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- Hendry, Gillian, et al.
(författare)
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Are you still with us? : Managing group togetherness and mobile phone use in PBL tutorials
- 2016
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Ingår i: Interdisciplinary Journal of Problem-based Learning. - : Purdue University Press. - 1541-5015. ; 10:2
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Tidskriftsartikel (refereegranskat)abstract
- As mobile phone technology becomes more advanced, so too does its presence in everyday life. Research has shown, for instance, that students are using their mobile phones in classroom settings, a practice that holds both potential advantages and disadvantages. In group work, these interactions may have consequences for group dynamics in that orienting to a mobile phone can display a shift in an individual’s attention to the group. The current essay details a research project conducted on problem-based learning (PBL) tutorials in the United Kingdom in which student groups were video-recorded as they worked. A discursive psychological analysis focused on instances of interaction in which a group member picked up his or her mobile phone in the middle of a working session and how the accountability for the phone use was managed by either the phone user or a fellow group member. In understanding more about the microprocesses that take place in such environments, we are better positioned to support students’ learning and socialization as they progress through college.
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- Hendry, Gillian, et al.
(författare)
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Are you still with us? Managing mobile phone use and group interaction in problem-based learning
- 2020
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Ingår i: Interactional Research in Problem-based learning. - West Lafayette : Purdue University Press. - 9781557538048 - 9781612495866 - 9781612495873 ; , s. 247-273
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Bokkapitel (refereegranskat)abstract
- One of the challenges of implementing problem-based learning (PBL) is ensuring that group members work effectively together. As technology develops, it is particulary important that group members can function appropriately while using mobile technologies, such as mobile phones, tablets, and laptops, in classroom settings. Mobile phones in particular have the ambiguous status of being a tool for both work and leisure purposes, given that their primary funktion is communication and in most cases they also provide access to the internet. They are also personal and descreet; others in the group may not be able to see the screen activity in the same way that a laptop of tablet is visible, and therefore using mobile phones in an educational context presents a problem of interpretation for group members in terms of whether the phones are being used for work or leisure purposes and thus whether a group member still is engaged with the group. In this chapter we utilize discursive psychology to examine the use of mobile phones in PBL student tutorial interaction at the exact moment in which a phone is picked up, analyzing what impact such an action can have on a group. This approach contrasts with mainstream psychology's treatment of interaction by focusing on talk as performing a social action, such as how a phone user and other group members attend to the accountability of using the phone in the tutorial. In doing such in-depth analyses, we can shed further light on the intricate interactions that take place within PBL settings and how group dynamics are managed by the individuals involved.
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- Hendry, Gillian, et al.
(författare)
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Constructing cohesion through laughter
- 2014
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Ingår i: Proceedings from the 9th GRASP conference, Linköping University, May 2014. - : Linköping University Electronic Press. - 9789175192178 ; , s. 1-16
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- One of the most consistently studied constructs within group dynamics literature is that of cohesiveness; the extent to which individuals within a group feel connected. Members of strongly cohesive groups are more inclined to participate and stay with the group, and past research has reported that laughter has the ability to enhance cohesion between individuals, although there is limited work showing exactly how this happens. Twenty two students comprising eight groups from two UK universities were video-recorded as they partook in group work, with the resultant sixty four hours of video data being analysed using discursive psychology centring on episodes of laughter in interaction. As ‘sticking together’ is a defining feature of cohesiveness, the analysis focused on instances in which a group member did the opposite of this by group-deprecating; revealing a weakness about the group, with findings showing that cohesion is constructed through the acceptance of and expansion upon the disparagement.
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- Hendry, Gillian, et al.
(författare)
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Qualitative Evaluation of a Practice-based Experience Pilot Program for Master of Pharmacy Students in Scotland
- 2016
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Ingår i: American Journal of Pharmaceutical Education. - : AMER ASSOC COLL PHARMACY. - 0002-9459 .- 1553-6467. ; 80:10
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Tidskriftsartikel (refereegranskat)abstract
- Objective. To determine the views of pharmacists in central Scotland regarding experiential education for MPharm students. Methods. A thematic analysis was completed by Ms. Gillian Hendry and Dr. Sally Wiggins of interviews conducted with ten practicing pharmacists paired with first-year master of pharmacy (MPharm) students during the 2011-2012 academic year. Relevant comments from the interviews were manually sorted in a Microsoft Excel spreadsheet to bring similarly themed material together to facilitate the identification and naming of recurring themes and subthemes. Results. The pharmacists were unanimous in their opinion that experiential education was valuable for MPharm students and, in particular, that it helped students to develop self-confidence. The pharmacists derived personal satisfaction in developing mentor/mentee relationships with students. They also recognized the value that students provided to the workforce as well as the educational value to themselves in supervising students. The participants primary dissatisfaction was that the pharmacy workflow limited the time they could spend mentoring students. Conclusion. The results provide guidance to the academic community and the pharmacy practice community in the United Kingdom (UK) regarding the design and integration of experiential education courses in MPharm degree programs.
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- Hendry, Gillian, et al.
(författare)
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The discursive construction of group cohesion in problem-based learning (PBL) tutorials
- 2016
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Ingår i: Psychology Learning and Teaching. - London, United Kingdom : Symposium Journals. - 1475-7257 .- 1475-7257. ; 15:2, s. 180-194
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Tidskriftsartikel (refereegranskat)abstract
- Research has shown that educators may be reluctant to implement group work in their teaching due to concerns about students partaking in off-task behaviours. However, such off-task interactions have been shown to promote motivation, trust, and rapport-building. This paper details a study in which student groups were video recorded as they engaged in problem-based learning tutorials, with the aim of examining the social interaction within such settings. Eighty-five hours of data were collected from nine groups, with discursive psychology being used to analyse how group cohesion is constructed through off-topic talk such as gossiping and teasing. Two case studies are detailed in which we demonstrate how cohesion is established through a process of collective action against the ‘other’: highlighting the differences between ‘us’ and ‘them’, and how this can impact on group dynamics. There is often a discrepancy between self-reported and observed behaviour in groups and so the more we know about what actually happens in such environments, the better placed we are to support student learning. The paper concludes with recommendations on how analyses of social interaction and the management of psychological issues in problem-based learning tutorials can inform the use of problem-based learning as a teaching and learning approach.
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