learner Engagement, Course Content, Peer Relationship, Case Studies, Computer Mediated Communication, Synchronous Communication, Introductory Courses, Sustainability, Online Courses, Reflection, Student Attitudes, Environmental Education, Group Dynamics, Critical Thinking, Questioning Techniques, Student Role, Group Discussion, Computer Mediated Communication, Learner Engagement, Course Content, Peer Relationship, Case Studies, Computer Mediated Communication, Synchronous Communication, Introductory Courses, Sustainability, Online Courses, Reflection, Student Attitudes, Environmental Education, Group Dynamics, Critical Thinking, Questioning Techniques, Student Role, Group Discussion, Synchronous Communication, Learner Engagement, Course Content, Peer Relationship, Case Studies, Computer Mediated Communication, Synchronous Communication, Introductory Courses, Sustainability, Online Courses, Reflection, Student Attitudes, Environmental Education, Group Dynamics, Critical Thinking, Questioning Techniques, Student Role, Group Discussion, Introductory Courses, Learner Engagement, Course Content, Peer Relationship, Case Studies, Computer Mediated Communication, Synchronous Communication, Introductory Courses, Sustainability, Online Courses, Reflection, Student Attitudes, Environmental Education, Group Dynamics, Critical Thinking, Questioning Techniques, Student Role, Group Discussion, Sustainability, Learner Engagement, Course Content, Peer Relationship, Case Studies, Computer Mediated Communication, Synchronous Communication, Introductory Courses, Sustainability, Online Courses, Reflection, Student Attitudes, Environmental Education, Group Dynamics, Critical Thinking, Questioning Techniques, Student Role, Group Discussion, Online Courses, Learner Engagement, Course Content, Peer Relationship, Case Studies, Computer Mediated Communication, Synchronous Communication, Introductory Courses, Sustainability, Online Courses, Reflection, Student Attitudes, Environmental Education, Group Dynamics, Critical Thinking, Questioning Techniques, Student Role, Group Discussion, Reflection, Learner Engagement, Course Content, Peer Relationship, Case Studies, Computer Mediated Communication, Synchronous Communication, Introductory Courses, Sustainability, Online Courses, Reflection, Student Attitudes, Environmental Education, Group Dynamics, Critical Thinking, Questioning Techniques, Student Role, Group Discussion, Student Attitudes, Learner Engagement, Course Content, Peer Relationship, Case Studies, Computer Mediated Communication, Synchronous Communication, Introductory Courses, Sustainability, Online Courses, Reflection, Student Attitudes, Environmental Education, Group Dynamics, Critical Thinking, Questioning Techniques, Student Role, Group Discussion, Environmental Education, Learner Engagement, Course Content, Peer Relationship, Case Studies, Computer Mediated Communication, Synchronous Communication, Introductory Courses, Sustainability, Online Courses, Reflection, Student Attitudes, Environmental Education, Group Dynamics, Critical Thinking, Questioning Techniques, Student Role, Group Discussion, Group Dynamics, Learner Engagement, Course Content, Peer Relationship, Case Studies, Computer Mediated Communication, Synchronous Communication, Introductory Courses, Sustainability, Online Courses, Reflection, Student Attitudes, Environmental Education, Group Dynamics, Critical Thinking, Questioning Techniques, Student Role, Group Discussion, Critical Thinking, Learner Engagement, Course Content, Peer Relationship, Case Studies, Computer Mediated Communication, Synchronous Communication, Introductory Courses, Sustainability, Online Courses, Reflection, Student Attitudes, Environmental Education, Group Dynamics, Critical Thinking, Questioning Techniques, Student Role, Group Discussion, Questioning Techniques, Learner Engagement, Course Content, Peer Relationship, Case Studies, Computer Mediated Communication, Synchronous Communication, Introductory Courses, Sustainability, Online Courses, Reflection, Student Attitudes, Environmental Education, Group Dynamics, Critical Thinking, Questioning Techniques, Student Role, Group Discussion, Student Role, Learner Engagement, Course Content, Peer Relationship, Case Studies, Computer Mediated Communication, Synchronous Communication, Introductory Courses, Sustainability, Online Courses, Reflection, Student Attitudes, Environmental Education, Group Dynamics, Critical Thinking, Questioning Techniques, Student Role, Group Discussion, Group Discussion, Learner Engagement, Course Content, Peer Relationship, Case Studies, Computer Mediated Communication, Synchronous Communication, Introductory Courses, Sustainability, Online Courses, Reflection, Student Attitudes, Environmental Education, Group Dynamics, Critical Thinking, Questioning Techniques, Student Role, Group Discussion, Undergraduate Students

  • Source: Online Learning, v22 n4 p289-312 Dec 2018. 24 pp.

