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Breaking the Ice: Using Ice-breakers and Re-energizers with Adult Learners
... Addressing the issue of student motivation is extremely important for engineering courses, as students are supposed to be involved in providing design solutions to real-world problems. Icebreakers are activities designed to "break the ice", energize/re-energize students, and create an interactive environment among teachers and students, [2]. These activities also help to polish students' communication skills by allowing them to express their opinions, [3]. ...
... The use of term "teaching perspective" is also interchangeably used with other terms in education literature for defining different aspects of teaching; "methods", "strategies", "approaches", and "pedagogies", [7], [8]. Teaching perspective can be defined as "a unique constellation of actions, intentions, and beliefs", [2]. Based on this definition and integrating it with the other terms used in the literature, it can be said that perspective is related to the aim of teaching that one is trying to ascertain with his/her students. ...
... Based on this definition and integrating it with the other terms used in the literature, it can be said that perspective is related to the aim of teaching that one is trying to ascertain with his/her students. According to Chulp and Collins [2], there are five perspectives of teaching, as shown in Table 1. It is also important to link the teaching perspectives with the well-known models of teaching such as UKPSF and the ripples model given by Race, as shown in Fig. 2, [9]. ...
The occurrence of COVID pandemic has forced higher education institutions to adopt online teaching. A recent study has found that a vast majority of students find online teaching less motivating than face-to-face environments. Icebreakers are activities designed to “break the ice”, energize/re-energize students, and create an interactive environment among teachers and students. This research is aimed at providing a link between icebreakers and re-energizers and teaching and learning models. The purpose of this research is to encourage teachers, especially those dealing with adult learners, to develop their theoretical understanding for effective implementation of icebreakers in class and provide a link between teaching methodologies and icebreakers. The nature of this study is review-based and relies upon previous research. During the evaluation of this research, mapping between teaching perspectives, UKPSF dimensions, and the ripples’ model was developed. Moreover, different perspectives on the design of a student-centered learning environment were also identified. Based on this research, it was detected that there is a need to conduct further studies that can quantitatively measure the effect of icebreakers in fulfilling the learning goals. It is also essential to investigate whether the outcomes of ice-breaker activities can be linked with various aspects of teaching and learning. In this context, some authors have studied the effects of icebreakers on social interaction in online learning. However, their effects on other aspects of online teaching are still understudied. Based on the findings of this research, it is recommended that future research should be carried out on the design and employment of different ice-breaker activities in online classes and link them with the subject matter. The effects of these activities on student performance in assessment, class participation, and critical thinking must be investigated. Moreover, the current literature lacks the use of numerical and statistical analysis to support their results, which should also be taken into consideration.
... The creativity is used to combine learning methods with ice breaking so as to make learning varied and more meaningful (Marzatifa et al., 2021). In addition, that using icebreakers brings humor into the class, establishes rapport, fosters safe learning environment, and overall assists with content learning found by (Chlup & Collins, 2010). Therefore, it would follow that implementation of icebreakers and re-energizers in the classroom might well contribute to improvestudent participation, to increasestudent persistence, and ultimately enhance student learning (Chlup & Collins, 2010). ...
... In addition, that using icebreakers brings humor into the class, establishes rapport, fosters safe learning environment, and overall assists with content learning found by (Chlup & Collins, 2010). Therefore, it would follow that implementation of icebreakers and re-energizers in the classroom might well contribute to improvestudent participation, to increasestudent persistence, and ultimately enhance student learning (Chlup & Collins, 2010). ...
The purpose of this research was to determine students' perceptions of the applying of ice breaking in learning German language, particularly in the Schriflicher Ausdruck course in Unesa's German language education major. This course is often taught teacher-centre, causing students get bored. Ice breaking technique might lessen the boredom during the learning process, so that learning can take place efficiently and effectively, restoring students' concentration and enthusiasm for learning and getting ideas for writing in the Schriflicher Ausdruck course. The research questions in this research was how students perceive the implementation of Ice Breaking in the Schriftlicher Ausdruck course. This type of research is explanatory mixed method. The research population was 36 students in the 4th semester of the German language education study program who took the Schriftlicher Ausdruck course and was also used as a sampling. The data collection method was a questionnaire and observation worksheet of ice breaking implementation techniques. Data analysis techniques use descriptive. These results depicted that students looked more active and have high curiosity. The research results showed that as many as 9 students perceived the implementation of ice breaking very well, with a percentage of 25%, 17 students perceived in the good category, with a total percentage of 47.22%, and 10 students perceived quite well with a percentage of 27.78%.
... Researchers, designers, and artists have demonstrated the potential of technology-mediated icebreaker experiences to help relationship building in social groups such as summer camps, parties, and the workplace [15,20,40,45,79,88]. Technology-mediated icebreaker experiences are typically one-off experiences that use online and offline approaches to bring people together and spark conversations by providing the group with a predefined conversation-starter [54]. ...
... Technology-mediated icebreaker experiences are typically one-off experiences that use online and offline approaches to bring people together and spark conversations by providing the group with a predefined conversation-starter [54]. They provide this conversation-starter in various forms-discussion prompts [15,79], installations [40,45,80], gadgets [63,70], and even games [42,67]-and occasionally even sequence conversationstarters to spark increasingly intimate interactions [42]. Through this designed scaffolding, they contribute what a group can talk about and create a comfortable atmosphere that supports progressive development of familiarity, solidarity and closeness [42,83]. ...
Initiating conversations with new people at work is often intimidating because of uncertainty about their interests. People worry others may reject their attempts to initiate conversation or that others may not enjoy the conversation. We introduce a new system, Nooks, built on Slack, that reduces fear of social evaluation by enabling individuals to initiate any conversation as a nook -- a conversation room that identifies its topic, but not its creator. Automatically convening others interested in the nook, Nooks further reduces fears of social evaluation by guaranteeing individuals in advance that others they are about to interact with are interested in the conversation. In a multi-month deployment with participants in a summer research program, Nooks provided participants with non-threatening and inclusive interaction opportunities, and ambient awareness, leading to new interactions online and offline. Our results demonstrate how intentionally designed social spaces can reduce fears of social evaluation and catalyze new workplace connections.
... At this point, e-icebreakers, one of the popular activities, take to the stage because they are increasingly recognized as creating and enhancing a supportive and friendly atmosphere in educational environments. They are generally interactive methods that change students' false prejudices, expand communication boundaries, and motivate them in the classroom (Chlup & Collins, 2010;McGrath et al., 2014). The newly developed cutting-edge technologies could help preparing icebreaker activities in web-based learning environments; in short e-icebreakers. ...
... Therefore, they can effectively connect students and resources, facilitate interaction, foster collaboration, and boost active participation. According to Chlup and Collins (2010), Web 2.0 tools could be beneficial environments for putting e-icebreaker activities into action. They suggested utilizing several e-icebreakers strategies as follows: ...
The outbreak of Covid-19 has pushed almost all education-based institutions to migrate their available face-to-face teaching to online teaching. However, online education has posed challenges, especially for learners who are quiet and shy to speak and feeling hard to engage in the course content. At this point, turning Web 2.0 tools into icebreaker activities and incorporating them into online courses could help these students get motivated and develop active participation skills. This study took a selective and theoretical look into the literature about exploring potential Web 2.0 tools and prescribing how to use these tools as e icebreakers in hybrid or online courses. The findings highlighted many Web 2.0 tools and described how to utilize them in online learning platforms as e icebreakers. Suggestions about how to design Web 2.0 tool-involved e icebreakers are provided. The study has important implications for instructors striving to keep learners engaged in online or hybrid courses.
