Thematic review of approaches to design group learning activities in higher education: The development of a comprehensive framework

被引：28

作者：

de Hei, Miranda ^{[1
]}

Strijbos, Jan-Willem ^{[2
]}

Sjoer, Ellen ^{[3
,4
]}

Admiraal, Wilfried ^{[5
]}

机构：

[1] Hague Univ Appl Sci, Dept Teacher Educ, Res Grp Sustainable Talent Dev, POB 13336, NL-2501 EH The Hague, Netherlands

[2] Univ Munich, Dept Psychol, Chair Educ & Educ Psychol, Leopoldstr 13, D-80802 Munich, Germany

[3] Hague Univ Appl Sci, Chair Res Grp Sustainable Talent Dev, POB 13336, NL-2501 EH The Hague, Netherlands

[4] Delft Univ Technol, Fac Technol Policy & Management, POB 5015, NL-2600 GA Delft, Netherlands

[5] Leiden Univ, Grad Sch Teaching, POB 905, NL-2300 AX Leiden, Netherlands

来源：

EDUCATIONAL RESEARCH REVIEW | 2016年 / 18卷

关键词：

Thematic review; Instructional design; Group learning activities; Collaborative learning; Higher education; INSTRUCTIONAL-DESIGN; METAANALYSIS; DISTANCE;

D O I：

10.1016/j.edurev.2016.01.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Group Learning Activities (GLAs) are a key ingredient of course designs in higher education. Various approaches for designing GLAs have been developed, featuring different design components. However, this has not yet resulted in clear guidelines for teachers on how to design GLAs. The purpose of this thematic review is to synthesize insights from various approaches for designing GLAs into one comprehensive framework. This comprehensive framework, the Group Learning Activities Instructional Design (GLAID) framework, includes eight components: (1) interaction, (2) learning objectives and outcomes, (3) assessment, (4) task characteristics, (5) structuring, (6) guidance, (7) group constellation, and (8) facilities. Each component, associated design decisions, and the corresponding design process are described. The GLAID framework aims to guide teachers in higher education in designing, implementing, and evaluating GLAs in their courses. (C) 2016 Elsevier Ltd. All rights reserved.

引用

页码：33 / 45

页数：13

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