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Academic Journal

Influence of Learning Design of the Formation of Online Communities of Learning

Subjects: Foreign Countries, Instructional Design, Online Courses, Communities of Practice, Undergraduate Students, Bachelors Degrees, Health Sciences, Computer Mediated Communication, Discussion Groups, Learner Engagement, Social Networks, Foreign Countries, Foreign Countries, Instructional Design, Online Courses, Communities of Practice, Undergraduate Students, Bachelors Degrees, Health Sciences, Computer Mediated Communication, Discussion Groups, Learner Engagement, Social Networks, Instructional Design, Foreign Countries, Instructional Design, Online Courses, Communities of Practice, Undergraduate Students, Bachelors Degrees, Health Sciences, Computer Mediated Communication, Discussion Groups, Learner Engagement, Social Networks, Online Courses, Foreign Countries, Instructional Design, Online Courses, Communities of Practice, Undergraduate Students, Bachelors Degrees, Health Sciences, Computer Mediated Communication, Discussion Groups, Learner Engagement, Social Networks, Communities of Practice, Foreign Countries, Instructional Design, Online Courses, Communities of Practice, Undergraduate Students, Bachelors Degrees, Health Sciences, Computer Mediated Communication, Discussion Groups, Learner Engagement, Social Networks, Undergraduate Students, Foreign Countries, Instructional Design, Online Courses, Communities of Practice, Undergraduate Students, Bachelors Degrees, Health Sciences, Computer Mediated Communication, Discussion Groups, Learner Engagement, Social Networks, Bachelors Degrees, Foreign Countries, Instructional Design, Online Courses, Communities of Practice, Undergraduate Students, Bachelors Degrees, Health Sciences, Computer Mediated Communication, Discussion Groups, Learner Engagement, Social Networks, Health Sciences, Foreign Countries, Instructional Design, Online Courses, Communities of Practice, Undergraduate Students, Bachelors Degrees, Health Sciences, Computer Mediated Communication, Discussion Groups, Learner Engagement, Social Networks, Computer Mediated Communication, Foreign Countries, Instructional Design, Online Courses, Communities of Practice, Undergraduate Students, Bachelors Degrees, Health Sciences, Computer Mediated Communication, Discussion Groups, Learner Engagement, Social Networks, Discussion Groups, Foreign Countries, Instructional Design, Online Courses, Communities of Practice, Undergraduate Students, Bachelors Degrees, Health Sciences, Computer Mediated Communication, Discussion Groups, Learner Engagement, Social Networks, Learner Engagement, Foreign Countries, Instructional Design, Online Courses, Communities of Practice, Undergraduate Students, Bachelors Degrees, Health Sciences, Computer Mediated Communication, Discussion Groups, Learner Engagement, Social Networks, Social Networks, Foreign Countries, Instructional Design, Online Courses, Communities of Practice, Undergraduate Students, Bachelors Degrees, Health Sciences, Computer Mediated Communication, Discussion Groups, Learner Engagement, Social Networks, Group DynamicsEurope

  • Source: International Review of Research in Open and Distributed Learning, v19 n4 p1-16 Sep 2018. 16 pp.

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Academic Journal

A Positive Student Experience of Collaborative Project Work in Upper-Year Undergraduate Chemistry

