In higher education, group learning activities (GLAs) are frequently implemented in
online, blended or face-to-face educational contexts. A major problem for the design and implementation of good quality GLAs that lead to the desired learning outcomes is that many approaches to GLAs have been studied, but with different terminology and with various components of the design of GLAs. The central aim of this thesis was to provide insight into how teachers in higher education can be supported in the design, implementation, and evaluation of GLAs by developing a theoretically and empirically underpinned framework for the design of GLAs.
In the first study, the beliefs and practices of teachers in higher education regarding collaborative learning were explored to establish whether there is a need for support in the design and implementation. In the other three studies, a framework was developed for the design, implementation...
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In higher education, group learning activities (GLAs) are frequently implemented in
online, blended or face-to-face educational contexts. A major problem for the design and implementation of good quality GLAs that lead to the desired learning outcomes is that many approaches to GLAs have been studied, but with different terminology and with various components of the design of GLAs. The central aim of this thesis was to provide insight into how teachers in higher education can be supported in the design, implementation, and evaluation of GLAs by developing a theoretically and empirically underpinned framework for the design of GLAs.
In the first study, the beliefs and practices of teachers in higher education regarding collaborative learning were explored to establish whether there is a need for support in the design and implementation. In the other three studies, a framework was developed for the design, implementation and evaluation of GLAs, its empirical validity was examined and its usefulness for understanding the relation between GLA design and perceived learning outcomes was explored.
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