Development of interactive groups: a service-learning experience in learning communities
This paper examines the approach of the Teaching Team and the Management Team to the coordination and organization of work in Interactive Groups (IGs), as a successful educational action implemented in a Learning Community (LC) set up in a school in Andalusia (Spain). Such actions, involving the grouping of students in LCs, seek to enhance the teaching-learning process, improve relationships amongst students, reduce the educational failure rate and alleviate social inequality. The qualitative method used consisted in open-ended interviews. The findings highlighted the fact that pupils learning in IGs achieved better academic results through improved interaction both amongst peers and with volunteers. However, actions of this type may be undermined by a progressive decline in involvement and participation on the part of families and volunteers
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Universidad Central de Venezuela
2022
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rev-gid-ve-article209252024-01-19T15:59:49Z Development of interactive groups: a service-learning experience in learning communities Desarrollo de grupos interactivos: una experiencia de aprendizaje servicio en comunidades de aprendizaje Développement de groupes interactifs: une expérience d'apprentissage par le service dans les communautés d'apprentissage López-González, Andrea Ordóñez-Sierra, Rosario Equipo docente Grupos Interactivos Educación Infantil y Primaria comunidades de aprendizaje Learning Communities Management team Interactive groups Early childhood Education and Primary Education Communautés d'apprentissage Équipe pédagogique Groupes interactifs Enseignement infantile et primaire This paper examines the approach of the Teaching Team and the Management Team to the coordination and organization of work in Interactive Groups (IGs), as a successful educational action implemented in a Learning Community (LC) set up in a school in Andalusia (Spain). Such actions, involving the grouping of students in LCs, seek to enhance the teaching-learning process, improve relationships amongst students, reduce the educational failure rate and alleviate social inequality. The qualitative method used consisted in open-ended interviews. The findings highlighted the fact that pupils learning in IGs achieved better academic results through improved interaction both amongst peers and with volunteers. However, actions of this type may be undermined by a progressive decline in involvement and participation on the part of families and volunteers El presente artículo analiza la visión del Equipo Docente y del Equipo Directivo sobre la coordinación y organización del trabajo en Grupos Interactivos (GGII), actuación educativa de éxito en un centro constituido en Comunidad de Aprendizaje (CdA), de Andalucía (España). Esta actuación está considerada como una forma de agrupamiento en CdA para favorecer el proceso de enseñanza-aprendizaje, mejorar las relaciones entre el alumnado y reducir el fracaso escolar y la desigualdad social. La metodología cualitativa se ha desarrollado a través de entrevistas abiertas. Los resultados destacan que el alumnado que aprende mediante GGII obtiene mejores resultados académicos debido a la interacción entre iguales y con los voluntarios. Sin embargo, este tipo de actuaciones se ven perjudicadas por la disminución progresiva de participación e involucración por parte de las familias y del voluntariado Cet article analyse la vision de l'équipe pédagogique et de l'équipe de direction sur la coordination et l'organisation du travail en groupes interactifs (GGII), une action éducative réussie dans un centre constitué dans la communauté d'apprentissage (CdA), d'Andalousie (Espagne). Cette action est considérée comme une forme de regroupement au CdA pour favoriser le processus d'enseignement-apprentissage, améliorer les relations entre élèves et réduire l'échec scolaire et les inégalités sociales. La méthodologie qualitative a été développée à travers des entretiens ouverts. Les résultats mettent en évidence que les étudiants qui apprennent grâce à GGII obtiennent de meilleurs résultats scolaires grâce à l'interaction entre égaux et avec des bénévoles. Cependant, ce type d'action est pénalisé par la diminution progressive de la participation et de l'implication des familles et des bénévoles Universidad Central de Venezuela 2022-08-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf http://saber.ucv.ve/ojs/index.php/rev_GID/article/view/20925 Gestión I+D; Vol. 6 No. 1 (2021): enero- junio - 2021; 61-89 Gestión I+D; Vol. 6 Núm. 1 (2021): enero- junio - 2021; 61-89 Gestión I+D; Vol. 6 No. 1 (2021): enero- junio - 2021; 61-89 2542-3142 spa http://saber.ucv.ve/ojs/index.php/rev_GID/article/view/20925/144814487228 Derechos de autor 2022 Andrea López-González, Rosario Ordóñez-Sierra |
| institution |
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| country |
Venezuela |
| countrycode |
VE |
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Revista |
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| databasecode |
rev-grid-ve |
| tag |
revista |
| region |
America del Sur |
| libraryname |
Biblioteca de la Facultad de Ciencias Económicas y Sociales de la UCV |
| language |
spa |
| format |
Digital |
| author |
López-González, Andrea Ordóñez-Sierra, Rosario |
| spellingShingle |
López-González, Andrea Ordóñez-Sierra, Rosario Development of interactive groups: a service-learning experience in learning communities |
| author_facet |
López-González, Andrea Ordóñez-Sierra, Rosario |
| author_sort |
López-González, Andrea |
| title |
Development of interactive groups: a service-learning experience in learning communities |
| title_short |
Development of interactive groups: a service-learning experience in learning communities |
| title_full |
Development of interactive groups: a service-learning experience in learning communities |
| title_fullStr |
Development of interactive groups: a service-learning experience in learning communities |
| title_full_unstemmed |
Development of interactive groups: a service-learning experience in learning communities |
| title_sort |
development of interactive groups: a service-learning experience in learning communities |
| description |
This paper examines the approach of the Teaching Team and the Management Team to the coordination and organization of work in Interactive Groups (IGs), as a successful educational action implemented in a Learning Community (LC) set up in a school in Andalusia (Spain). Such actions, involving the grouping of students in LCs, seek to enhance the teaching-learning process, improve relationships amongst students, reduce the educational failure rate and alleviate social inequality. The qualitative method used consisted in open-ended interviews. The findings highlighted the fact that pupils learning in IGs achieved better academic results through improved interaction both amongst peers and with volunteers. However, actions of this type may be undermined by a progressive decline in involvement and participation on the part of families and volunteers |
| publisher |
Universidad Central de Venezuela |
| publishDate |
2022 |
| url |
http://saber.ucv.ve/ojs/index.php/rev_GID/article/view/20925 |
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