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Abstract Title: Investigating Dynamics of Group Learning Using Huddleboards
Abstract: This study examined the different modes of group interaction among undergraduate students and their impact on student learning and transfer of learning. A series of group-based, problem- solving activities were designed and implemented throughout a semester in an introductory level physics course. The students were engaged in problem-solving sessions integrated with related laboratory activities using Huddleboards. The sequence of the laboratory activities and problem- solving sessions were altered throughout the semester. Mainly three modes of group interaction were observed: scaffolding mode, converging mode and leading-following mode. This paper describes the strategies used by the students in those modes and also reports the correlation of those modes with the group and individual performances as well as the subsequent transfer of learning. In addition, the impact of sequencing laboratory and problem-solving activities on group performances will be reported.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Bijaya Aryal
University of Minnesota-Rochester
300 University Square
111 South Broadway
Rochester, MN 55904
Phone: 507-258-8216
Fax: 507-258-8066