Student inclusion in the learning process:group work and study teams

Dimova, Cena and Kovacevska, Ivona and Pandilova, Maja and Popovski, Stipica and Korunoska Stevkovska, Vesna and Papakoca, Kiro (2013) Student inclusion in the learning process:group work and study teams. Quality of Learning and Teaching: Policy and Practice, 1 (1). p. 110. ISSN 978-608-4503-88-0

[img]
Preview
Text
SEEU (3).pdf - Published Version

Download (642Kb) | Preview
[img]
Preview
Text
Quality of Learning and Teaching A4 FINAL (1).pdf

Download (3078Kb) | Preview

Abstract

Introduction: Students learn best when they are actively involved in the learning process. Researchers report that, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. Тhere are three general types of group work: informal learning groups, formal learning groups, and study teams. Aim: The aim of this study was to show the implementation effect of teaching process in different students groups and study group. Material, methods and results: Тhe investigation included 190 students of the first, second and third study year of the Study program of General Stomatology (130 students), as well as dental technicians students – prosthetic (130 students) of the Faculty of Medical sciences – Stip. There were used three type of learning: Informal learning groups - ad hoc temporary groups of students within a single class session; Formal learning groups - teams established to complete a specific task (usually, students work together until the task is finished and graded); Study teams are long-term groups (usually existing over the course of a semester). The results shows that as the larger was the class and the more complex the subject matter, the more valuable study teams can be. The best results were achieved with support of Computer-Supported Collaborative Learning which is named E-learning 2.0. Conclusion: Concept of cooperation of learning groups in the teaching methods are designed to encourage the students to work together. It is necessary to distinguish between collaborative learning model of the traditional "direct transmission", which considers that the professor should be a distributor of knowledge and skills. Keywords: inclusion, learning, teaching, education.

Item Type: Article
Subjects: Medical and Health Sciences > Basic medicine
Medical and Health Sciences > Clinical medicine
Medical and Health Sciences > Health sciences
Humanities > Other humanities
Medical and Health Sciences > Other medical sciences
Divisions: Faculty of Medical Science
Depositing User: Cena Dimova
Date Deposited: 24 Dec 2013 07:49
Last Modified: 16 Feb 2016 15:03
URI: http://eprints.ugd.edu.mk/id/eprint/8449

Actions (login required)

View Item View Item