1Comenius University, Faculty of Physical Education and Sports, Bratislava, Slovakia
Collaborative Learning with Application of Screen-based Technology in Physical Education
Collaborative learning has been shown to be a useful tool for improving several social skills in students; however, it is very difficult to set up the initial conditions that guarantee its effectiveness. Since group projects are made for students and, most importantly, by students, we should not forget to take their opinions based on previous experience into consideration, which might increase the efficiency of their own learning. Therefore, the aim of the study was to investigate what secondary school students learn from and think about group projects in Physical Education. A total of 94 secondary school students (46 girls and 48 boys) participated in the study carried out in the 2015/2016 school year. The participants were given the assignment to create a video exercise, which they were working on in small groups in PE. A questionnaire was designed to investigate students’ learning outcomes, participation, evaluation, and attitudes towards the project. Differences for selected categorical variables were determined using the Chi-square test. The majority of the students reported improvement in selected social skills and better relationships with their teammates. In addition, several significant differences in students’ opinions with respect to age and gender were found.
Physical Education, Collaborative learning, Social skills, Attitudes, Technology
Arnett, M. G., & Lutz, R. B. (2003). Measurement of moderate to vigorous physical activity of middle school girls, using trigram activity monitors during small-sided, game-based lessons. Measurement in Physical Education and Exercise Science, 7(3), 149-59.
Bendíková, E., & Pavlović, R. (2013). Impact of the exercise programme based on Flowin concept and implemented in physical and sports education classes on functions of the postural muscle system. Sport scientific and practical aspects: international scientific journal of kinesiology, 10(2), 25-33.
Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1. Washington, DC: The George Washington University, School of Education and Human Development.
Casey, A., Goodyear, V. A., & Armour, K. M. (2017). Digital Technologies and learning in Physical Education: Pedagogical cases. Oxon: Routledge.
Cardon, G. M., Van Acker, R., Seghers, J., De Martelaer, K., Haerens, L. L., & De Bourdeaudhuij, I.M.M. (2012). Physical activity promotion in schools: which strategies do schools (not) implement and which socioecological factors are associated with implementation? Health education research, 27(3), 470-483.
Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and Computational Approaches (pp. 1-19). Oxford: Elsevier.
Ding, H., & Ding, X. (2008). Project management, critical praxis, and process-oriented approach to teamwork. Business Communication Quarterly, 71, 456-471. doi:10.1177/1080569908325861
Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy and changed knowledge. Toronto, ONT: Pearson.
Gilson, L., Maynard, M. T., & Bergiel, E. B. (2013). Virtual team effectiveness: An experiential activity. Small Group Research, 44, 412-427. doi:10.1177/1046496413488216
Gokhale, A. A. (1995). Collaborative Learning Enhances Critical Thinking. Journal of Technology Education, 7(1), 22-30.
Goldfinch, J., Laybourn, P., MacLeod, L., & Stewart, S. (1999). Improving groupworking skills in undergraduates through employer involvement. Assessment & Evaluation in Higher Education, 24, 41-51. doi:10.1080/0260293990240104
Greenhow, C., & Lewin, C. (2016). Social media and education: Reconceptualizing the boundaries of formal and informal learning. Learning, media and technology, 41(4), 6-30.
Hansen, R. (2006). Benefits and problems with student teams: Suggestions for improving team projects. Journal of Education for Business, 82, 11-19. doi:10.3200/JOEB.82.1.11-19
Hughes, I. E., & Large, B. J. (1993). Staff and Peer-Group Assessment of Oral Communication Skills. Studies in Higher Education, 18(3), 379-385.
Johnson, R. T., & Johnson, D. W. (1986). Action research: Cooperative learning in the science classroom. Science and Children, 24, 31-32.
Kirby, D. (2011). No one can whistle a symphony. It takes an orchestra to play it. Asian Social Science, 7(4), 36-43. doi:10.5539/ass.v7n4p36
Kliegl, J., & Weaver, K. (2013). Teaching teamwork through coteaching in the business classroom. Business and Professional Communication Quarterly, 77, 204-216. doi:10.1177/1080569913507596
Knowd, I., & Daruwalla, P. (2003). Peer Assessment in Hospitality Education. Journal of Teaching in Travel and Tourism, 3(1), 65-85.
Lee, S. M., Burgeson. C. R., Fulton, J. E., & Spain, C. G. (2006). Physical education and physical activity: results from the School Health Policies and Programs Study. Journal of School Health, 77, 435-63.
McKenzie, T. L., Sallis, J. F., Elder, J. P., Berry, C. C., Hoy, P. L., Nader, P. R., et al. (2013). Physical Activity Levels and Prompts in Young Children at Recess: A Two-Year Study of a Bi-Ethnic Sample. Research Quarterly for Exercise and Sport, 68(3), 195-202.
Rafferty, P. (2012). Group work in the MBA classroom: Improving pedagogical practice and maximizing positive outcomes with part-time MBA students. Journal of Management Education, 37, 623-650. doi:10.1177/1052562912458644
Rapp, T., & Mathieu, J. (2007). Evaluating an individually self-administered generic teamwork skills training program across time and levels. Small Group Research, 38, 532-555. doi:10.1177/1046496407300479
Riebe, L., Girardi A., & Whitsed C. (2016). A Systematic Literature Review of Teamwork Pedagogy in Higher Education. Small Group Research, 47(6), 619-664.
Sashittal, H., Jassawalla, A., & Markulis, P. (2011). Teaching students to work in classroom teams: A preliminary investigation of instructors’ motivations, attitudes and actions. Academy of Educational Leadership Journal, 15(4), 93-106.
Selwyn, N., & Stirling E. (2016). Social media and education ... now the dust has settled. Learning, media and technology, 41(1), 1-5.
Sivan, A, Yan, L., & Kember, D. (1995). Peer Assessment in Hospitality and Tourism. Hospitality and Tourism Educator, 7(4), 4-20.
Snyder, L. G. (2010). The use of pre-group instruction to improve student collaboration. Journal of Applied Research for Business Instruction, 8, 65-69.
Somervell, H. (1993). Issues in Assessment, Enterprise and Higher Education: The Case For Self-, Peer and Collaborative Assessment. Assessment and Evaluation in Higher Education, 18(3), 221-233.
Štemberger, V., Knjaz, D., & Tománek, Ľ. (2011). Comparison between elementary school teacher and physical education teacher from Slovenia, Croatia and Slovakia in some of the health dimensions. Integrative power of kinesiology, 314-317.
Tombaugh, J., & Mayfield, C. (2014). Teams on teams: Using advice from peers to create a more effective student team experience. Academy of Educational Leadership Journal, 18(4), 69-83.
Totten, S., Sills, T., Digby, A., & Russ, P. (1991). Cooperative learning: A guide to research. New York: Garland.