Subjects: Undergraduate Students, Student Experience, Cooperative Learning, College Science, Chemistry, Teamwork, Science Projects, Group Dynamics, Feedback (Response), Assignments, Instructional Design, Undergraduate Students, Undergraduate Students, Student Experience, Cooperative Learning, College Science, Chemistry, Teamwork, Science Projects, Group Dynamics, Feedback (Response), Assignments, Instructional Design, Student Experience, Undergraduate Students, Student Experience, Cooperative Learning, College Science, Chemistry, Teamwork, Science Projects, Group Dynamics, Feedback (Response), Assignments, Instructional Design, Cooperative Learning, Undergraduate Students, Student Experience, Cooperative Learning, College Science, Chemistry, Teamwork, Science Projects, Group Dynamics, Feedback (Response), Assignments, Instructional Design, College Science, Undergraduate Students, Student Experience, Cooperative Learning, College Science, Chemistry, Teamwork, Science Projects, Group Dynamics, Feedback (Response), Assignments, Instructional Design, Chemistry, Undergraduate Students, Student Experience, Cooperative Learning, College Science, Chemistry, Teamwork, Science Projects, Group Dynamics, Feedback (Response), Assignments, Instructional Design, Teamwork, Undergraduate Students, Student Experience, Cooperative Learning, College Science, Chemistry, Teamwork, Science Projects, Group Dynamics, Feedback (Response), Assignments, Instructional Design, Science Projects, Undergraduate Students, Student Experience, Cooperative Learning, College Science, Chemistry, Teamwork, Science Projects, Group Dynamics, Feedback (Response), Assignments, Instructional Design, Group Dynamics, Undergraduate Students, Student Experience, Cooperative Learning, College Science, Chemistry, Teamwork, Science Projects, Group Dynamics, Feedback (Response), Assignments, Instructional Design, Feedback (Response), Undergraduate Students, Student Experience, Cooperative Learning, College Science, Chemistry, Teamwork, Science Projects, Group Dynamics, Feedback (Response), Assignments, Instructional Design, Assignments, Undergraduate Students, Student Experience, Cooperative Learning, College Science, Chemistry, Teamwork, Science Projects, Group Dynamics, Feedback (Response), Assignments, Instructional Design, Instructional Design, Undergraduate Students, Student Experience, Cooperative Learning, College Science, Chemistry, Teamwork, Science Projects, Group Dynamics, Feedback (Response), Assignments, Instructional Design, Foreign CountriesCanada

  • Source: Chemistry Education Research and Practice, v20 n2 p340-357 Apr 2019. 18 pp.

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Academic Journal

Getting the Most from Google Classroom: A Pedagogical Framework for Tertiary Educators