... Students attending the course are from different cultural background and of different gender [15]; they may have different previous achievements, motivations, and self-efficacy [15], they may have different levels of technology literacy. This has required the lecturer to break the ice [16] and re-energise [16] and start a conversation with the whole class or direct students into breakout rooms as small groups where they feel more comfortable communicating. When this initial spark can happen, the following tasks and difficulties would be much easier to handle. ...
... Students attending the course are from different cultural background and of different gender [15]; they may have different previous achievements, motivations, and self-efficacy [15], they may have different levels of technology literacy. This has required the lecturer to break the ice [16] and re-energise [16] and start a conversation with the whole class or direct students into breakout rooms as small groups where they feel more comfortable communicating. When this initial spark can happen, the following tasks and difficulties would be much easier to handle. ...
... For students or early-career researchers, initiating conversations with established experts can be an intimidating challenge, creating barriers to the meaningful exchange of ideas and professional growth [15]. This case study addresses this gap by exploring strategies to "break the ice" in ways that leave lasting impressions and facilitate more open and productive discussions, both during and after the conference [1,18]. In particular, my research goals are: ...
In today’s fast-paced conference environment, traditional networking methods often fall short of fostering genuine connections. This case study explores innovative strategies for enhancing attendee engagement through the F.I.S.H. framework: Fun, Interactive, Sketching, and Humour. By integrating these elements, attendees can break down barriers, promote creativity, and cultivate a more relaxed atmosphere conducive to meaningful interactions. I discuss the role of sketching as a visual communication medium that encourages collaboration and idea sharing, while humour acts as the chum, attracting participants to the conversation and preventing the social waters from becoming stagnant and keeping awkwardness from hooking anyone. Through two case studies, I highlight the effectiveness of this medium in transforming the conference experience, ultimately leading to richer connections and enhanced networking outcomes. This research encourages the practical application of creative engagement techniques, such as sketching, at conferences. The findings suggest that this approach can significantly improve networking outcomes and foster a more vibrant and innovative community.
... The icebreaker also reminded participants that the research findings were to reflect all of their collective experiences. The introductory activities lasted approximately 35 minutes and were required to help establish a safe space for open discussions (Chlup & Collins, 2010). ...
Member checking is a technique which aims to increase the trustworthiness or rigour of qualitative research by asking participants to comment on study findings. However, traditional methods of member checking (e.g., transcript reviews) face scrutiny for being ineffective or tokenistic ways of eliciting participant feedback. Emerging member checking approaches seek to evoke feedback in more meaningful ways. While these alternatives have merit, persistent challenges include eliciting critical feedback, time constraints, supporting an ongoing dialogue with participants, and setting future research directions. To address these challenges, we introduce a novel alternative to member checking, “Participatory Member Checking” (PMC). PMC draws from the principles of Patient Engagement (a participatory approach) and promotes the co-creation of qualitative research findings between participants and researchers across five steps: (1) Elicit Feedback, (2) Summarize Feedback, (3) Check for Understanding, (4) Implement Feedback, and (5) Demonstrate Accountability. PMC encourages critical feedback, is practical and efficient, promotes ongoing dialogue through both written and verbal feedback, and involves participants in setting future research directions. The present article presents PMC in the context of a qualitative study exploring patient partners’ experiences of being engaged in research projects supported by the Canadian Institutes of Health Research. We describe PMC in sufficient detail to facilitate uptake by other researchers, show how PMC meaningfully impacted our research findings, and demonstrate the acceptability of PMC among a group of 11 participants (Median age = 62, range = 25–82, 81.8% women). Considerations for adopting PMC in future research are discussed.
... At this point, icebreakers can be used as an educational tool in the classroom. The use of icebreakers in the classroom have been demonstrated to potentially boost student engagement, interaction, rapport and ultimately student learning (Chlup & Collins, 2010). Therefore, we attempted to introduce an icebreaker game during the first F2F PBL for Year 1 medical students after few PBL classes had been conducted virtually from home. ...
Problem-based learning (PBL) is a teaching
method that focusses on student-centred learning
(Ali, 2019). The educational goal of PBL is to
enable students to develop their analytical,
reasoning, problem-solving, and self-learning
skills. The PBL in the medical faculty has
the potential to help structure basic scientific
knowledge in a clinical context and promote
generic skills.
An effective PBL requires student engagement
and interest (Song et al., 2022). A crucial element
of PBL is teamwork. Students must work in teams
and collaborate to solve the problem and apply
knowledge (Fontejin & Dolman, 2019). Due to
the Covid-19 pandemic, the Faculty of Medicine
at UiTM had implemented hybrid learning for all
classes, including PBL. Hybrid learning means
students need to join their classes virtually from
home at the beginning of the semester, and attend
these class in person in the mid- semester.
Since PBL is a student learning approach, students
might face difficulties in creating engagement
and teamwork among group members for the
first time in a face-to-face (F2F) class after a few
sessions of online classes from home. Therefore,
a creative and unique approach needs to be
implemented by the facilitators of PBL during
the initial F2F class sessions. In short, we need
to break the ice!!!
... One element missing from some educational and icebreaker games is a formal reflection on the learning outcomes of the activity (Veldkamp et al., 2022;Cloude et al., 2021). Brooks et al. (2014) noted that students do value learning about their learning outcomes, and this could be embedded early in the curriculum to help students gain self-awareness, evaluate their learning needs, and acknowledge their values and transferable skills (Higher Education Academy, 2015;Pretorius & Ford, 2016). Delaney et al. (2021) used a group reflection following an engineering icebreaker, where students were challenged to build effective towers and discuss their performance; players indicated problems that could be addressed as they developed through the module. ...
An “escape room” style game was developed as an induction activity for first year psychology students, encouraged by the need for icebreakers that meet specific, relevant and transparent learning outcomes. The game concept was designed using the escapeED framework for game-based-learning (Clarke et al., 2017), including consideration of narrative, participants, theme, objectives and evaluation. Groups of up to six students worked on an iPad “board” that had clickable objects on a representation of a lecturer’s desk. Students had 20 minutes to solve four puzzles that identified objects to click on and reveal digits for a padlocked bag. However, clicking the wrong objects would cause loud music that would “disrupt the staff office”. The four puzzles symbolised learning outcomes that students will develop throughout their course, such as seeking and evaluating evidence, using maths, and referencing. The puzzles also used staff profiles to promote discussion about psychology research, prompt the development of supportive networks and relationships with staff. A realistic calendar puzzle highlighted the social and academic opportunities that students should engage in as part of the psychology community, which they could also identify as by wearing the pin badge they unlocked on completion of the game. Psychology staff facilitated reflection on icebreaker activities, including themes of teamwork and leadership roles, asking for help, and learning and adapting from mistakes. A thematic analysis of three focus groups later highlighted that students resist looking at assignment feedback and are concerned about wasting staff time in office hours. This led to recruitment of senior students to facilitate the escape room, and changes in our reflective practice tutoring to address issues raised during the game. Overall, students reported a sense of fun and competition from the activities and felt better prepared for learning after the introduction to psychology skills during induction.
... Google Slides or other platforms that allow multiple editors at once can be used to create interactive icebreakers that students can answer with semi-anonymity (Lewis, 2021). Additionally, icebreakers do not have to be a one-off occurrence and can be used throughout the course when energy is low, or to continue to engage students in cross-cultural learning (Chlup & Collins, 2010). This note is by no means a comprehensive guide to creating an inclusive icebreaker, but the beginning of a conversation on ways we can create a space that advocates for marginalized identities and brings together multiple cultures, whether that be a COILed classroom or not. ...
