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PURPOSE: This study goes beyond traditional research focusing on enrollment figures, financial aid, and student academic performance (GPA), aiming to explore how social factors influence access to and equity in higher education for students with low socio-economic status (SES) in Indonesia.METHODS: Employing qualitative methods such as interviews and the snowball technique, this study delves into the firsthand experiences of six alumni who received financial assistance at a prominent university.FINDINGS: The study sheds light on the significant roles of teachers, lecturers, and family members in providing emotional, informational, and practical support for equal access. Additionally, it unveils previously underestimated contributors like secondary school staff, student associations, scholarships, and local governments. Despite having motivation and guidance, a lack of information during the access phase can impede students with low SES from pursuing higher education.CONCLUSIONS: The journey towards higher education is shaped by a diverse range of support from family, teachers, peers, and university staff provided varied forms of emotional and instrumental support, with both positive and negative outcomes, including financial reservations. While in university, the support network shifted from family to peers, university staff, and RSAs, with lecturers playing a crucial role.

Purpose: During the last decade, new continuing learning pathways have been designed and implemented in the Dutch Vocational Education and Training (VET) column aiming to foster students' transitions between successive educational levels. Prototypical examples of such continuing learning pathways are the Green Lyceum (GL) and the Technical Talent Development programme (TTD). In the present exploratory study, GL and TTD were compared in terms of curriculum design aspects and students' acquired VET diplomas and transitions to higher VET levels. Methods: Ten curriculum design aspects of GL and TTD were described through curriculum description forms and focus group discussions to be able to determine similarities and differences between both learning trajectories. Moreover, acquisition of VET diplomas and transitions to higher VET levels of students from both programmes were compared. Findings: The ultimate goal of GL was to promote student transitions to higher professional bachelor (HBO) programmes while TTD mainly intended to increase student numbers in the technical domain at the secondary VET level. For GL, a new and integrated VET curriculum was built with specific ingredients to prepare students for the HBO level. For TTD, the contents of the regular VET programmes were roof tile stacked in an accelerated curriculum with a stronger focus on vocation-oriented assignments in the technical domain. Conclusion: If the ultimate goal of a continuing learning pathway is to promote students' transitions to higher VET levels, curriculum design aspects as represented in GL seem more effective. However, if the focus is on promoting students' diploma acquisition at lower VET levels for specific sectors, curriculum design aspects as represented in TTD seem more effective.

This study explores the intersection role of students’ epistemic beliefs and gender in argumentative essay writing. In total, 148 undergraduate students from a Dutch university followed an argumentation module, filled out the epistemic beliefs survey, and wrote an argumentative essay. Results showed that students’ beliefs about the Internet-specific justification of knowledge did not influence essay performance. On the other hand, beliefs about the nature of scientific knowledge influenced their argumentative essay writing. Overall, there were no gender differences in argumentative essay writing. However, female students outperformed male students in taking a position on the topic. The interaction effects of beliefs about the Internet-specific justification of knowledge and gender in argumentation performance were neutral. There was, however, an intersection effect of students’ epistemic beliefs about the nature of scientific knowledge and their gender in argumentation performance. We discuss these results and provide suggestions for future research.

PurposeThis study attempts to determine a set of characteristics for each educational component in the competence-based agricultural education system.Design This study reviewed 95 articles published in four relevant scientific journals to determine the characteristics of a competence-based higher agricultural education system. These characteristics were determined based on competence-based education principles.Findings: The results of this review indicated that, based on the CBE principles, the competencies for agricultural educational components identified in the reviewed articles could be summarized in 22 categories.Practical implications: The main practical implication is that the universities can consider the results of this study as a set of guidelines in the admission of qualified learners and educators, revising curriculum and organizing dynamic learning environment in line with the CBE characteristics.Theoretical implications: The results of this study could take CBE principles one step further in that, determining characteristics of a competence-based higher agricultural education system can be a guideline on how these principles could be implemented in an education system.Originality/value: This study is original because it tries to bring CBE principles as a valuable theory into practice by the agricultural education systems.

