Group Participation and Satisfaction: Results from a PBL Computer-Supported Module
Theresa A. Ochoa, Holli Gottschall, Indiana University, United States ; Shannon Stuart, University of Wisconsin Whitewater, United States
Journal of Educational Multimedia and Hypermedia Volume 13, Number 1, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Special education policy requires schools to make disciplinary decisions concerning students with disabilities within a multidisciplinary team. In order to respond to this mandate, teacher educators must ensure that teachers have group collaboration and decision making skills. This article describes a multimedia problem-based learning module designed to develop group collaboration skills through a simulated activity of a student with disabilities found in possession of drugs in school. The study explored the group decision-making process and measured individuals’ satisfaction and participation using a modified version of Olaniran’ s satisfaction questionnaire. Results indicated (a) that the group decision was more strongly influenced by one or a minority of individuals instead of the majority and (b) while satisfaction ratings and contribution during group work score results were high, videotaped observations of showed unequal contributions by individuals. A discussion is provided about the impact of individual group members on the group and the disparity between satisfaction ratings and actual participation during the group decision-making process and recommendations for future research noted.
Ochoa, T.A., Gottschall, H. & Stuart, S. (2004). Group Participation and Satisfaction: Results from a PBL Computer-Supported Module. Journal of Educational Multimedia and Hypermedia, 13(1), 73-91. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)