This article critically examines Collaborative Online International Learning (COIL) from an anti-racist transnational feminist perspective. It underscores the potential pitfalls of COIL’s multiculturalist assumptions. While the authors acknowledge the benefits of COIL, such as enhanced access to education and opportunities for intercultural learning, they express concerns about power imbalances, language obstacles, and the overemphasis on Western viewpoints. The authors draw from their experiences as scholars and graduate students to illustrate how seemingly harmless activities, like icebreakers, can inadvertently reinforce inequalities rooted in intersectionality. They stress the importance of COIL pedagogy being sensitive to students’ diverse backgrounds, language skills, and cultural contexts. Furthermore, they challenge the possibility of COIL reinforcing existing power hierarchies, especially those centered around language proficiency and Western supremacy. Despite recognizing COIL’s potential in bridging international communities and empowering underrepresented groups, the authors advocate for a critical approach that foregrounds equity and inclusivity. They urge for continued dialogue and cooperation among educators, diversity practitioners, and activists to create more culturally sensitive and sustainable COIL curriculum designs. The authors ultimately argue for the practice of cultural humility and the creation of meaningful intercultural learning experiences that question prevailing power structures and advocate for social justice.
... This featured an interactive game and listening to music, as advised by local practitioners during the interventions design. While most research featuring icebreaker activities centres on young people, research with adult learners suggests benefits include social bonding, rapport building, initiating conversations, relieving tensions and fostering a safe, supportive learning atmosphere (Chlup and Collins, 2010). ...
... This finding also suggests current attendance in the SCP or exposure to the programming may provide certain benefits regardless of past participation. Students endeavor to establish an emotionally safe environment at the outset of the program through proactive engagement with their peers, initiating conversations aimed at mitigating or alleviating tension within the unfamiliar setting, and fostering trust among the individuals involved (Chlup & Collins, 2010). Therefore, the absence of significant differences in self-reported friends, skill competency, and PA between the two groups suggests that factors beyond program attendance play a more prominent role in the formation of social connections and engagement in PA. ...
This study explores the impact of prior participation in summer care programs (SCPs) on children’s physical activity (PA) and social connections at the start (T1) and end (T2) of summer. Children aged 8–12 reported their attendance, PA, and social connections (T1: n = 100, T2: n = 77). T-tests and exponential random graph modeling were used to analyze data. Results showed that prior attendance didn’t significantly affect friend count or PA. New connections formed over time were more likely among children with similar PA levels. The study highlights SCPs’ role in integrating new children into social circles without preferential attachment.
... The prompts included presenting barriers identified in scientific literature, infographics about CCS pathways, video-recorded or audio-recorded interviews with vulnerable women, group work and icebreakers. 37 Between February and June 2022, the CUB meetings took place in each country using the local language. Each meeting lasted approximately 2 hours. ...
Objectives
The aim of this study was to map and compare stakeholders’ perceptions of barriers towards cervical cancer screening for vulnerable women in seven European countries.
Design
In Collaborative User Boards, stakeholders were invited to participate to identify barriers towards participation in cervical cancer screening.
Setting
The study is nested in the European Union-funded project CBIG-SCREEN which aims to tackle inequity in cervical cancer screening for vulnerable women ( www.cbig-screen.eu ). Data collection took place in Bulgaria, Denmark, Estonia, France, Italy, Portugal and Romania.
Participants
Participants represented micro-level stakeholders covering representatives of users, that is, vulnerable women, meso-level stakeholders covering healthcare professionals and social workers, and macro-level stakeholders covering programme managers and decision-makers.
Methods
Across the seven countries, 25 meetings in Collaborative User Boards with a duration of 2 hours took place between October 2021 and June 2022. The meetings were video recorded or audio recorded, transcribed and translated into English for a qualitative framework analysis.
Results
120 participants took part in the Collaborative User Boards. Context-specific barriers were related to different healthcare systems and characteristics of vulnerable populations. In Romania and Bulgaria, the lack of a continuous screening effort and lack of ways to identify eligible women were identified as barriers for all women rather than being specific for women in vulnerable situations. The participants in Denmark, Estonia, France, Italy and Portugal identified providers’ lack of cultural and social sensitivity towards vulnerable women as barriers. In all countries, vulnerable women’s fear, shame and lack of priority to preventive healthcare were identified as psychological barriers.
Conclusion
The study provides an overview of stakeholders’ perceived barriers towards vulnerable women’s cervical cancer screening participation in seven European countries. The organisation of healthcare systems and the maturity of screening programmes differ between countries, while vulnerable women’s psychological barriers had several similarities.
... Community guidelines were co-604 created on the first day of class using an activity that asked both students and instructors to contribute their expectations of shared norms and endorse each other's contributions. Warm-up activities like those we used at the 606 start of synchronous classes allay anxiety about classroom engagement, connect students with each other, and 607 create a safer environment more conducive to active learning (Bledsoe & Baskin, 2014;Chlup & Collins, 2010). 608 ...
Scientific programming has become increasingly essential for manipulating, visualizing, and interpreting the large volumes of data acquired in earth science research. Yet few discipline-specific instructional approaches have been documented and assessed for their effectiveness in equipping geoscience undergraduate students with coding skills. Here we report on an evidence-based redesign of an introductory Python programming course, taught fully remotely in 2020 in the School of Oceanography at the University of Washington. Key components included a flipped structure, synchronous activities infused with active learning, an individualized final research project, and a focus on creating an accessible learning environment. Cloud-based notebooks were used to teach fundamental Python syntax as well as functions from packages widely used in climate-related disciplines. By analyzing quantitative and qualitative data from surveys, online learning platforms, student work, assessments, and a focus group, we conclude that the instructional design facilitated learning and supported self-guided scientific inquiry. Students with less or no prior exposure to coding achieved similar success to peers with more previous experience, an outcome likely mediated by higher engagement with course resources. We believe that the constructivist approach to teaching introductory programming and data literacy that we present could be broadly applicable across the earth sciences and in other scientific domains.
... The use of ice-breakers cannot be underestimated both in the physical classroom and online and whilst we operate more and more in an online, flipped classroom arena the evidence and practice is pointing us to novel and innovative ways to engage students, motivate and encourage students to get involved and take ownership toward empowerment and transformative learning experiences (Chlup and Collins, 2010, West, 1999and Cornell Univeristy 2022. ...