Subjects: Higher Education, College Faculty, Educational Technology, Technology Uses in Education, Teacher Education Programs, Preservice Teachers, Elementary School Teachers, Student Participation, Group Dynamics, Internet, Information Management, Computer Mediated Communication, Computer Software, Program Effectiveness, Blended Learning, Online Courses, Use Studies, Teaching Methods, Student Surveys, Journal Writing, Higher Education, Higher Education, College Faculty, Educational Technology, Technology Uses in Education, Teacher Education Programs, Preservice Teachers, Elementary School Teachers, Student Participation, Group Dynamics, Internet, Information Management, Computer Mediated Communication, Computer Software, Program Effectiveness, Blended Learning, Online Courses, Use Studies, Teaching Methods, Student Surveys, Journal Writing, College Faculty, Higher Education, College Faculty, Educational Technology, Technology Uses in Education, Teacher Education Programs, Preservice Teachers, Elementary School Teachers, Student Participation, Group Dynamics, Internet, Information Management, Computer Mediated Communication, Computer Software, Program Effectiveness, Blended Learning, Online Courses, Use Studies, Teaching Methods, Student Surveys, Journal Writing, Educational Technology, Higher Education, College Faculty, Educational Technology, Technology Uses in Education, Teacher Education Programs, Preservice Teachers, Elementary School Teachers, Student Participation, Group Dynamics, Internet, Information Management, Computer Mediated Communication, Computer Software, Program Effectiveness, Blended Learning, Online Courses, Use Studies, Teaching Methods, Student Surveys, Journal Writing, Technology Uses in Education, Higher Education, College Faculty, Educational Technology, Technology Uses in Education, Teacher Education Programs, Preservice Teachers, Elementary School Teachers, Student Participation, Group Dynamics, Internet, Information Management, Computer Mediated Communication, Computer Software, Program Effectiveness, Blended Learning, Online Courses, Use Studies, Teaching Methods, Student Surveys, Journal Writing, Teacher Education Programs, Higher Education, College Faculty, Educational Technology, Technology Uses in Education, Teacher Education Programs, Preservice Teachers, Elementary School Teachers, Student Participation, Group Dynamics, Internet, Information Management, Computer Mediated Communication, Computer Software, Program Effectiveness, Blended Learning, Online Courses, Use Studies, Teaching Methods, Student Surveys, Journal Writing, Preservice Teachers, Higher Education, College Faculty, Educational Technology, Technology Uses in Education, Teacher Education Programs, Preservice Teachers, Elementary School Teachers, Student Participation, Group Dynamics, Internet, Information Management, Computer Mediated Communication, Computer Software, Program Effectiveness, Blended Learning, Online Courses, Use Studies, Teaching Methods, Student Surveys, Journal Writing, Elementary School Teachers, Higher Education, College Faculty, Educational Technology, Technology Uses in Education, Teacher Education Programs, Preservice Teachers, Elementary School Teachers, Student Participation, Group Dynamics, Internet, Information Management, Computer Mediated Communication, Computer Software, Program Effectiveness, Blended Learning, Online Courses, Use Studies, Teaching Methods, Student Surveys, Journal Writing, Student Participation, Higher Education, College Faculty, Educational Technology, Technology Uses in Education, Teacher Education Programs, Preservice Teachers, Elementary School Teachers, Student Participation, Group Dynamics, Internet, Information Management, Computer Mediated Communication, Computer Software, Program Effectiveness, Blended Learning, Online Courses, Use Studies, Teaching Methods, Student Surveys, Journal Writing, Group Dynamics, Higher Education, College Faculty, Educational Technology, Technology Uses in Education, Teacher Education Programs, Preservice Teachers, Elementary School Teachers, Student Participation, Group Dynamics, Internet, Information Management, Computer Mediated Communication, Computer Software, Program Effectiveness, Blended Learning, Online Courses, Use Studies, Teaching Methods, Student Surveys, Journal Writing, Internet, Higher Education, College Faculty, Educational Technology, Technology Uses in Education, Teacher Education Programs, Preservice Teachers, Elementary School Teachers, Student Participation, Group Dynamics, Internet, Information Management, Computer Mediated Communication, Computer Software, Program Effectiveness, Blended Learning, Online Courses, Use Studies, Teaching Methods, Student Surveys, Journal Writing, Information Management, Higher Education, College Faculty, Educational Technology, Technology Uses in Education, Teacher Education Programs, Preservice Teachers, Elementary School Teachers, Student Participation, Group Dynamics, Internet, Information Management, Computer Mediated Communication, Computer Software, Program Effectiveness, Blended Learning, Online Courses, Use Studies, Teaching Methods, Student Surveys, Journal Writing, Computer Mediated Communication, Higher Education, College Faculty, Educational Technology, Technology Uses in Education, Teacher Education Programs, Preservice Teachers, Elementary School Teachers, Student Participation, Group Dynamics, Internet, Information Management, Computer Mediated Communication, Computer Software, Program Effectiveness, Blended Learning, Online Courses, Use Studies, Teaching Methods, Student Surveys, Journal Writing, Computer Software, Higher Education, College Faculty, Educational Technology, Technology Uses in Education, Teacher Education Programs, Preservice Teachers, Elementary School Teachers, Student Participation, Group Dynamics, Internet, Information Management, Computer Mediated Communication, Computer Software, Program Effectiveness, Blended Learning, Online Courses, Use Studies, Teaching Methods, Student Surveys, Journal Writing, Program Effectiveness, Higher Education, College Faculty, Educational Technology, Technology Uses in Education, Teacher Education Programs, Preservice Teachers, Elementary School Teachers, Student Participation, Group Dynamics, Internet, Information Management, Computer Mediated Communication, Computer Software, Program Effectiveness, Blended Learning, Online Courses, Use Studies, Teaching Methods, Student Surveys, Journal Writing, Blended Learning, Higher Education, College Faculty, Educational Technology, Technology Uses in Education, Teacher Education Programs, Preservice Teachers, Elementary School Teachers, Student Participation, Group Dynamics, Internet, Information Management, Computer Mediated Communication, Computer Software, Program Effectiveness, Blended Learning, Online Courses, Use Studies, Teaching Methods, Student Surveys, Journal Writing, Online Courses, Higher Education, College Faculty, Educational Technology, Technology Uses in Education, Teacher Education Programs, Preservice Teachers, Elementary School Teachers, Student Participation, Group Dynamics, Internet, Information Management, Computer Mediated Communication, Computer Software, Program Effectiveness, Blended Learning, Online Courses, Use Studies, Teaching Methods, Student Surveys, Journal Writing, Use Studies, Higher Education, College Faculty, Educational Technology, Technology Uses in Education, Teacher Education Programs, Preservice Teachers, Elementary School Teachers, Student Participation, Group Dynamics, Internet, Information Management, Computer Mediated Communication, Computer Software, Program Effectiveness, Blended Learning, Online Courses, Use Studies, Teaching Methods, Student Surveys, Journal Writing, Teaching Methods, Higher Education, College Faculty, Educational Technology, Technology Uses in Education, Teacher Education Programs, Preservice Teachers, Elementary School Teachers, Student Participation, Group Dynamics, Internet, Information Management, Computer Mediated Communication, Computer Software, Program Effectiveness, Blended Learning, Online Courses, Use Studies, Teaching Methods, Student Surveys, Journal Writing, Student Surveys, Higher Education, College Faculty, Educational Technology, Technology Uses in Education, Teacher Education Programs, Preservice Teachers, Elementary School Teachers, Student Participation, Group Dynamics, Internet, Information Management, Computer Mediated Communication, Computer Software, Program Effectiveness, Blended Learning, Online Courses, Use Studies, Teaching Methods, Student Surveys, Journal Writing, Journal Writing, Higher Education, College Faculty, Educational Technology, Technology Uses in Education, Teacher Education Programs, Preservice Teachers, Elementary School Teachers, Student Participation, Group Dynamics, Internet, Information Management, Computer Mediated Communication, Computer Software, Program Effectiveness, Blended Learning, Online Courses, Use Studies, Teaching Methods, Student Surveys, Journal Writing, Foreign CountriesAustralia

