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When individuals collaborate to try to retrieve some encoded information, not surprisingly, the collaborative group typically remembers more than does any individual. When the non-redundant output from the individuals is combined, however, this nominal group often, surprisingly, remembers more than does the collaborative group. This finding is known as collaborative inhibition. The finding of collaborative inhibition, that collaborative groups remember less would be predicted given the summed non-redundant memories of an equal number of individuals remembering alone, indicates that there is something about remembering in a collaborative group that impairs the performance of the individuals in that group. Research directed toward what that something is has focused on both social and cognitive factors, with the consensus being that cognitive factors play the more important role. An extensive body of work on this topic has accumulated over the past 25+ years, with researchers proposing theoretical explanations and generating empirical data revealing the conditions under which this collaborative inhibition is more versus less likely to occur. The purpose of this review is to summarize those empirical factors to provide a resource for researchers interested in pursuing this work. [ABSTRACT FROM AUTHOR]

Copyright of Mathematics Enthusiast is the property of Prof. Bharath Sriraman and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Flipped Classroom (FC) provides various opportunities to ensure active learning in a student‐based learning environment. In the literature, it is pointed out that the FC model provided a positive contribution to the teaching process when it was used for learning environments in past studies. Besides this, it is seen that FC was integrated into a learning method and the results were generally associated with only FC. From this point of view, it is thought that the methodological effect of FC needs to be examined. The aim of this study is to identify whether the use of different models (peer‐assisted group: PAL‐FC, collaborative group: SGCL‐FC, and individual learning: IL‐FC) in FC for computing courses of university students has an effect on academic performances, learning motivation, academic self‐efficacy, computer anxiety of the university students, and flipped learning readiness. This study is designed with a mixed method. The working group of the study is composed of 242 university students. The application lasted for 14 weeks. In this study, data have been collected by a Personal Information Form, semi‐structured interview form, information technologies achievement test, and four different data collection tools. As a result of the research, it is found out that different applications in the FC model have a significant effect on academic success, academic self‐efficacy, e‐learning readiness in FC. FC model application with PAL‐FC has proved more successful when compared to other methods in terms of developing performance and reducing technology anxiety. Also, it is seen that motivation and academic self‐efficacy in FC has improved positively for collaborative group work. [ABSTRACT FROM AUTHOR]

Copyright of Dialogia is the property of Editorial Revista Dialogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives: The impact of the current COVID-19 pandemic has been felt worldwide. Many vulnerable populations rely heavily on peer support provided by individual or collaborative groups. This study aimed to evaluate the impact of COVID-19 on groups supporting patients with a rare disease(s). Anecdotally the current pandemic significantly changed the way in which these groups operate and the services they can provide. Data description: A targeted survey was conducted online with rare disease individual or collaborative groups. The results of the survey highlight the challenges individual and collaborative groups are facing during this pandemic and help to identify what support should be put in place to enable them to sustain their much-valued service through these trialing times. Groups have experienced an increase in calls to their helplines as well as followers to their websites and social media feeds. Groups are no longer meeting in person and so online meetings, webinars and zoom chats have become a regular occurrence. Fundraising was highlighted as an area of concern for such groups. It is hoped that this data might be used to highlight the support individual and collaborative groups require while also raising awareness of the value they bring to many. [ABSTRACT FROM AUTHOR]

This study explored the effect of web-based dictation and different group arrangement on Korean university students' listening performance. One hundred and fifty participants were divided into four groups: a control group with no web-based dictation, and three treatment groups that utilized web-based dictation in different group sizes (individuals, pairs, and small groups). The students of the treatment groups listened to the dictation files individually at their own computer stations and analyzed and corrected their answers in different group sizes. This study first compared listening performance depending on the use of web-based dictation tasks, and the results revealed that there was no significant difference in the students' written answers of dictation tasks. The study then examined the effect of different group sizes while in the process of analyzing and correcting the answers and found that different group sizes produced a meaningful difference. The students in the small and the individual groups performed better than the pair group on the written answers at a significant level. From these findings, the study concluded that the students hardly improved overall listening skills from the use of the web-based dictation tasks, but accuracy of listening skills were linked to the web-based dictation and different group interactions. Limitations and implications for the further study were discussed. [ABSTRACT FROM AUTHOR]

In this article, we present a re-framing of teacher development that derives from our convictions regarding the enactive approach to cognition and the biological basis of being. We firstly set out our enactivist stance and then distinguish our approach to teacher development from others in the mathematics education literature. We show how a way of working that develops expertise runs through all mathematics education courses at the University of Bristol, and distil key principles for running collaborative groups of teachers. We exemplify these principles further through analysis of one group that met over 2 years as part of a research project focused on the work of Gattegno. We provide evidence for the effectiveness of the group in terms of teacher development. We conclude by arguing that the way of working in this group cannot be separated from the history of interaction of participants. [ABSTRACT FROM AUTHOR]

Aims: The literature suggests that the effective use of formative assessments enables timely and constructive feedback to be provided to students, leading to enhanced learning. In this article, the effect of the combined use of different interactive formative assessments during large group tutorials was investigated. Methods: This study was carried out in 2009, and involved 115 first-year occupational therapy university students. Game-show quizzes involving the use of audience response system took place during the tutorials to enhance student engagement. Collaborative group testing where quizzes were presented individually, then in groups, was also used. Each student involved was asked to generate questions and answers that contributed to the quizzes and their exam. To examine the influence of interactive formative assessments, two methods of data analysis were used. First, a comparison of the 2009 cohort's exam results with those of the previous year's equivalent students and second, a qualitative analysis of students' completed evaluation questionnaires. Findings: When compared to the previous year's cohort, there was a significant difference in the students' exam results (p < 0.001). Qualitative descriptive analysis of evaluation questionnaires suggested that students perceived the interactive formative assessments as engaging, and assisted them in identifying knowledge gaps and focusing their exam revision. Conclusions: Interactive formative assessments presented in this study led to enhanced learning and were viewed by the students as being fun and engaging, as well as providing immediate feedback. [ABSTRACT FROM AUTHOR]