Education is recognised as a viable pathway to a better future. It is not a linear rite of passage but a meandering recognition of learning along the way. The advocacy of education for all, internationally, has led to education policy implementation across our global citizenship albeit at differing levels of accessibility and quality. It is widely recognised that the seminal work of Freire, Rousseau and Dewey have embedded the importance of active learning and critical pedagogy in our modern society. But have our leaders of education sufficiently recognised the need to promote education as a sustainable, complementary activity to social and caring aspects of our society. This paper focuses on strategies used to build a sense of community in a classroom of educationalists who through their own learning experiences gain empowerment. Drawing on 3 iterations of delivering a module in synchronous virtual classroom, the strategies adopted are outlined, the overall theme is to enable the building of trustworthy relationships and to teach educationalists to embed beliefs and values into their teaching practice. Aspects of the induction period are designed to foster resilience and wellbeing in the teacher cohort for digital and physical life so that students feel nurtured and gain confidence to grow and empower others within the learning lifecycle. Following on from the global pandemic, most formal education ecosystems had to temporarily pivot to digital education. Reflection and critical thinking beyond COVID position digital education at a juncture that needs careful consideration to understand the giant leap required to utilise advancements in technology in a classroom. This paper presents a pedagogical approach that tightly couples classroom dialogue with the application of existing technology for teaching and learning at level 9 (Masters) to surmount a sense of uncomfortableness encountered for teachers when faced with moving from a whole group, self-contained classroom approach to a multi-faceted learning ecosystem. Furthermore, the case studies described here address complexity in the classroom, acknowledging the ‘valley of death’ approach used in transitioning research into practice, and furthering our understanding how innovative technologies only make a difference when deployed and used in line with user needs and requirements (Maughan et. al, 2018). Students describe how they overcome fear from one’s own comfort zone toward recognising the power of teachers as change agents using an array of community communication platforms to equip and enhance their toolkit with engagement tools tailored for their subject expert domain needs. Technology is a critical enabler to access knowledge, resources and people and has empowered those unable to engage with traditional educational settings to gain formal and informal knowledge whilst making learning more fun and engaging alongside other life responsibilities. Education as a career has expanded, teachers, tutors, lecturers, instructional designers, social and community enterprises, data analysts, database architects, facilitators all contribute to a complex education ecosystems that aspire to equality, inclusion and diversity. The population in this study includes diverse educationalists contexts and demonstrates the use of ice-breakers (Eggleston and Smith, 2004). This paper details examples of community building over a number of semesters delivering the same module to different cohorts. It illuminates the difficult induction period whilst students gain trust within small groups and overcome challenges that are presented. The results identify mechanisms that foster a sense of urgency to advocate for change, overcome complacency in classroom and introduce experimentation as a lever to learning in a failsafe ecosystem. Fear is identified as a concept that prevents the use of some technology due to its unpredictability and teacher legacy for being the person at the top of the class with all the knowledge. Times have changed, creativity is key and teachers are realising that they must prepare their students for failure in addition to success and that they need to model experimentation and failure to demonstrate that recovery and problem based learning prevails in a knowledge economy. As educator's compliance is a critical factor to meet the quality standards of our trade, meeting learning outcomes is just one part of the learning journey, gaining trust, delivery of engaging content and the realisation that students need an education ecosystem that promotes a nurture environment, self-actualisation and phronesis.
... Second, before starting team activities, it is necessary to add activities that can break down barriers and improve intimacy between team members. For example, icebreaking can increase trust among members by improving understanding and connectivity through short activities before starting formal team activities, which can lead to meaningful interactions and learning [30]. In particular, since many medical students who have just entered medical school are in a new environment with a rigid atmosphere is often formed, it is necessary to create a team atmosphere that enables them to participate in a comfortable mindset through simple activities before starting formal activities. ...
Purpose:
Team-based learning in medical education facilitates the formation of interpersonal relationships, enhances academic achievement, and establishes future clinical connections. Despite medical schools' distinct educational environments and curricula, research investigating students' learning and behavioral characteristics within this context remains limited. This study aimed to investigate the specific characteristics of interpersonal relationship formation among freshmen medical students in team-based learning activities.
Methods:
Focus group interviews were conducted with 11 students who participated in a team-based class held during the first semester of the premedical year.
Results:
Medical students passively expressed their thoughts and feelings, such as active sympathy for the team's opinions and self-censorship of SNS (social networking service) conversations. When performing team activities, students were excessively conscious of others and focused on evenly dividing their work, minimizing their opinions, and fulfilling their share to prevent potential interpersonal conflicts. Interpersonal activities were only superficial, as students intentionally maintained a certain distance from team members or used team activities as an opportunity to accumulate relational capital.
Conclusion:
The results of this study are expected to provide a useful basis for designing and conducting team activity classes to enhance interpersonal relationship formation.
... Οι ενήλικες εκπαιδευόμενοι έρχονται στην τάξη με προκαθορισμένες απόψεις για τις δυσκολίες της διαδικασίας. Ακόμα και οι Εκπαιδευτικοί έχουν ορισμένες φορές τέτοιου τύπου απόψεις, δημιουργώντας ένα πνεύμα αντιπαράθεσης μέσα στην τάξη (Chlup & Collins, 2010). Οι Εκπαιδευτικοί χρειάζεται να χρησιμοποιούν διδακτικές τεχνικές για τη γνωριμία των εκπαιδευόμενων, την πρόκληση του ενδιαφέροντος για τους συμμετέχοντεςt και για την εκπαιδευτική διαδικασία. ...
Η αξιοποίηση της ψηφιακής τεχνολογίας στον χώρο της Εκπαίδευσης, σε συνδυασμό με την επιλογή μαθητοκεντρικών και κυρίως ομαδικών διδακτικών τεχνικών οι οποίες βασίζονται σε ομαδικά και συνεργατικά διδακτικά μοντέλα, διαμορφώνει μια δυναμική κατά τη διδακτική πράξη, που αποφέρει θετικά μαθησιακά αποτελέσματα και θετική στάση των εκπαιδευόμενων απέναντι στη διδακτική πράξη. Το περιεχόμενο του βιβλίου έχει στόχο τη συμμετοχική και συνεργατική μάθηση και την οικοδόμηση της γνώσης, και αφορά τόσο τον τρόπο διδασκαλίας, δηλαδή τις διδακτικές τεχνικές, που χρειάζεται να χρησιμοποιεί κάθε Εκπαιδευτικός πρωτοβάθμιας, δευτεροβάθμιας και τριτοβάθμιας εκπαίδευσης, κατά την άσκηση του διδακτικού του έργου, όσο και την αποτελεσματική αξιοποίηση της εκάστοτε διαθέσιμης τεχνολογίας, όπως υποστηρίζει η τεχνολογική παιδαγωγική γνώση περιεχομένου. Η οργάνωση του βιβλίου κινείται σε δύο παράλληλους άξονες. Ο ένας άξονας αφορά τη θεωρητική παρουσίαση έντεκα επιλεγμένων διδακτικών τεχνικών και ενός μοντέλου, της «Ανεστραμμένης τάξης», και την υλοποίησή τους με τη χρήση της ψηφιακής τεχνολογίας. Ο δεύτερος άξονας αφορά τα θέματα που μελετώνται ως παραδείγματα κατά την εφαρμογή των διδακτικών τεχνικών και αναφέρονται σε γνώσεις οι οποίες συναποτελούν βασικό γνωστικό υπόβαθρο για τους Εκπαιδευτικούς. Τα θέματα πραγματεύονται θεωρητικά ζητήματα, τα οποία άπτονται της διδασκαλίας και της μάθησης, καθώς και ορισμένα παραδείγματα από τις Φυσικές Επιστήμες και την Πληροφορική. Ο συνδυασμός των δύο αξόνων πραγματοποιείται σε κάθε κεφάλαιο του βιβλίου, ώστε, με τη χρήση παραδείγματος, να αποδοθεί η λειτουργία της κάθε διδακτικής τεχνικής. Τα τρία εισαγωγικά θεωρητικά κεφάλαια του βιβλίου αναφέρονται σε θέματα διδακτικής και διδασκαλίας, στην παιδαγωγική αξιοποίηση της ψηφιακής τεχνολογίας και στην ομαδοσυνεργατική διδασκαλία. Ακολουθούν οι διδακτικές τεχνικές, και, στη συνέχεια, παρατίθενται δύο κεφάλαια, ένα κεφάλαιο για την εκπαίδευση STEM και ένα τελικό κεφάλαιο, το οποίο αναφέρεται στην ποιοτική αξιολόγηση των μαθησιακών αποτελεσμάτων, SOLO, αφού η αξιολόγηση αποτελεί αναπόσπαστο τμήμα της εκπαιδευτικής διαδικασίας. Το βιβλίο κλείνει με το παράρτημα, που περιλαμβάνει ορισμένα από τα παιγνίδια γνωριμίας φοιτητών και άλλων ενηλίκων με σκοπό τη συνεργασία σε ομάδα.