  • Source: Australian Journal of Teacher Education, v43 n3 Article 9 p140-153 Mar 2018. 15 pp.

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Academic Journal

Winning through Deception: A Pedagogical Case Study on Using Social Deception Games to Teach Small Group Communication Theory

Subjects: Communication (Thought Transfer), Deception, Educational Games, Game Based Learning, College Instruction, College Students, Instructional Effectiveness, Group Dynamics, Power Structure, Communication (Thought Transfer), Communication (Thought Transfer), Deception, Educational Games, Game Based Learning, College Instruction, College Students, Instructional Effectiveness, Group Dynamics, Power Structure, Deception, Communication (Thought Transfer), Deception, Educational Games, Game Based Learning, College Instruction, College Students, Instructional Effectiveness, Group Dynamics, Power Structure, Educational Games, Communication (Thought Transfer), Deception, Educational Games, Game Based Learning, College Instruction, College Students, Instructional Effectiveness, Group Dynamics, Power Structure, Game Based Learning, Communication (Thought Transfer), Deception, Educational Games, Game Based Learning, College Instruction, College Students, Instructional Effectiveness, Group Dynamics, Power Structure, College Instruction, Communication (Thought Transfer), Deception, Educational Games, Game Based Learning, College Instruction, College Students, Instructional Effectiveness, Group Dynamics, Power Structure, College Students, Communication (Thought Transfer), Deception, Educational Games, Game Based Learning, College Instruction, College Students, Instructional Effectiveness, Group Dynamics, Power Structure, Instructional Effectiveness, Communication (Thought Transfer), Deception, Educational Games, Game Based Learning, College Instruction, College Students, Instructional Effectiveness, Group Dynamics, Power Structure, Group Dynamics, Communication (Thought Transfer), Deception, Educational Games, Game Based Learning, College Instruction, College Students, Instructional Effectiveness, Group Dynamics, Power Structure, Power Structure, Communication (Thought Transfer), Deception, Educational Games, Game Based Learning, College Instruction, College Students, Instructional Effectiveness, Group Dynamics, Power Structure, Nonverbal Communication

  • Source: SAGE Open, v9 n1 Jan 2019. 13 pp.

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Academic Journal

Chinese Students' Group Work Performance: Does Team Personality Composition Matter?