Te veel mbo-instromers in het hbo vallen in de eerste twee jaar uit. Vanuit onderzoek en praktijk is bekend dat studenten vaak moeilijk hun weg vinden naar en in het hbo: de stap van mbo of havo naar hbo leidt tot hoge uitvalcijfers (Elffers, 2016; Mulder & Cuppen, 2018). Daarvoor valt niet één specifieke oorzaak aan te wijzen. Mbo’ers lijken in vergelijking met havisten/vwo’ers een andere aanpak nodig te hebben (Meijden, van der, et.al., 2023).Zo beschikken mbo’ers over een afgeronde vakopleiding en kunnen ook kiezen om toe te treden tot de arbeidsmarkt, in plaats van door te studeren aan het hbo.Vertraging en/of uitval van studenten bij de overgang van het ene onderwijsniveau naar het andere zijn een groot probleem, zowel voor de studenten zelf als voor het onderwijsbestel als systeem. In 2020 is het daarom mogelijk gemaakt om doorlopende leerroutes vmbo-mbo te ontwikkelen. De onderwijsprogramma’s TOT-route en hGL zijn te typeren als voorlopers van vele andere experimentele doorlopende leerroutes vmbo-mbo, gericht op doorstroom naar het hbo. In voorliggend onderzoeksproject worden doorstroomgegevens en studiesucces van studenten die deze doorlopende leerroutes hebben gevolgd in nu op het hbo zitten, vergeleken met elkaar en met reguliere mbo4-trajecten en de havo-route en wordt gekeken naar onderliggende verklarende factoren.

This study explores the role of students’ epistemic beliefs and gender in argumentation performance in essay writing. Data were collected from 148 undergraduate students. The results showed that students’ beliefs about the Internet-specific justification of knowledge did not influence argumentation performance, while beliefs about the nature of scientific knowledge had an influential role. Results showed no overall gender differences in argumentative essay writing. The interaction effects of beliefs about the Internet-specific justification of knowledge and gender in argumentation performance, overall, were reported to be neutral. However, there was an interaction effect between students’ epistemic beliefs about the nature of scientific knowledge and their gender in argumentation performance. These findings provide evidence for guiding students’ argumentation performance in higher education.

During the COVID-19 pandemic, teachers were forced to move their teaching completely online. While some seized the opportunity to learn and innovate, others experienced difficulties. This study provides insights into the differences between university teachers during the COVID-19 crisis. A survey among university teachers (N = 283) was conducted to investigate their attitudes towards online teaching, beliefs about students’ learning, level of stress experienced, self-efficacy and beliefs about their own professional development. Employing a hierarchical cluster analysis, four distinct teacher profiles were found. Profile 1 was critical but eager; Profile 2 was positive but stressed; Profile 3 was critical and reluctant; Profile 4 was optimistic and easy-going. The profiles differed significantly in their use and perception of support. We suggest that teacher education research should carefully consider sampling procedures or take a person-centred research approach and that universities should develop targeted forms of teacher communication, support and policy.

This study explored the effects of directed and undirected online peer feedback types on students’ peer feedback performance, argumentative essay writing skills, and acquisition of domain-specific knowledge. The study used a pre-test and post-test design with four conditions (feedback, feedforward, a combination of feedback and feedforward, and undirected feedback). In this exploratory study, 221 undergraduate students, who were randomly assigned to dyads, engaged in discussions about the pros and cons of “Genetically Modified Organisms (GMOs)”, provided feedback to peers, and wrote an argumentative essay regarding the topic. Results indicated significant differences among the conditions in terms of the quality of provided feedback. This implies that the peer feedback quality can be enhanced or diminished depending on its type. Results also revealed a significant improvement in students’ argumentative essay performance and domain-specific knowledge acquisition without significant differences among conditions. We discuss how the such increase in the quality of essays and learning outcomes might be related to the power of peer feedback regardless of the feedback type. We also discuss why using multiple instructional scaffolds may result in over-scripting that may diminish the power of peer feedback and the effects of the scaffolds themselves in online learning environments.

We know little to what extent peer feedback strategies can be applied on a large scale in higher education for complex tasks. This study aimed to design, implement, and evaluate an online-supported peer feedback module for large-scale use to enhance higher education students’ argumentative essay writing performance. To do this, 330 students from five different courses at bachelor and master levels followed the online supported peer feedback module. In this module, students were asked to write an argumentative essay about a controversial issue, provide peer feedback for two peers, and revise their original essays based on the received feedback. Three types of data including original essay (pre-test) data, peer feedback data, and revised essay (post-test) data collected. Students also filled out the learning satisfaction questionnaire at the end of the module. The findings showed that the suggested online-supported peer feedback module was effective in improving students’ argumentative essay quality in all courses at the bachelor and master levels. The findings also showed there is a difference in the level of students’ satisfaction with the module among the courses and between the education levels. The findings of this study provide insights into and add value to the scalability of online peer feedback tools for argumentative essay writing in different contexts. Based on the findings, recommendations for future studies and educational practice are provided.