... Right after the first lesson, students started to register to the system and they were able to access the course content. At this stage, ice-breaking activities (Chlup & Collins, 2010) were used (design and organization -social presence). Videos on the subject of "digital circuits" were uploaded to the system and a forum called "Introduction and Digital Circuits" was opened for the course. ...
Considering the lack of interaction and feedback process of the pre-class component of the flipped learning approach, in this research this component was designed with the community of inquiry model and an e-learning environment was developed in line with the model’s theoretical framework. By exposing its impacts on students’ development of critical thinking skills and social, teaching and cognitive presences, this study aimed to determine the working and failing aspects of this learning approach. In this study, in which repeated measures design was used, the study group consisted of 35 undergraduate students studying at a state university. Scales were used to measure students’ critical thinking strategies and their perceived presences, and the forum tool was used to collect student posts. The implementation process lasted for 15 weeks. Findings demonstrated that it was possible to eliminate the lack of the interaction and feedback processes, and to develop students’ critical thinking strategies and their perceptions of teaching, social and cognitive presences, by designing the pre-class component of the flipped learning approach with the community of inquiry framework. Additionally, it was discovered that the critical thinking strategy had a positive and significant link with how the community of inquiry was perceived, and that this relationship accounted for 60% of the variance in the perception of community of inquiry. The study’s conclusions are supported by recommendations for future research.
... Patton (2014) görüşmeye herhangi bir tartışma yaratmayacak ve katılımcının deneyimleriyle ilişki kurabileceği sorularla başlamayı önermektedir. Bu nedenle görüşme formunda ilk soru katılımcıları rahatlatma ve motive etme amacıyla "buz kırıcı" soru olarak hazırlanmıştır (Chlup & Collins, 2010;Kilanowski, 2012 Şekil 12. 13-18 Ay Gelişim Gözlem Rehberi ...
This research aims to evaluate the effectiveness of a responsive early intervention program to build up the parenting skills of foster and adoptive mothers with children 0-24 months. The present study employed the unification/variation-based design by adding the pretest post-test nonequivalent group intervention (experimental) advanced design. Both quantitative and qualitative data are collected and analyzed in parallel but independent of each other, and the final results are interpreted conjunctly. 30 mothers and children, including 5 foster mothers, 5 foster children, 5 adoptive mothers, 5 adopted children, 5 biological mothers, and 5 biological children, participated in the study. In order for all foster and adoptive mothers and children reached during this process to be included in the intervention, a control group was not formed, but two intervention groups were determined as the foster mother intervention group and the adoptive mother intervention group. In addition, aiming to compare the intervention groups with an independent group at the post-test stage, 5 biological mothers and children with similar characteristics were also included in this study. In the present study, to collect quantitative data, "Parent Infant Play Observation code," "Resilience Scale for Adults," "Child Perspective Assessment Tool," and "Mother-Infant Interaction Checklist" were used. To collect qualitative data for interviewing, "Semi-structured interview forms" and for observing "Researcher Diary" and "Development Observation Reports" were employed. Results were analyzed under six themes, including foster and adoptive mothers' childhood understandings, resilience skills, parent-infant play behaviors, interactions, observations of children's development, and general views on education. Accordingly, regarding the understanding of childhood, a significant difference has been observed between the pretest and post-test scores in belief in the nature of the child. Participants also expressed their views reflecting the belief in the nature of the child. Regarding resilience, a significant difference has been found between the pretest-posttest scores of self-perception, social resources, and the scale in general. Participants mentioned positive developments in their social and family lives in the interviews taken after the intervention. Furthermore, they stated that the received intervantion calmed them down, relieved their anxiety, and made them feel like a conscious mother. Regarding parent-infant play behaviors, a significant difference has been observed between the pretest and post-test scores in touching, speaking, and awareness and between the pretest and post-test in interactional synchronization and body position. Participants' interactions are referred to as expressing love, hugging, calming, listening, secure attachment, feeling the baby, sustainable relationship, mutual communication, touching, and a close relationship. In addition, it has been observed that the developmental levels of children are similar to their peers. The foster and adoptive mothers expressed their general views on the intervention as follows: seeing that useful information is learned at any time; understanding that you can cope with difficult emotions; seeing the benefits that different experts bring to the intervention; a happy process; looking forward to every meeting; passing of worries; learning different information; self-development; the benefits of sharing with people in the same situation; and the feeling of falling into the void at the end of the intervention.
... Kegiatan pengabdian selanjutnya adalah pelaksanaan pelatihan CT secara onsite atau tatap muka langsung di lokasi ketiga madrasah pada waktu yang sudah disepakati bersama setelah pertemuan awal. Pengerjaan soal pre-test selama 15 menit menjadi pembuka kegiatan pelatihan onsite ini (Gambar 2), kemudian dilanjutkan permainan asah otak sebagai ice breaking agar peserta pelatihan tidak jenuh mengikuti serangkaian kegiatan karena salah satu factor keberhasilan pembelajaran adalah tidak monoton metodenya (Arimbawa et al., 2017;Chlup & Collins, 2010;Febriandar, 2018;Hutasoit & Tambunan, 2018). ...
Madrasah teachers are currently considered to have lower cognitive competence when compared to formal school teachers in general, although this statement is not entirely correct. Researchers have conducted computational thinking training in several madrasa of Central Java Provinces, like MIN 1 Kendal, MTs N 1 Jepara, and MAN 1 Grobogan. Computational Thinking (CT) involves problem solving and system design by breaking it down into several stages that are effective, efficient, and comprehensive, including decomposition, pattern recognition, abstraction, and algorithms which are some of the basic concepts of computer science. The purpose of this study is the implementation of CT by madrasa’ teachers on each lesson to students in order to increase student learning interest. The research method used is blended learning which is a combination of an online course (introduction to Bebras Indonesia and CT) and an onsite course (training on CT and implementation of CT to students). The results showed that there was an increase in the average score of the trainees between the pre-test and post-test of the teachers at MIN 1 Kendal, MTs N 1 Jepara, and MAN 1 Grobogan i.e. 70.23%, 70.01% and 80. 64%, respectively. Furthermore, student testimonials after the implementation of CT in subjects taught by the majority of teachers at 66.79% filled in very interesting so that CT learning was very effective in increasing student learning interest in madrasah.
... Some research are merely limited to the use of technology (Şat et al., 2022). In fact, it is also significant to consider the learning barriers from the non-technological aspect (Chlup & Collins, 2010). ...
The COVID-19 pandemic has been affecting the teaching-learning process in all levels of education, including in higher education. The implementation of online teaching-learning process has been inevitable in the effort to reduce the people to people contact and to prevent the spread of the virus. However, there have been complaints that the interaction quality during online class or meeting is lacking of warm and meaningful communication between the participants and the teachers. This research aims to implement and evaluate some ice breaking and games during online meetings to achieve an interactive learning with the good communication quality between participants of online classes. This qualitative research used the approach of action research. The results indicated that the implementation of ice breaking and improvement of interaction has been positively perceived by the participants. Thus, using proper ice breaking and games during online meetings is suggested.
... Finally, students may not contribute to a group if they feel like they do not belong in a group (Eddy et al., 2015). Strategies that may improve the sense of belonging for students in the group include: 1) icebreakers for groups (Chlup and Collins, 2010), 2) metacognitive reflections on group member contributions (Kwon et al., 2013;Smith and Mancy, 2018), and 3) emphasis on inclusive learning environments (Gale et al., 2017;Dewsbury and Brame, 2019). Use of these tactics is likely to reduce anxiety, increase a sense of belonging, and promote more collaboration among students in their classrooms and groups. ...