Subjects: Foreign Countries, Group Dynamics, Teamwork, Personality Traits, Undergraduate Students, Cooperative Learning, Emotional Response, Group Activities, Asian Culture, Cultural Influences, Foreign Countries, Foreign Countries, Group Dynamics, Teamwork, Personality Traits, Undergraduate Students, Cooperative Learning, Emotional Response, Group Activities, Asian Culture, Cultural Influences, Group Dynamics, Foreign Countries, Group Dynamics, Teamwork, Personality Traits, Undergraduate Students, Cooperative Learning, Emotional Response, Group Activities, Asian Culture, Cultural Influences, Teamwork, Foreign Countries, Group Dynamics, Teamwork, Personality Traits, Undergraduate Students, Cooperative Learning, Emotional Response, Group Activities, Asian Culture, Cultural Influences, Personality Traits, Foreign Countries, Group Dynamics, Teamwork, Personality Traits, Undergraduate Students, Cooperative Learning, Emotional Response, Group Activities, Asian Culture, Cultural Influences, Undergraduate Students, Foreign Countries, Group Dynamics, Teamwork, Personality Traits, Undergraduate Students, Cooperative Learning, Emotional Response, Group Activities, Asian Culture, Cultural Influences, Cooperative Learning, Foreign Countries, Group Dynamics, Teamwork, Personality Traits, Undergraduate Students, Cooperative Learning, Emotional Response, Group Activities, Asian Culture, Cultural Influences, Emotional Response, Foreign Countries, Group Dynamics, Teamwork, Personality Traits, Undergraduate Students, Cooperative Learning, Emotional Response, Group Activities, Asian Culture, Cultural Influences, Group Activities, Foreign Countries, Group Dynamics, Teamwork, Personality Traits, Undergraduate Students, Cooperative Learning, Emotional Response, Group Activities, Asian Culture, Cultural Influences, Asian Culture, Foreign Countries, Group Dynamics, Teamwork, Personality Traits, Undergraduate Students, Cooperative Learning, Emotional Response, Group Activities, Asian Culture, Cultural Influences, Cultural Influences, Foreign Countries, Group Dynamics, Teamwork, Personality Traits, Undergraduate Students, Cooperative Learning, Emotional Response, Group Activities, Asian Culture, Cultural Influences, Cultural DifferencesChina, China, China, Australia

  • Source: Education & Training, v61 n3 p290-309 2019. 20 pp.

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Academic Journal

Enhancing Undergraduate Research Experience through a Food Science Research Project

Subjects: Undergraduate Students, Student Research, Science Instruction, Student Interests, Self Efficacy, Pretests Posttests, Scores, Research Projects, Student Attitudes, Mentors, Guidelines, Group Dynamics, Undergraduate Students, Undergraduate Students, Student Research, Science Instruction, Student Interests, Self Efficacy, Pretests Posttests, Scores, Research Projects, Student Attitudes, Mentors, Guidelines, Group Dynamics, Student Research, Undergraduate Students, Student Research, Science Instruction, Student Interests, Self Efficacy, Pretests Posttests, Scores, Research Projects, Student Attitudes, Mentors, Guidelines, Group Dynamics, Science Instruction, Undergraduate Students, Student Research, Science Instruction, Student Interests, Self Efficacy, Pretests Posttests, Scores, Research Projects, Student Attitudes, Mentors, Guidelines, Group Dynamics, Student Interests, Undergraduate Students, Student Research, Science Instruction, Student Interests, Self Efficacy, Pretests Posttests, Scores, Research Projects, Student Attitudes, Mentors, Guidelines, Group Dynamics, Self Efficacy, Undergraduate Students, Student Research, Science Instruction, Student Interests, Self Efficacy, Pretests Posttests, Scores, Research Projects, Student Attitudes, Mentors, Guidelines, Group Dynamics, Pretests Posttests, Undergraduate Students, Student Research, Science Instruction, Student Interests, Self Efficacy, Pretests Posttests, Scores, Research Projects, Student Attitudes, Mentors, Guidelines, Group Dynamics, Scores, Undergraduate Students, Student Research, Science Instruction, Student Interests, Self Efficacy, Pretests Posttests, Scores, Research Projects, Student Attitudes, Mentors, Guidelines, Group Dynamics, Research Projects, Undergraduate Students, Student Research, Science Instruction, Student Interests, Self Efficacy, Pretests Posttests, Scores, Research Projects, Student Attitudes, Mentors, Guidelines, Group Dynamics, Student Attitudes, Undergraduate Students, Student Research, Science Instruction, Student Interests, Self Efficacy, Pretests Posttests, Scores, Research Projects, Student Attitudes, Mentors, Guidelines, Group Dynamics, Mentors, Undergraduate Students, Student Research, Science Instruction, Student Interests, Self Efficacy, Pretests Posttests, Scores, Research Projects, Student Attitudes, Mentors, Guidelines, Group Dynamics, Guidelines, Undergraduate Students, Student Research, Science Instruction, Student Interests, Self Efficacy, Pretests Posttests, Scores, Research Projects, Student Attitudes, Mentors, Guidelines, Group Dynamics, Group Dynamics, Undergraduate Students, Student Research, Science Instruction, Student Interests, Self Efficacy, Pretests Posttests, Scores, Research Projects, Student Attitudes, Mentors, Guidelines, Group Dynamics, Foods Instruction

  • Source: Journal of Food Science Education, v18 n1 p11-20 Jan 2019. 10 pp.

