Show simple item record

dc.contributor.authorIsomöttönen, Ville
dc.contributor.authorRitvos, Emmi
dc.date.accessioned2021-06-07T06:13:16Z
dc.date.available2021-06-07T06:13:16Z
dc.date.issued2021
dc.identifier.citationIsomöttönen, V., & Ritvos, E. (2021). Digging into group establishment : intervention design and evaluation. <i>Journal of Systems and Software</i>, <i>178</i>, Article 110974. <a href="https://doi.org/10.1016/j.jss.2021.110974" target="_blank">https://doi.org/10.1016/j.jss.2021.110974</a>
dc.identifier.otherCONVID_68007440
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/76275
dc.description.abstractPrevious research has documented challenges in students’ group work. An identifiable segment of the previous research that relates to improving students’ group work conditions is the study of group formation and self- and peer-assessment. Though studies that primarily focus on how to address the conditions of students’ group work and the existing problems can be found, there are not many related to higher education settings. On this ground, the present article advances a qualitative evaluation of the intervention that promotes student groups’ self-awareness and thereby self-regulation toward fair group work during a software engineering project. An inductive thematic analysis was applied to the students’ written reflections on the intervention. To further understand the results, the concept of “group establishment,” referring to destructiveness that complicates individuals’ truthful living at the group level, was employed to reflect on the resulting themes. Hoggett (1998) provided this articulation by synthesizing previous results in psychoanalytic theory. Students’ experiences with the intervention revealed several value gains, including personally identified benefits as well as open group mood, consolidation of grouping, conceptual learning about group work, and regulation for task allocation. Noted challenges included dishonesty and a personal role conflict, and some students reported minor effects on group performance. Students valued safety in the intervention situation and argued that the intervention was needed from outside the group. A summative review of the students’ experiences suggests that the intervention was useful for all groups. The results are discussed from a pedagogic and the aforementioned psychoanalytic perspective, and remarks are made for software engineering education.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesJournal of Systems and Software
dc.rightsCC BY 4.0
dc.subject.othersoftware engineering education
dc.subject.othergroup work
dc.subject.otherintervention
dc.subject.othergroup establishment
dc.subject.otherjustice
dc.titleDigging into group establishment : intervention design and evaluation
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202106073492
dc.contributor.laitosInformaatioteknologian tiedekuntafi
dc.contributor.laitosFaculty of Information Technologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn0164-1212
dc.relation.volume178
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 The Authors. Published by Elsevier Inc.
dc.rights.accesslevelopenAccessfi
dc.subject.ysointerventio
dc.subject.ysokorkeakoulupedagogiikka
dc.subject.ysoohjelmistotuotanto
dc.subject.ysoryhmätoiminta
dc.subject.ysokorkeakouluopetus
dc.subject.ysooikeudenmukaisuus
dc.subject.ysoryhmätyö
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p41
jyx.subject.urihttp://www.yso.fi/onto/yso/p14150
jyx.subject.urihttp://www.yso.fi/onto/yso/p17097
jyx.subject.urihttp://www.yso.fi/onto/yso/p20748
jyx.subject.urihttp://www.yso.fi/onto/yso/p1246
jyx.subject.urihttp://www.yso.fi/onto/yso/p6275
jyx.subject.urihttp://www.yso.fi/onto/yso/p4079
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1016/j.jss.2021.110974


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

CC BY 4.0
Except where otherwise noted, this item's license is described as CC BY 4.0