Group Project Work and Student-centred Active Learning: two different experiences
By D. Livingstone, K. Lynch. 2002
144 citations recorded by the source corpus.
Subfields: Communication, Geography, Planning and Development, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/3574541ab2df4564b424ebe3d0db6d2697e22479
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In Communication
In Geography, Planning and Development
In Sociology and Political Science
Citations in the corpus
- Student performativity in higher education: converting learning as a private space into a public performance (2015, background): “While strategies exist to make group-work assessment fairer, it needs to be recognised that the popularity of this approach among many rank and file professors rests on the pragmatic perception that it will reduce their workload rather than improve student learning (Livingstone & Lynch, 2000).”
- New technology, new pedagogy? Employing video podcasts in learning and teaching about exotic ecosystems (2011, background): “Thus, although learning can be undertaken autonomously by students in technological spaces, social constructivist approaches to learning (Vygotsky 1978 ) recognise the importance of communities of learners and the social construction of knowledge (Livingstone and Lynch 2002 ).”
- Individual differences in negative group work experiences in collaborative student learning (2008, background): “For example, pressure of work may make a group unable to perform to its best ability (Livingstone & Lynch, 2000), and it is therefore important to integrate group work in such a way that students have the opportunity to get to know each other and establish ways of working with each other before…”
- Implementing a Problem-Based Learning Approach for Teaching Research Methods in Geography (2005, background): “…suggests students may be uneasy with a group-work approach and the higher workloads (e.g. Crewe, 1994), over time they usually come to realize the benefits such as high-quality work (Burkill, 1997) and the acquiring of transferable skills (Healey et al., 1996; Livingstone & Lynch, 2002).”