This study investigates the role of social factors in the access to and equity in higher education (HE) for students with a low socioeconomic status (SES) in Indonesia, from multiple stakeholder perspectives. Semi-structured interviews were conducted with the students, lecturers, and support staff at a large Indonesian university. Focus group discussions were organised to validate the interview results. Family and mentoring programmes appear to play a major role in accessing HE, while lecturers and peers play a significant role in equity. This study highlights the importance of mentoring programmes that guide students to continue their study at the university level. The result provides insights into programmes at the university itself that should focus on developing social skills. This study illustrates the necessity of social support factors, including family, peers, mentor programs, teachers, and lecturers, in supporting access to and equity in HE.

Amidst the Covid-19 pandemic, online education has demonstrated significant potential in providing flexible and easily accessible learning opportunities on a global scale. As a result of its numerous advantages, the landscape of education in the post-Covid era is anticipated to be a combination of online and face-to-face (F2F) instruction, with F2F education retaining its predominant role. Achieving such a blended model necessitates prompt attention towards blended education and a comprehensive exploration of how educators and students perceive it. Hence, the objective of this research is to delve into and examine the perceptions and emotions of teachers and students regarding blended education. To accomplish this, a total of 327 teachers and 547 students from a Dutch university participated and completed a survey. The collected data were analyzed by using SPSS. In terms of the findings concerning teachers, it was generally observed that a majority of them experienced a significant workload and stress levels in blended education. A considerable proportion of teachers did not indicate a strong sense of well-being within the blended education context. On the other hand, in terms of motivation, teachers displayed a relatively positive level of motivation. As for the outcomes related to students, a substantial number of students expressed perceiving a high workload in blended education. However, the majority reported low levels of stress. In regard to well-being, a significant proportion of students displayed neutral well-being. Nevertheless, students demonstrated motivation towards blended education. These results can guide the future design of education for the post-Covid time in higher education contexts.

The pandemic underscores the need for a blended approach, combining in-person and online education post-crisis. The lessons gleaned from the experience of pandemic-era education highlight the importance of emphasizing blended education in the post-pandemic context, which combines both in-person and online educational approaches. Effective use of blended education requires a clear understanding of students’ perceptions of learning in such education and their needs for support. Therefore, in this study, we aim to explore what are the students’ perceptions of learning and what are the source of support when students seek help in blended education. This exploratory study was carried out at a Dutch university, involving 537 students. Students’ data regarding their perceptions of learning and their sources of help in blended education were collected through an online survey. The analysis of data regarding students' perceptions of learning in blended education revealed that, overall, a majority of students reported experiencing a high perception of learning in blended education compared to the previous academic year with mainly online education. In addition, a majority of students often search for answers in online resources when they seek help in blended education contexts. The results can provide insights into the effective implementation of blended education in higher education.

Percepties van de eigen vooropleiding als voorbereiding op het hbo van studenten in verschillende routes naar het hbo.

This exploratory study aims to identify student profiles based on their attitudes and beliefs towards online education during the COVID-19 pandemic, and then relate these profiles to students’ online education experiences and background characteristics. To do this, in 2020, 676 students from a Dutch university were asked to complete a survey about their attitudes and beliefs towards and experiences with online education, and their background characteristics. By using cluster analysis, three main student profiles were identified: (P1) relaxed/positive students, (P2) stressed/negative students, and (P3) somewhat stressed/neutral students. The results showed that student profiles were related to their online education experiences but that profiles did not differ in terms of background characteristics such as age and gender. The results of this study guide educational institutions to better support their targeted students within online education contexts. We discuss these results and provide an agenda for future research and practice.