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Academic Journal

PBL and Mixed-Background Groups on Master's Programmes

Subjects: Masters Programs, Problem Based Learning, Foreign Countries, Educational Experience, Student Attitudes, Teaching Methods, Outcomes of Education, Graduate Students, Educational Background, Age Differences, Cooperative Learning, Skill Development, Group Dynamics, Social Work, Masters Programs, Masters Programs, Problem Based Learning, Foreign Countries, Educational Experience, Student Attitudes, Teaching Methods, Outcomes of Education, Graduate Students, Educational Background, Age Differences, Cooperative Learning, Skill Development, Group Dynamics, Social Work, Problem Based Learning, Masters Programs, Problem Based Learning, Foreign Countries, Educational Experience, Student Attitudes, Teaching Methods, Outcomes of Education, Graduate Students, Educational Background, Age Differences, Cooperative Learning, Skill Development, Group Dynamics, Social Work, Foreign Countries, Masters Programs, Problem Based Learning, Foreign Countries, Educational Experience, Student Attitudes, Teaching Methods, Outcomes of Education, Graduate Students, Educational Background, Age Differences, Cooperative Learning, Skill Development, Group Dynamics, Social Work, Educational Experience, Masters Programs, Problem Based Learning, Foreign Countries, Educational Experience, Student Attitudes, Teaching Methods, Outcomes of Education, Graduate Students, Educational Background, Age Differences, Cooperative Learning, Skill Development, Group Dynamics, Social Work, Student Attitudes, Masters Programs, Problem Based Learning, Foreign Countries, Educational Experience, Student Attitudes, Teaching Methods, Outcomes of Education, Graduate Students, Educational Background, Age Differences, Cooperative Learning, Skill Development, Group Dynamics, Social Work, Teaching Methods, Masters Programs, Problem Based Learning, Foreign Countries, Educational Experience, Student Attitudes, Teaching Methods, Outcomes of Education, Graduate Students, Educational Background, Age Differences, Cooperative Learning, Skill Development, Group Dynamics, Social Work, Outcomes of Education, Masters Programs, Problem Based Learning, Foreign Countries, Educational Experience, Student Attitudes, Teaching Methods, Outcomes of Education, Graduate Students, Educational Background, Age Differences, Cooperative Learning, Skill Development, Group Dynamics, Social Work, Graduate Students, Masters Programs, Problem Based Learning, Foreign Countries, Educational Experience, Student Attitudes, Teaching Methods, Outcomes of Education, Graduate Students, Educational Background, Age Differences, Cooperative Learning, Skill Development, Group Dynamics, Social Work, Educational Background, Masters Programs, Problem Based Learning, Foreign Countries, Educational Experience, Student Attitudes, Teaching Methods, Outcomes of Education, Graduate Students, Educational Background, Age Differences, Cooperative Learning, Skill Development, Group Dynamics, Social Work, Age Differences, Masters Programs, Problem Based Learning, Foreign Countries, Educational Experience, Student Attitudes, Teaching Methods, Outcomes of Education, Graduate Students, Educational Background, Age Differences, Cooperative Learning, Skill Development, Group Dynamics, Social Work, Cooperative Learning, Masters Programs, Problem Based Learning, Foreign Countries, Educational Experience, Student Attitudes, Teaching Methods, Outcomes of Education, Graduate Students, Educational Background, Age Differences, Cooperative Learning, Skill Development, Group Dynamics, Social Work, Skill Development, Masters Programs, Problem Based Learning, Foreign Countries, Educational Experience, Student Attitudes, Teaching Methods, Outcomes of Education, Graduate Students, Educational Background, Age Differences, Cooperative Learning, Skill Development, Group Dynamics, Social Work, Group Dynamics, Masters Programs, Problem Based Learning, Foreign Countries, Educational Experience, Student Attitudes, Teaching Methods, Outcomes of Education, Graduate Students, Educational Background, Age Differences, Cooperative Learning, Skill Development, Group Dynamics, Social Work, Social Work, Masters Programs, Problem Based Learning, Foreign Countries, Educational Experience, Student Attitudes, Teaching Methods, Outcomes of Education, Graduate Students, Educational Background, Age Differences, Cooperative Learning, Skill Development, Group Dynamics, Social Work, ChangeDenmark

