Effective Group Dynamics in E-Learning: Case Study

Effective group dynamics - Miss Design
Participants will then present these interventions during the second session, keeping in mind the goal of the workshop: to take a design approach to engineering effective group dynamics.
EFFECTIVE GROUP DYNAMICS IN E-LEARNING: CASE STUDY
lthough effective group dynamics is widely considered as essential in fostering learning, it has not attracted attention among researchers until recent years. Indeed, language teachers are more often than not considered to be experts on language, not psychology or sociology. In reality, however, many non-linguistic issues must be taken into account in the process of language teaching. This paper highlights how avowed attitudes towards group dynamic processes correlate with test performance. Effective Group Dynamics: Theories and Practices: IntroductionHIDDEN PATHWAYS Thoughts on Effective Group Dynamics ..Saint Mary's University | Interventions for Effective Group Dynamics
Group Dynamics USA studies these processes in an organization and how they facilitate and enhance Flow Of Work in a company. A set of 18 skills have been developed that describe effective Group Dynamics. A work group is evaluated to see how it performs on the skill sets.Group facilitation is a building block for civic engagement. Are your facilitation skills where they need to be? Are you looking for a solid foundation in facilitating effective group dynamics and multi-party collaborations?Group Dynamics USA studies these processes in an organization and how they facilitate and enhance Flow Of Work in a company. A set of 18 skills have been developed that describe effective Group Dynamics. A work group is evaluated to see how it performs on the skill sets.This randomised controlled study aimed at improving the students' group learning processes in a large class (n∼320). The first outcome measure shows that making a class seem small resulted in more effective group dynamics in formally organised small groups. In other words, changing the composition of small tutorial groups in the medical programme to ensure higher member familiarity among students induced more effective group dynamics as indicated by significantly more positive feelings of psychological safety, social cohesion, group potency and group learning behaviour when a new group was assembled. These findings align with those from the team-based literature describing that group members need to get to know one another before the group can be considered ‘effective’ , . Interestingly when comparing effect sizes among the parameters of group dynamics, social cohesion and psychological safety stand out. The literature refers to these perceptions or beliefs as the basis of collaboration in teams , , . Future studies might be able to determine more specifically how these processes relate to one another to further enhance insights how design features can influence group dynamics. For example, van den Bossche et al suggest that social cohesion and psychological safety are the first steps towards group learning behaviour. However, group potency towards as might grow concurrently with social cohesion (I like the group members and I belief that as a group we will be able to gain in-depth knowledge into the subject matter), and even more strongly after a group had a deep discussion in one of the group sessions. Thus, group dynamics might be related in a non-sequential and more complex cyclical pattern , . Although more studies might enable us more insights in the complex matter of group learning behaviour over time, this study does show that a change in curriculum design has a substantial effect on formal group processes. In this study the group processes among the students in the large subset were ‘lower’ as those in the intervention groups for at least 20% of all tutorial group sessions in these two modules. Although this study did not assess group processes during all tutorial groups sessions over all modules, this intervention does indicate that making classes seem small, increases formal group learning for a substantial duration of the formal medical programme.The Workshop Owner, with support from the Workshop Facilitator, defines the objectives of the Workshop, nominates the Participants and agrees, in outline, the form that the Workshop should take. It may sometimes be necessary to define several Workshops to achieve the objectives. Workshops can be effective with any number of Participants, from 4 to 100+. A Workshop needs a minimum of 4 Participants to create effective group dynamics. Significant planning and structure will be required for larger Workshops, which may include the use of
co-facilitators and possibly splitting the Participants into groups.