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

Hei, Miranda de; Strijbos, Jan-Willem; Sjoer, Ellen; Admiraal, Wilfried (2016): Thematic review of approaches to design group learning activities in higher education: The development of a comprehensive framework. In: Educational Research Review, Vol. 18: pp. 33-45

Abstract

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.

• Item Type: Journal article
• Faculties: Psychology and Education Science > Department Psychology
• Subjects: 100 Philosophy and Psychology > 150 Psychology
• ISSN: 1747-938X
• Language: English