While group work in undergraduate science education tends to have overall benefit, less is known about the specific peer-peer dynamics that optimize learning during group interaction. The current study used peer ratings and self-reported data from 436 students enrolled in team-based undergraduate science courses (biology or chemistry) to determine group dynamics that predicted both willingness to work with peers in the future and individual achievement in the course. Results show that greater personal connection and contributions predicted willingness to work with a group member (R2biology = 0.75; R2chemistry = 0.59). While active contribution to a group predicted greater achievement, more noncontent interactions (e.g., encouragement, listening to feedback, being polite) predicted lower achievement, despite these being on-task and relevant. Additionally, having group members who were willing to continue working with a student was a positive predictor of that student's achievement regardless of course. Strikingly, students in chemistry were significantly less willing to work with women in their groups compared with men. Finally, not all forms of group conflict predict decreased achievement. These findings highlight group factors such as student behavior within the group, aspects of the group social environment, and peer support that can be targeted for optimizing undergraduate science learning.
... Remote synchronous icebreakers should be aligned with the technological expertise of both students and instructors (McGrath et al., 2014). In a review of best practices and examples of icebreakers, Chlup and Collins (2010) recommend some basic get-to-know-each-other icebreakers that are easily amenable to remote settings, including those that can be moderated in a Learning Management System or discussion board. Their framework around effective icebreakers included elements of engagement, teamwork, socialization, cohesiveness, and interdependence, among others. ...
Introduction
Improving students’ experiences in courses has always been important; one important method for facilitating discussions is an effective icebreaker activity.
Statement of the Problem
The move to remote learning during the COVID-19 pandemic presented new challenges for fostering connections among students. Given the constraints in remote learning, teachers need effective and feasible ways to improve student experiences.
Literature Review
We reviewed traditional icebreaker activities and highlighted the potential for implementing the Fast Friends procedure in a remotely delivered synchronous class. This procedure involves a discussion guided by a series of increasingly intimate questions meant to enhance connection between unacquainted people.
Teaching Implications
Undergraduate and graduate students reported having a positive experience and building connections from the procedure, including enhanced classroom motivation. We share materials so interested readers and teachers can easily implement this.
Conclusion
The Fast Friends procedure is a promising icebreaker activity to include at the start of the semester that can help students have a positive experience and build connection with classmates.
... Ice breaker is one of the techniques that suitable to be implemented in motivating students to learn English. Chlup and Collins (2010) say that the implementation of icebreakers in teaching adult learners is effectively for improving students' participation, increased student persistence, and ultimately enhanced students' learning. Ice breaker is used in creating a space that allows the adult learners to establish trust, develop safe learning environments, and assist with content learning. ...
Teachers are encouraged to increase students’ motivation by implementing innovative techniques and strategies. Ice breaker is one of teaching technique that can improve students’ learning motivation in which it provides a fun learning activity. The current study investigated the effect Kahoot as an ice breaker on EFL students’ motivation. This study was an experiment with posttest only control group design. The data were collected from a motivation questionnaire and analyzed using descriptive and inferential statistics. The results showed that students in experiment group shows higher level of motivation compared to students in control group. The result of t test showed that the mean difference between groups are significant. Thus, it can be concluded that Kahoot as an ice breaker effected EFL students’ motivation in learning.
... The outcomes of this research support and add to the literature in showing that expectations align with levels of children satisfaction. Their early experience of learning and connections with the school are known to make or break persistence with their study thus impacting on retention and attrition [2]. The process and activities outlined in this study should have resonance and be of interest to all educators who are concerned with enhancing schoolchildren outcomes, in particular those involved in easing pupils' transition to learning. ...
The paper is purposed to describe the process of ice breaking activities and the suitability of the ice breaking activities with the principles applied in teaching English. The research assesses, in part, the teachers’ point of view about using ice-breakers for schoolchildren EFL learners in elementary level. In the course of English lesson's structure investigation it was pointed out that the process of ice breaking activities are mostly appropriate with the principles: the role of the teacher as the facilitator, the instruction given which is easy to understand, the suitability of the pupils’ level with the ice breaking activities, the time limit used, the atmosphere of the class, and the pupils’ interest toward lesson. In summary, ice-breakers can be an effective way of starting a training session or team-building event. As interactive and often fun sessions run before the main proceedings, they help pupils and the teacher get to know each other and buy into the purpose of the lesson.
... Odak grup görüşmelerinde yarı yapılandırılmış görüşme soruları kullanılmıştır. Görüşme sorularından ilk ikisi katılımcıları rahatlatarak motive etmek ve iletişimi genişletmek amacıyla "buz kırıcı" soru niteliğinde hazırlanmıştır (Chlup & Collins, 2010;Kilanowski, 2012). Buz kırıcı soruların yanıtları katılımcılardan, görüşlerini bir kâğıda yazarak ifade etmeleri yöntemiyle toplanmıştır. ...
Bu çalışmada evlat edinen ve koruyucu ailelerin özellikle erken müdahale uygulamalarında bebek ve küçük çocuklarıyla ilgili eğitim ihtiyaçlarını ve taleplerini belirlemek amaçlanmıştır. Nitel bir durum çalışması olan araştırmanın katılımcılarını, Ankara ilinde ikamet eden evlat edinen ve koruyucu aile olan 11 kişi (2’si çift, 2 baba, 9 anne) oluşturmaktadır. Katılımcılar uygun örnekleme tekniğinden yararlanılarak Ankara Aile, Çalışma ve Sosyal Hizmetler İl Müdürlüğü aracılığıyla belirlenmiştir. Veri toplama aracı olarak yarı yapılandırılmış görüşme soruları kullanılmıştır. Odak grup görüşmeleriyle elde edilen veriler, “Bebekliğe bakış, Bebekle ebeveyn arasındaki ilişkiye bakış, Bebeklik dönemiyle ilgili merak edilenler, Yeterlikler, yetersizlikler ve güçlükler, Bebeklik dönemiyle ilgili bilgilerin öğrenildiği kanallar, Verilecek eğitimin içeriğiyle ilgili öneriler” kategorileri altında toplanmıştır. Araştırma Ankara Kalkınma Ajansı tarafından desteklenmiş; Gazi Üniversitesi’nin yürütücülüğü, Ankara Aile, Çalışma ve Sosyal Hizmetler İl Müdürlüğü’nün ortaklığı ile gerçekleşen Güvenli Bebekler Güvenli Yarınlar projesi kapsamında yapılmıştır.
The similar but different icebreaker activity serves a dual purpose, helping students get to know each other, while at the same time introducing and prompting discussion on some of the core values and principles of social work. It can be facilitated online or in person and is ideal for use with first-year social work and human service students during the initial weeks of a course. In addition to being a fun icebreaker, it draws attention to students’ similarities as well as highlighting their diversity and uniqueness. This serves as an impactful demonstration of the importance of recognising our shared humanity and treating each person that we work with as a unique human being, worthy of dignity and respect.