This study explores the role of students’ epistemic beliefs and gender in argumentation performance in essay writing within an online learning environment. In this exploratory study, data were collected from 148 undergraduate students from a Dutch university specializing in life sciences. In this study, both male and female students were asked to follow an argumentative essay writing module for three weeks. In the first week, students write an essay on given topics. In the second week, students provided peer feedback and in the third week, students revised their essays based on the received feedback from peers. In the end, students filled out a survey about epistemic beliefs. The results showed that students’ beliefs about the Internet-specific justification of knowledge did not influence argumentation performance, while beliefs about the nature of scientific knowledge had an influential role. Results showed no overall gender differences in argumentative essay writing. The interaction effects of beliefs about the Internet-specific justification of knowledge and gender in argumentation performance, overall, were reported to be neutral. However, there was an interaction effect between students’ epistemic beliefs about the nature of scientific knowledge and their gender in argumentation performance. These findings provide evidence for guiding students’ argumentation performance in higher education.

Argumentation is an important competence in multiple aspects of academic, professional, and personal life. Argumentation skills are closely linked to the 21st Century skills of critical thinking, communication, collaboration, and creativity, skills that are essential to be able to solve the global, complex, and cross-disciplinary challenges of the Information Age and Knowledge Economy. In the particular context of education, argumentation and logical reasoning play a significant role in the acquisition of scientific knowledge as they are the corner-stones upon which critical thinking is built on.Argumentation offers an analytic framework for evaluating the quality of discourse, and it helps learning partners grasp, comprehend, and acknowledge different viewpoints and opinions, and to refine their own opinions by considering and integrating other perspectives on the issue at hand. As such, fruitful discussions require students to be able to argue, think critically, and reason logically to explain their decisions, points of view, opinions, and provide feedback. Hence, fostering the development of students’ argumentation competence (i.e., students’ ability to argue, consisting of their knowledge on argumentation, argumentation behavior, and attitude toward argumentation) is a matter of great importance.Despite the relevance of argumentation, students often struggle to argue in a reasoned way in academic settings. Students have difficulties, among other things, with the intricate, non-linear, and ill-structured character of argumentation, with the creation, analysis, and evaluation of arguments based on the rules of logic, and with dealing with different interpretations of “facts”. Such issues make it difficult to teach and learn the rules of argumentation, the construction of arguments and counterarguments, and to engage in sequential discourse. Moreover, argumentation is often excluded from curricula, thus argumentation competence is often a by-product that develops i

Opportunity Identification (OI) is one of the key entrepreneurial capabilities targeted in most entrepreneurship education programs. The most frequently used technique for facilitating business OI in entrepreneurship courses is brainstorming. Previous findings indicated the positive effect of hybrid (individual and group) settings on overall brainstorming outcomes, i.e., quality and quantity of the generated ideas, compared to only individual or group settings. However, to date, no study has explored the effect of hybrid brainstorming sessions on individual idea-generation skills outside the group, a possibility labelled “group-to-individual transfer”. This study aims to fill this gap by conducting an experimental study with 33 bachelor’s and master’s students who attended an entrepreneurship course at a Dutch university. A repeated measurement study design is used to explore the effect of group idea generation on individual performance outside the group. Based on this design, students passed three phases, i.e., (1) individual, (2) group, and (3) individual idea generation, using an online platform, and the measurement was taken after the individual idea generation phases. The findings indicated that individual idea generation after the group work resulted in fewer comprehensible business ideas but with a higher rate of concrete ideas that were more innovative compared to ideas generated before the group work.

n the literature, little is known regarding the role of students’ perceived motivation and perceived fairness of peer feedback for their learning satisfaction, particularly in the context of argumentative essay writing in online learning environments. This study explores the effects of students’ perceived motivation and perceived fairness of peer feedback on their learning satisfaction in the context of argumentative essay writing within an online learning context. In total, 135 undergraduate students from Wageningen University and research, the Netherlands participated in this study. An argumentative essay module was created and students were asked to provide peer feedback on their peers’ essays. Data were collected from students about their perceived motivation, perceived fairness of peer feedback, and learning satisfaction. The results showed that students’ perceived motivation and perceived fairness of peer feedback affect their learning satisfaction. This study adds to our understanding of the role of perceived motivation and perceived fairness of peer feedback in online learning environments, particularly in the context of argumentative essay writing in higher education.