  • Source: Journal of Problem Based Learning in Higher Education, v6 n2 p71-90 2018. 20 pp.

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Academic Journal

Random Allocation of Students into Small Groups in Problem-Based Learning Can Create Significant Between-Group Variation during the Assessment Process

Subjects: Small Group Instruction, Cooperative Learning, Problem Based Learning, Tutors, Student Evaluation, Scores, College Students, Zoology, Group Dynamics, Grades (Scholastic), Small Group Instruction, Small Group Instruction, Cooperative Learning, Problem Based Learning, Tutors, Student Evaluation, Scores, College Students, Zoology, Group Dynamics, Grades (Scholastic), Cooperative Learning, Small Group Instruction, Cooperative Learning, Problem Based Learning, Tutors, Student Evaluation, Scores, College Students, Zoology, Group Dynamics, Grades (Scholastic), Problem Based Learning, Small Group Instruction, Cooperative Learning, Problem Based Learning, Tutors, Student Evaluation, Scores, College Students, Zoology, Group Dynamics, Grades (Scholastic), Tutors, Small Group Instruction, Cooperative Learning, Problem Based Learning, Tutors, Student Evaluation, Scores, College Students, Zoology, Group Dynamics, Grades (Scholastic), Student Evaluation, Small Group Instruction, Cooperative Learning, Problem Based Learning, Tutors, Student Evaluation, Scores, College Students, Zoology, Group Dynamics, Grades (Scholastic), Scores, Small Group Instruction, Cooperative Learning, Problem Based Learning, Tutors, Student Evaluation, Scores, College Students, Zoology, Group Dynamics, Grades (Scholastic), College Students, Small Group Instruction, Cooperative Learning, Problem Based Learning, Tutors, Student Evaluation, Scores, College Students, Zoology, Group Dynamics, Grades (Scholastic), Zoology, Small Group Instruction, Cooperative Learning, Problem Based Learning, Tutors, Student Evaluation, Scores, College Students, Zoology, Group Dynamics, Grades (Scholastic), Group Dynamics, Small Group Instruction, Cooperative Learning, Problem Based Learning, Tutors, Student Evaluation, Scores, College Students, Zoology, Group Dynamics, Grades (Scholastic), Grades (Scholastic), Small Group Instruction, Cooperative Learning, Problem Based Learning, Tutors, Student Evaluation, Scores, College Students, Zoology, Group Dynamics, Grades (Scholastic), Evaluation Methods

  • Source: Journal of Problem Based Learning in Higher Education, v6 n2 p58-70 2018. 13 pp.

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Academic Journal

Motivation, Challenges, Support (MCS) Cycle Model for the Development of PBL Tutors

Subjects: Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Tutors, Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Problem Based Learning, Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Teaching Methods, Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Problem Solving, Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Teamwork, Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Role, Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Focus Groups, Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Teacher Motivation, Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Qualitative Research, Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Foreign Countries, Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Medical Education, Tutors, Problem Based Learning, Teaching 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Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Course Content, Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Medical Schools, Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Feedback (Response), Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Student Attitudes, Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Peer Evaluation, Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Correlation, Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Barriers, Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Educational Philosophy, Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Coding, Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Medical Students, Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Group Dynamics, Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Teacher Student Relationship, Tutors, Problem Based Learning, Teaching Methods, Problem Solving, Teamwork, Role, Focus Groups, Teacher Motivation, Qualitative Research, Foreign Countries, Medical Education, Teacher Attitudes, Semi Structured Interviews, Course Content, Medical Schools, Feedback (Response), Student Attitudes, Peer Evaluation, Correlation, Barriers, Educational Philosophy, Coding, Medical Students, Group Dynamics, Teacher Student Relationship, Teacher CharacteristicsCyprus

  • Source: Qualitative Research in Education, v7 n1 p1-35 Feb 2018. 36 pp.

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