Bu çalışma iki dilli Türk çocuklarla çalışan/çalışmış okulöncesi ve sınıf öğretmenleri ile iki dilli çocuğu olan ailelerin, iki dilli çocukların erken okuryazarlık becerileri ile ilgili ihtiyaçlarına ilişkin görüşlerini ortaya koymak amacıyla yapılmıştır. Araştırma nitel araştırma desenlerinden durum çalışması türünde gerçekleştirilmiştir. Araştırmanın katılımcılarını, amaçlı örnekleme yaklaşımıyla seçilmiş 40 ebeveyn, 40 sınıf öğretmeni ve 20 okulöncesi öğretmeni oluşturmaktadır. Veriler, öğretmen ve ebeveynlerle gerçekleştirilen yarı yapılandırılmış görüşmeler ile toplanmıştır. Görüşmelerden elde edilen bulgular, belirlenen 3 temada betimsel analiz kullanılarak çözümlenmiştir. Çalışma sonucunda iki dilli çocukların erken okuryazarlık becerilerine yönelik ihtiyaçlarının okulöncesi dönemde kullanılan programın hedef, içerik, eğitim durumları ve ölçme değerlendirme öğeleri alt boyutlarında ele alındığı ve programı kullanan öğretmenlerin iki dilli çocuklar için yetersizlikler gözlemlediği tespit edilmiştir. İlkokul düzeyinde çocukların ihtiyaçlarının Türkçe öğrenirken ve kullanırken sözcük dağarcığı eksikliği, Latin-Kiril alfabe farklılığından kaynaklanan yazı farkındalığı ve harf bilgisi becerilerinde zorlanma ve karıştırmalar ile sesbilgisel farkındalık ve dinlediğini anlama becerilerinde olumsuz performans gösterme şeklinde olduğuna ulaşılmıştır. İki dilli çocuğu olan ebeveynler ise erken okuryazarlık becerilerine ilişkin bilgiye, evde yapılabilecek geliştirici etkinlikler ile okul aile iş birliği etkinlikleri için öneri ve desteğe ihtiyaç duyduklarını belirtmişlerdir. Bu bağlamda, iki dilli çocuklarla çalışan eğitimciler ve iki dilli çocuğu olan aileler için erken okuryazarlık becerilerine yönelik farklı öğretim stratejileri ve materyalleri ile destek programların geliştirilmesine ihtiyaç duyulduğu görülmektedir.
To realize the potential for transformational learning that the Block provides, educators must expand their repertoire of teaching modalities beyond those of a typical lecture course. Rather than a purveyor of information, the teacher guides learners to construct knowledge for themselves through activities inside and outside the classroom, supported in an environment that celebrates failure as a natural step toward understanding and incorporating peer-to-peer collaboration.
This study investigates the perceived effect of friendship on the difficulty arising from the fear of negative evaluation experienced by Japanese university students when engaging in pair work and speaking English. Furthermore, this study aims to determine the perceived effectiveness and opinions towards friendship-building activities in an L2 English classroom. The investigations administer a questionnaire to students after 14 weeks of friendship-building activities that include icebreakers, games, and randomly assigned seating. Students report their perceived level of difficulty when engaging in pair work and speaking English with friends and non-friends. Additionally, students report on their perceived effectiveness and opinions towards friendship-building activities. The investigations find that learners associate less difficulty with pair work and speaking English among friends. Moreover, the results indicate that learners perceive friendships as a mitigator of the fear of negative evaluation and its effects. The results also suggest that friendship-building activities facilitate the creation of friendships and are perceived as necessary and positive by learners. The study promotes the use of friendship-building in the classroom, particularly for learners with sociocultural backgrounds that are more prone to experiencing the fear of negative evaluation.
The impersonal nature of high-enrollment science courses makes it difficult to build student-instructor relationships, which can negatively impact student learning and engagement, especially for members of marginalized groups. In this study, we explored whether an instructor collecting and sharing aggregated student demographics could positively impact student-instructor relationships. We surveyed students in a high-enrollment physiology course about their perceptions of their instructor a) distributing a demographic survey, and b) sharing aggregated survey results in class. We found that 72% of students appreciated the demographic survey, and 91% thought it helped their instructor get to know them. Further, 73% of students expressed that the instructor sharing aggregated demographic data in class positively impacted their overall course experience, and over 90% thought both the collection and sharing of demographic data was appropriate. Most students felt both parts of the intervention increased their sense of belonging in class, increased how connected they felt to their instructor, and made their instructor seem more approachable and inclusive, but also made some students feel more different from their peers. Women and non-binary students felt the demographic survey increased instructor approachability more than men, and liberal students felt the survey increased instructor approachability more than non-liberal students. Compared to men, women and non-binary students were more likely to report that taking the survey increased instructor inclusivity and made them feel less different from their peers. Based on these results, collecting student demographic information and sharing it in aggregate may be a practical, effective way to enhance student-instructor relationships.
Geriatrics specialists are often called on to educate non-specialist providers and trainees on the essentials of evidence-based care of older adults. Teaching in an online classroom has become increasingly common in medical and geriatrics education, particularly in the wake of the COVID-19 pandemic. However, teaching in this setting poses new challenges for educators and learners alike. Teachers should therefore develop the unique skills and practices needed to effectively teach in the online classroom. This chapter aims to describe the value, the challenges, and the best practices of teaching geriatrics in the online classroom.
Students as Teachers is a 7-month student-led elective that equips first- and second-year medical students with teaching skills. Pre- and post-course surveys measured participants’ knowledge and confidence level in the course’s learning objectives such as creating lesson plans, engaging learners, and assessing understanding. Eleven students participated in the course and 10 students completed the pre- and post-course surveys. Upon completion of the course, there was a statistically significant increase in students’ self-reported competencies. This series of workshops thus improved learners’ confidence with teaching skills and helped identify how they could improve as physician educators.
While some established undergraduate summer programs are effective across many institutions, these programs may only be available to some principal investigators or may not fully address the diverse needs of incoming undergraduates. This article outlines a 10‐week science, technology, engineering, mathematics, and medicine (STEMM) education program designed to prepare undergraduate students for graduate school through a unique model incorporating mentoring dyads and triads, cultural exchanges, and diverse activities while emphasizing critical thinking, research skills, and cultural sensitivity. Specifically, we offer a straightforward and adaptable guide that we have used for mentoring undergraduate students in a laboratory focused on mitochondria and microscopy, but which may be customized for other disciplines. Key components include self‐guided projects, journal clubs, various weekly activities such as mindfulness training and laboratory techniques, and a focus on individual and cultural expression. Beyond this unique format, this 10‐week program also seeks to offer an intensive research program that emulates graduate‐level experiences, offering an immersive environment for personal and professional development, which has led to numerous achievements for past students, including publications and award‐winning posters.
Enhancing student engagement yields a multitude of benefits for students. It not only improves their satisfaction but also increases their motivation, enriches their learning experience, reduces their sense of isolation and ultimately enhances their academic performance. However, Chinese students in transnational education are known for being silent in the classroom. With overwhelming and consistent research findings in the pedagogical literature that participation in class discussion and asking questions are crucial activities that cultivate independent learning skills and develop the ability to apply knowledge, how to get Chinese students to speak up in class has clearly become an issue of concern to educators. Informed by the UK professional standards framework (UKPSF) and underpinned by Brookfield's four lenses model, this action research examined and confirmed the positive effect of using both personal‐related and course content‐related icebreaker questions at the beginning of the class to increase Chinese students' engagement. It also identified different effects these two types of questions might have on students' engagement and the potential concerns associated.