Recent studies have shown that peer feedback is an effective instructional strategy to improve students’ argumentative essay writing. However, it is not known to what extent a peer feedbackstrategyfor argumentative essay writingcan be generally used in differentcourse domains. This study aims to apply an online supported peer feedback tool in different course domains to see whether the peer feedback tool can be used in different domains or not. For this reason, 330 students from five different courses were asked to write an argumentative essay on different topics, then they were requestedto give feedback on two peers’ essays byusing our onlinesupportedpeer feedback tool, and finally submit their revised essay in the platform. The analysis of data showed that regardless of students’ course domains, the onlinesupportedpeer feedback tool was effective in improving students’ argumentative essay performance pre-test (originalessay) to post-test (revisedessay).

The COVID-19 outbreak at the beginning of 2020 disrupted students' and teachers' learning and teaching activities worldwide as it led to a quick transition from education, including face-to-face interaction to emergency remote teaching (ERT). During this ERT period monitoring research on the experiences and innovation needs was done at Wageningen University & Research. This was supplemented with small teacher and student group consultations. The results show that a focus on student well-being is needed in the years ahead. The ERT was appreciated as it kept education going on. Still, students indicated lack of sense of connectedness and a strong desire to have face-to-face education as part of the Teaching and Learning Activities (TLA). For the following years, online versions of most courses should be available to stay prepared for online education when needed. That includes online alternatives for vulnerable TLA's like labs and excursions. The ERT courses hastily developed in 2020 can be redesigned in combination with a blended learning curriculum for less restricted times. This requires a well-designed mix of TLA's to activate students, rather than simply flipping one kind of TLA for another. In combination with the (re)design of courses geared to sense of connectedness, this might add up to the resilient curricula we need for the following years.

Learning analytics (LA) offers new opportunities to enrich feedback practices in higher education, but little is understood about the ways different LA can enhance feedback practices for educators and students. This systematic literature review maps the current state of implementation of LA to improve feedback practices in technology-mediated learning environments in higher education. We used strict inclusion criteria to select relevant studies that have investigated the role of LA on feedback practices. To identify common features of LA for feedback studies, we coded relevant publications using an analytical framework that identifies four key dimensions of LA systems: what (types of data), how (analytic methods), why (objectives), and how educators and students are served by LA (stakeholders). Based on findings, we propose a conceptual framework that can guide the implementation of LA for feedback systems and also suggest future empirical research in this area.

This paper presents a multi-faceted analytical Course Innovation Framework (CIF) that can help institutes of higher education analyze multiple aspects of course innovation. The CIF was constructed by integrating insights from literature, policy documentation and course-innovation practices at Wageningen University and Research in the Netherlands. The resulting CIF considers multiple stages of course innovation – intended, implemented and attained – along with multiple innovation processes organized into the following five clusters: Rationale for the Innovation; Nature of the Innovation; Innovation in Teaching and Learning; Evaluation and Dissemination Strategy; and Consistency and Reflection. University stakeholders experienced the CIF as usable and relevant. This study is intended to generate a multi-faceted understanding of course innovation and to provide university policy-makers and educators with inspiration or even guidance in their efforts to analyze, map and decide upon their course-innovation practices.

Humanity is facing environmental, social, and economic challenges, including climate change, inequality, and poverty. Different initiatives, such as the sustainable development goals (SDGs) of the United Nations and the Paris Agreement are introduced to deal with these challenges. Furthermore, several researchers conducted studies to identify sustainability competencies (SCs), i.e., integrated knowledge, skills, and attitudes required to contribute to a more sustainable future. These studies are typically conducted based on Western worldviews. As a result, the existing SC frameworks are not comprehensive enough to include non-Western worldviews, contexts, and related indigenous knowledge (IK). This dissertation argues that sustainability challenges are complex and that the collaboration of several stakeholders and the use of diverse worldviews are required to address them. For sustainability challenges to be effectively addressed at the global level, integrating non-Western perspectives in the development of SCs is essential. The 2021 UNESCO report ‘Reimagining our futures together: A new social contract for education’ strongly advocates the inclusion of IK in education worldwide. The dissertation articulated the SCs that are specifically needed in this respect and assessed teaching methods by which they can be developed in higher education.The studies in this dissertation focused on identifying competencies that facilitate efforts toward a more sustainable future and exploring different means of fostering these competencies. Accordingly, the first study identified SCs for the Ethiopian context, as a country with different socioeconomic characteristics than Western contexts. The other studies focus on fostering SCs of higher education students, future sustainability change agents. These studies explored the potential contributions of using IK with modern education in Ethiopia. The studies also proposed education design principles of integrating IK with modern higher

