Group learning activities and perceived learning outcomes
研究调查了荷兰六所应用科学大学师范生对小组学习活动的评价，发现任务特征和小组构成影响知识增长，任务特征和指导影响教学能力发展，而言语互动和参与度起中介作用。
Group learning activities (GLAs) are commonly used curriculum activities in teacher education. The aim of this study was to determine which components of GLAs students perceive as significant for their learning. Student teachers from six Dutch universities of applied sciences completed a survey about GLAs they participated in. Findings show that students’ evaluations of task characteristics and group constellation are related to their perceived increase in domain knowledge. Furthermore task characteristics and guidance are related to students’ perceived development as primary school teachers. Verbal interaction and engagement partially and fully mediate several relationships between GLA components and learning outcomes.