An Exploratory Study on Group Formation Based on Learning Styles

Shuangyan Liu, M. Joy, N. Griffiths
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引用次数: 13

Abstract

Recent work has highlighted how consideration of learning styles in the process of group formation for collaborative learning can have a positive impact. This paper investigates the performance of similar learning style groups and diverse learning style groups in group work, and explores how a grouping algorithm based on students' learning styles affects students' learning achievements and processes. An empirical study with current undergraduate students in the UK has been conducted. The participating students were invited to accomplish two group discussion tasks. Each student performed the two activities, in a separate group each time, once in a group consisting of students with similar learning styles, once in a group with diverse learning styles. No volunteer shared both groups with any individual student. This paper focuses on analysing the learning achievements and collaboration processes for the two types of groups, particularly with respect to the quality of group interactions. A significant difference was found between the percentages of time spent on meaningful interactions by the two types of groups, revealing that diverse learning style groups tend to spend significantly more time on meaningful interactions than similar learning style groups. In addition, the diverse learning style groups had demonstrated significantly less negative social-emotional reactions in showing disagreements.
基于学习风格的群体形成的探索性研究
最近的研究强调了在协作学习的小组形成过程中如何考虑学习风格可以产生积极的影响。本文考察了相似学习风格群体和不同学习风格群体在小组作业中的表现,探讨了基于学生学习风格的分组算法对学生学习成果和学习过程的影响。本文对英国在校大学生进行了实证研究。参与的学生被邀请完成两个小组讨论任务。每个学生进行两项活动,每次在一个单独的小组中,一次在由学习风格相似的学生组成的小组中,一次在学习风格不同的小组中。没有志愿者与任何一个学生共享两个小组。本文着重分析了这两种类型的小组的学习成果和协作过程,特别是关于小组互动的质量。两种类型的小组在有意义的互动上花费的时间百分比之间存在显著差异,这表明不同学习风格的小组往往比相似学习风格的小组花更多的时间在有意义的互动上。此外,不同学习风格组在表达不同意见时表现出的负面社会情绪反应明显减少。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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