Context: In the Dutch educational system, different learning pathways to higher professional bachelor (or HBO) programmes have been created: the regular VET route, the general secondary education route, and continuing learning pathways (such as the Green Lyceum or GL) that combine characteristics of these two traditional routes and that are specifically de-signed for students who combine a relatively high cognitive level with an affinity for practical, vocation-oriented assignments.Approach: The present study aimed to compare the experiences of students coming from these three different learning pathways to HBO. 62 former GL students, 127 former middle-management VET (or MBO) students, and 81 former regular general secondary education (or HAVO) students completed an online questionnaire on their experiences in their first HBO study year and their scores on the various scales were compared.Findings: Students from the three groups were equally satisfied with their current HBO programme. The same pattern was found for perceived study success in their HBO pro-*Corresponding author: harm.biemans@wur.nl2Students’experiences with different learning pathwaysgramme. Former GL students, however, mentioned that they had been better prepared in terms of development of study skills needed in HBO. Compared with the MBO route to HBO, former GL students felt better prepared in terms of the theoretical subjects addressed in their previous educational programme. In this regard, their level of theoretical preparation was comparable to that of former HAVO students. When the vocation-oriented aspects of education were concerned, however, the GL appeared to be comparable with the MBO route to HBO (in the HAVO curriculum, vocation-oriented preparation for HBO is absent). Moreover, former HAVO students scored lower than former GL and former MBO students with respect to the extent to which they felt that they had received support in choosing a particular HBO programme in their previous educ

Presenting is considered as a core competence of the higher educated professional. However, it remains questionable how effective learning environments fostering presentation competence should be constructed. This thesis focuses on formulating evidence-based educational design principles. Further, research questions explore effective feedback processes within the context of realistic presentation skills courses. These studies verifies the potential impact of feedback sources, such as teachers, peers and the self, on developing students’ oral presentation competence. Besides studying the quality of differing feedback sources, Virtual Reality is studied as an alternative feedback mode encouraging students’ cognition, skills and attitudes towards presenting. The constructed VR-tool, based on the principles of this thesis, is already implemented in secondary education, higher education and the corporate sector.

Continuing learning pathways have been proposed as curriculum design solutions to reduce student drop-out rates and to promote their transitions to successive levels of the educational system. The present study aimed to compare the effects of a specific continuing learning pathway in Dutch VET (the Green Lyceum or GL, which combines a lower secondary pre-vocational school-based (VMBO) programme and a middle-management VET (MBO) programme in an integrated learning trajectory offered by agricultural (or ‘green’) VET institutes) with a more traditional route (a regular middle-management VET programme) in terms of students’ learning performance at MBO level and their transitions to a higher professional bachelor programme (HBO). GL students more often obtained a MBO diploma at EQF level 4 in the nominal study time period than comparable students in terms of cognitive level in regular MBO. Moreover, former GL students more often proceeded with an HBO programme than comparable students coming from regular MBO. Finally, students coming from the GL less often opted for HBO programmes in the agricultural domain than comparable students coming from regular ‘green’ MBO and more often decided to start with programmes corresponding with other sectors. To conclude, the combination of design characteristics of these continuing learning pathways seems to promote students’ transitions within the VET system and, thus, can inspire the design and implementation of comparable learning routes to solve transition problems.

Results of research on intentions and effects of first- and second-order argument scaffolding of computer-supported collaborative argumentation competence development and domain-specific knowledge acquisition are ambivalent. A systematic review of research in secondary and higher education (SE and HE) has been conducted to clarify and synthesise these intentions and effects, thereby differentiating between communication type (synchronous–asynchronous) and group size. Empirical research with pre-post-test designs was included only. Using specific search terms, 527 articles were found; 19 of these met pre-set selection criteria. Results indicate that HE studies intended to foster argumentation knowledge and domain-specific knowledge acquisition (i.e. knowledge construction), and reported significant effects for both types of knowledge. SE studies, however, intended to foster argumentation behaviour and domain specific knowledge acquisition (i.e. learning by doing), and showed significant effects regarding the latter only. HE studies predominantly used asynchronous, and SE studies synchronous communication. Choice of group size was not explicitly justified.