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

, The Hague University of Applied Sciences ; , Ludwig-Maximilians-University Munich, Germany ; , The Hague University of Applied Sciences ; , Leiden University

Educational Research Review Volume 18, Number 1, ISSN 1747-938X Publisher: Elsevier Ltd

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.

Citation

de Hei, M., Strijbos, J.W., Sjoer, E. & Admiraal, W. (2016). Thematic review of approaches to design group learning activities in higher education: The development of a comprehensive framework. Educational Research Review, 18(1), 33-45. Elsevier Ltd. Retrieved March 31, 2020 from .

This record was imported from Educational Research Review on January 29, 2019. Educational Research Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.edurev.2016.01.001

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