In this study, it was aimed to evaluate preschool teachers' understanding of childhood. The study group of this qualitative case study consisted of 51 preschool teachers working in the central districts of Ankara, who were reached by using the convenient sampling technique from the purposeful sampling method. Semi-structured interview questions were used as data collection tools. The interview questions included preschool teachers' perspectives on children and childhood, what they think about children's rights and basic requirements, their views on the advantages and difficulties of working with children, and their responsibilities towards children. The interview questions were analyzed using a content analysis approach. As a result, it is thought that preschool teachers who participated in the study have a generally positive perspective towards children and childhood. According to preschool teachers' understanding of rights and requirements, it is seen that children requirement love the most, have the right to be protected and safe, and the most important right is the right to have a mother and father. Regarding the right to participation, it was determined that children's opinions should be consulted at home, at school and in society, that children's opinions were taken into consideration in the selection of activities at school and that children's opinions were more effective in the decisions taken. According to preschool teachers' understanding of working with children, the biggest advantage of working with children is that children are natural and innocent, and the most difficult aspect is the communication problem with parents. In addition, it was determined that preschool teachers' professional responsibilities towards children are to raise children as good individuals, they feel conscientious responsibility towards children and as an adult they feel the responsibility to help all children in requirement and in difficult situations.
Scientific programming has become increasingly essential for manipulating, visualizing, and interpreting the large volumes of data acquired in earth science research. Yet few domain-specific instructional approaches have been documented and assessed for their effectiveness in equipping geoscience undergraduate students with coding and data literacy skills. Here we report on an evidence-based redesign of an introductory Python programming course, taught fully remotely in 2020 in the School of Oceanography at the University of Washington. Key components included a flipped structure, activities infused with active learning, an individualized final research project, and a focus on creating an accessible learning environment. Cloud-based notebooks were used to teach fundamental Python syntax as well as functions from packages widely used in climate-related disciplines. By analyzing quantitative and qualitative student metrics from online learning platforms, surveys, assignments, and a student focus group, we conclude that the instructional design facilitated student learning and supported self-guided scientific inquiry. Students with less or no prior exposure to coding achieved similar success to peers with more previous experience, an outcome likely mediated by high engagement with course resources. We believe that the constructivist approach to teaching introductory programming and data analysis that we present could be broadly applicable across the earth sciences and in other scientific domains.
This research aims to address the gap in the literature about instructor’s role in increasing students’ affective engagement (with their peers and instructor) in an online class. Since marketing students will eventually fulfill roles that engage consumers with the firm’s communication mediums, it is important to understand the impact of student engagement and peer-to-peer communication in marketing classes in building this skill. Additionally, because of the pandemic, majority of higher education was migrated to online and virtual formats, investigating techniques that can improve the quality of online teaching is more important than ever. The impact of instructor competence in designing and facilitating online classes has been studied before; yet we establish that instructor online competence has an indirect positive effect on students’ impression of the quality of their online learning experience. Further, this relationship is mediated by how students are engaged in class through communication with peers and instructors. This research clarifies the effect of instructor affective engagement skills as a contributor to marketing student perceptions of quality and offers several recommendations that act as guidelines for instructors delivering online courses.
This design case focuses on the design, development, and management of an online student center. In order to bridge and build community among a population of master’s students in an online program, an online student center was developed to become a one-stop-shop. This center houses vital program information and helps to foster relationships among online users. This case will dig deeper into the process one university took to design and develop this center, give an overview of information provided to students, and discuss the maintenance of running the center to best support their learners. Insights and reflection on the design process and next steps will be described and discussed. Finally by detailing the process, the author hopes that readers will gain a better understanding of building community among learners in a fullly online program.
En la actualidad los adultos mayores viven en una sociedad de comunicación e información por la introducción generalizada de las tecnologías de la información y la comunicación (TICs). Por lo que, la tecnología está directamente relacionada con el modelo de desarrollo, entre el crecimiento económico y el desarrollo social. Por lo anterior, consideramos que es importante capacitar al adulto sobre el uso de las TICs . En este artículo presentamos las lecciones aprendidas al capacitar durante cuatro años consecutivos a 80 adultos mayores sobre el uso TICs. La capacitación consistió en talleres temáticos prácticos impartidos por estudiantes de las carreras de tecnologías de la información. Los cuales se centraban en la enseñanza de aplicaciones relacionadas con pagos de servicios (p. ej. electricidad), procesos gubernamentales y de servicios (p. ej. expedición de acta de nacimiento en línea, y comunicación (p. ej. uso de redes sociales). Las lecciones aprendidas fueron las siguientes: (1) Se debe sensibilizar a los participantes sobre el proceso de envejecimiento; (2) Utilización de un lenguaje asertivo para el trabajo con adultos mayores; (3) Informar al adulto mayor sobre el beneficio del uso de las TICs; (4) Ofrecer al adulto mayor un acompañamiento psicosocial para proveer retroalimentación inmediata durante su capacitación; y finalmente, (5) Propiciar el aprendizaje colectivo a través de grupos de interés sobre las TICs.
Contribution: This work sheds light on how classmate behaviors influence gender gaps in verbal participation in lecture-based engineering classes. It is found that after a woman participates in class, there is a temporarily increased likelihood a woman will participate again afterward. Background: Women continue to be underrepresented in STEM higher education, particularly in engineering. Positive classroom experiences are key to retaining women undergraduates, but despite research into the value of interactive teaching that allows classmates to aid each other’s learning, lecturing is still most common in collegiate STEM classrooms. Research Questions: This study considers how classmates influence gender gaps in student verbal participation, even during traditional lecturing. Methodology: One thousand and three hundred and eighty seven student comments are observed over 89 class periods in ten engineering courses. The variation in student verbal participation levels with gender is analyzed, and its correlation with student speaking order, as well as other factors related to the classroom structure, is investigated. Findings: A statistically significant gender gap in class participation is observed, which is not fully explained by factors like class size or comment type. It is found, however, that when one woman participates, it increases the likelihood a woman will participate afterward, pointing to the role of classmates. This trend and the participation gender gap overall are eliminated when isolating classes taught by women. These results suggest that hearing either a woman classmate or instructor speak in class makes other women more likely to do so. As participation is linked to everything from student performance to confidence, this provides an avenue to increase gender equity in classroom experiences through small pedagogical changes that can be readily implemented into traditional lecturing.
This is a follow-up study of 1500 talented students at the end of the 3rd year of college. Some of the major findings were: (a) natural science retained more talented students than biological science; but both fields attracted less new students than the arts, humanities, and social sciences. (b) Faculties which the students perceived as enthusiastic, warm, and informal in their relationship with students and as stressing achievement, humanism, and independence were associated with student changes to advanced training in arts, humanities, and social sciences. (c) Faculties perceived as enthusiastic and as not pressing for compliance were associated with changes to advanced training in natural and biological sciences. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Alternative models of “good teaching” are illustrated with a list of key beliefs, assumptions about learning, strategies that characterize each model, and typical difficulties that accompany each model.
Cooperative learning strategies employ formally structured groups of students working together to maximize their own and other students' learning. This educational approach changes the classroom environment from one in which students are passive recipients of the instructor's knowledge, to one in which they are active participants in their own education. Cooperative learning strategies have received little attention in the social work education literature, despite proven educational benefits elsewhere. This article defines cooperative learning, reviews the educational theory and research that support it, demonstrates its relevance to social work education, and provides case examples for use throughout the social work curriculum.
Methods for effective teaching
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Icebreakers and group builders for the classroom
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The learning cell: An instructional innovation
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Looking in classrooms
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The pyramid plan for the systematic involvement of university students in teaching-learning functions
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The teacher as performer: The art of selling students on learning
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Adult learning methods: A guide for effective instruction
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Teaching and learning at Kalamazoo College. Unpublished manuscript
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Five perspectives on teaching in adult and higher education
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Getting together: Icebreakers and group energizers
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Learning to listen, learning to teach: The power of dialogue in educating adults
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An adult's guide to style. Columbia
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Inviting school success
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Artistry in teaching
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Big book of books and activities - An illustrated guide for teachers, parents, and anyone who works with kids! Dinah-Might Activities
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Group dynamics and initiative activities with outdoor programs
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