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The purpose of this study is to investigate the ability of EFL learners’ cohesion after the implementation of small group flipped instruction model through WhatsApp with small group writing activities compared with individual flipped instruction model through WhatsApp with individual writing activities.

A quasi-experimental study with a nonequivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The small group was treated using small group flipped instruction model through WhatsApp with small group writing activities, and an individual class was exposed to individual group flipped instruction model through WhatsApp with individual writing activities as well. The instrument of this study was a writing test.

The findings revealed that the mean score from the small group flipped instruction model through WhatsApp with small group writing activities at 66.17 was higher than the mean score individual flipped model via WhatsApp with individual writing activities at50.19 with a level of significance < 0.05. He meant that the small group flipped classroom instruction model through WhatsApp with small group writing activities performed better than teaching cohesion with individual flipped instruction through WhatsApp with individual writing activities. The results suggested small group flipped teaching–learning cohesion with WhatsApp in writing served as one of the alternatives flipped group discussion to improve learners’ cohesion in writing.

Flipped classroom innovation has attracted English language teaching researchers’ attention to scrutinize its effectiveness. This inquiry, therefore, elaborated the effect off-lipping individual and small group classroom instruction with WhatsApp on EFL learners’ cohesion as part of EFL writing skills.

The senior seminar is a seminar that places emphasis on small problem‐solving groups as an effective approach to executive development. It concentrates on combining management knowledge and skill development in an intense two‐week experience. Small groups have been a part of management development programmes for some time but they are not always used effectively or appropriately. Using the change process of unfreezing, changing and refreezing as a frame of reference, it is demonstrated how small groups play an important role in climate building for peer learning, integration of content and process, and providing for practice in using new skills. Guidelines are offered for applying and adapting the senior seminar approach.

The purpose of this paper is to mitigate the dearth in the library literature of large‐class, active learning pedagogies, by providing examples of these instructional approaches used in mega‐classes within the science, humanities, and education fields, for application within the library environment, specifically in large information literacy instruction sessions.

The author surveys both the library and science and education literatures, comparing coverage of active learning approaches in the professional literatures of each.

Although the library literature enthusiastically supports active learning approaches to teaching information literacy in theory, there are statistically few librarians who employ these learning modalities in their teaching. There are hardly any examples in the library literature of librarians using large‐class, active‐learning pedagogies. This article discusses some of the reasons behind librarians' reluctance to use active learning techniques and offers pragmatic suggestions from the literature of the sciences and education to alleviate this reticence.

This paper helps fill in the gap in the library literature discussing large‐class, active pedagogies for information literacy instruction. It offers some practical solutions from within the non‐library literature to some of the pedagogical obstacles inherent in mass classes, making explicit applications to information literacy instruction.

Empirical validation of educational technology is critical for best practice, particularly when courses are delivered online. This study aims to investigate the predictive relationship of usage behaviors on perceptions of 30 preservice special education teachers while reading in an online social annotation reading tool.

In this single-group quasi-experimental study, participants completed two readings in Perusall, once individually and once in small groups, then took a researcher-created survey after each reading. Descriptive data and paired sample t-tests were calculated. Predictive relationships between usage behaviors and survey results were analyzed with linear regression models.

Participants thought Perusall was useful for their learning and easier to use in small groups and that guided reading prompts were helpful. Usage behaviors did not significantly account for participant beliefs about Perusall. Instructors may wish to use guided reading prompts and small groups to maximize student learning and engagement.

This study addresses gaps in the literature (Suhre et al., 2019; Sun et al., 2023) by following one group of students over two semesters, using a commercially available tool, measuring actual usage behaviors and not solely student perceptions and analyzing instructor perceptions of the tool. The authors contribute further evidence that group-constructed knowledge is valuable for undergraduate learning (Kalir et al., 2020b). The authors also provide data-based suggestions for the use of social annotation tools that maximize student learning and engagement.

The purpose of this paper is to test peer-learning in small groups as a didactic method with respect to its effectiveness in homogenising initially heterogeneous learning collectives.

The study is based on two sets of data collection (before and after the application of the tested method). The data collection tools were student self-assessment and student observation by a third person.

Peer-learning and group work foster the establishment of self-confidence and activity among students (in particular among initially less active and less qualified students). Consequently, the teaching and learning atmosphere improves. In the long run, this effect fosters a homogenisation of initially inhomogeneous levels of qualification/competence at a high level.

There was no control group, hence the results are to be understood as tendencies rather than robust scientific findings. Nevertheless, the tendencies are clear and unambiguous.

Peer-learning can be used as a simple didactic method in order to prevent frustration by mental over or underload in strongly heterogeneous learning collectives.

This case study is the first work of its kind to assess the effectiveness of peer-learning with respect to the homogenisation of initially heterogeneous learning collectives.

Online learning continues to grow year after year and majority of the growth is seen in public institutions of higher education. The purpose of this book chapter is to acquaint the readers to group-based learning in an online environment as an innovative practice for engaged learning. Diverse facets of group-based learning are discussed such as role of instructors, role of learners, challenges of group-based learning and finally role of social media in designing such group-based learning projects. A comprehensive prototype application of a group-based learning project walks the readers through applying group-based learning in their respective courses at the undergraduate and/or graduate level. Finally some instructor designed rubrics for assessing group-based learning are shared for effective assessment of a group-based learning project.

This paper aims to present a detailed explication of a learner-centered instructional approach for adults labeled case-based modeling (CBM). The approach is an example of integrative pedagogy aimed at expertise development and is an extension of other instructional approaches, namely, problem-based learning (PBL) and case-based learning (CBL).

The design of the paper contains several integrated components to include: an explanation of the needs and characteristics of the adult learner, comparisons of CBM with both PBL and CBL, a complete theory grounding of the method, a detailed expression of the entire CBM method (phases and steps) for explanation and replication purposes, linkages of CBM with performance, and an empirical test of the CBM method with a sample of employees.

First, the CBM method is an extension of the well-researched methods of CBL and PBL. The script preparation and implementation phases of CBM easily could be appended to either CBL or PBL. Second, the empirical test of the CBM method demonstrates that it may be a positive, efficient tool for education/training with employees, although no significant differences were found in work performance comparisons of CBM-trained employees with traditionally trained employees.

The empirical examination has some limitations to include: relatively small sample sizes, lack of demonstration of clear linkage between measures of training performance and measures of job performance, and variations in working conditions of participants.

The CBM approach offers to HR practitioners and persons involved with training an efficient yet comprehensive method. The method makes use of script development for the implementation of various interventions, which stimulate performance improvement and development of expertise.

Continues from Part 1 and investigates how the learning styles and training methods for individuals and groups can be matched to maximise the efficiency of the training programme. In a similar manner to identifying personal learning styles, training methods can be classified by their efficiency with the different learning‐style groups. The training methods are divided into large and small group activities together with individual training processes. The learning styles of participants are then matched to the training styles.

The purpose of the current application paper is to integrate previous literature with recent results from practitioners on effective practices for utilizing small groups in the leadership classroom.

We use these integrated findings to innovate practice on maximizing the role of undergraduate teaching assistants (UTAs) by matching their tasks to signature pedagogies in leadership education.

The integrated findings revealed three practice themes: (1) match UTAs to pedagogical approach, (2) create small groups by design and (3) providing training and reflection practice for UTAs.

In sum, leadership education can and should challenge historical practices in higher education whereby UTAs are used purely for grading and course logistics management.

This issue is a selected bibliography covering the subject of leadership.