Share, Rotate, Split: The Effects of Group Work Role Distributions on Student Outcomes

Fuente: arXiv

Saved in:

Bibliographic Details
Main Authors:	Feinleib, Jacob, Dew, Matthew, Holmes, N. G.
Format:	Preprint
Published:	2025
Subjects:	Physics Education
Online Access:	Acceder al recurso
Tags:	Add Tag No Tags, Be the first to tag this record!

Similar Items

What topics of peer interactions correlate with student performance in physics courses?
by: Simpfendoerfer, L. N., et al.
Published: (2023)

Student Responses to Changes in Introductory Physics Learning due to COVID-19 Pandemic
by: Dew, Matthew, et al.
Published: (2020)

Group Dynamics in Inquiry-based Labs: Gender Inequities and the Efficacy of Partner Agreements
by: Dew, Matthew, et al.
Published: (2023)

CURE-like, not cure-all: Varying broad relevance in experimentation labs produces similar student outcomes
by: Markert, Elly, et al.
Published: (2026)

Bias in physics peer recognition does not explain gaps in perceived recognition
by: Sundstrom, Meagan, et al.
Published: (2023)

Predictive Modeling for High Impact Active Learning Classrooms
by: Ross, Olive, et al.
Published: (2026)

Sense of Belonging and Intent to Persist: Mediating Role of Motivation and Moderating Role of Gender in Physics and Astronomy Graduate Students
by: Sarkar, Swagata, et al.
Published: (2025)

Introductory Physics Students in Algebra-based Courses Who Typically Worked Alone or in Groups: Insights from Gender-Based Analysis before and during COVID-19
by: Ghimire, Apekshya, et al.
Published: (2025)

Introductory physics students' recognition of strong peers: Gender and racial/ethnic bias differ by course level and context
by: Sundstrom, Meagan, et al.
Published: (2022)

Understanding interaction network formation across instructional contexts in remote physics courses
by: Sundstrom, Meagan, et al.
Published: (2022)

Who and what gets recognized in peer recognition
by: Sundstrom, Meagan, et al.
Published: (2023)

Multidimensional Profiles of Critical Thinking in Physics Labs: Latent Structure, Instructional Change, and Connections to Physics Identity
by: Kubsch, Marcus, et al.
Published: (2026)

Characterizing Discourse Group Roles in Inquiry-based University Science Labs
by: Wan, Tong, et al.
Published: (2024)

Dynamics of Productive Confirmation Framing in an Introductory Lab
by: Descamps, Ian, et al.
Published: (2024)

Challenging Data Aggregation Practices: A MAIHDA Study of Asian Student Outcomes in Introductory Physics
by: Le, Vy, et al.
Published: (2025)

Lessons from pendulums: A design comparison of three lab activities
by: Descamps, Ian, et al.
Published: (2025)

Comparing large language models for supervised analysis of students' lab notes
by: Fussell, Rebeckah K., et al.
Published: (2024)

Click, Watch, Learn: The Impact of Student Self-Study Materials on Physics E&M Course Outcomes
by: Hirons, James K., et al.
Published: (2025)

Student created video content for assessment, experiential learning, and service
by: Graul, Ben, et al.
Published: (2020)

Technical Writing: Library Resources for Engineers. A Self-Paced Workbook for the University of Arkansas Libraries. Revised.
by: Dew, Stephen H.
Published: (1985)

Using an LLM to Investigate Students' Explanations on Conceptual Physics Questions
by: Savage, Sean, et al.
Published: (2025)

The Research Guide: From Informal Role to Profession
by: Samsonau, Sergey V., et al.
Published: (2026)

Assessing Physics Students' Scientific Argumentation using Natural Language Processing
by: Allen, Winter, et al.
Published: (2025)

Help or Hype? Students' Engagement and Perception of Using AI to Solve Physics Problems
by: Mirza, Qurat-ul-Ann, et al.
Published: (2025)

From Self-Crafted to Engineered Prompts: Student Evaluations of AI-Generated Feedback in Introductory Physics
by: Sirnoorkar, Amogh, et al.
Published: (2025)

Examining Student and AI Generated Personalized Analogies in Introductory Physics
by: Sirnoorkar, Amogh, et al.
Published: (2025)

Using Computational Physics Essays to Facilitate Engineering Students' Computational Thinking
by: Savage, Sean, et al.
Published: (2026)

Students' Perceptions to a Large Language Model's Generated Feedback and Scores of Argumentation Essays
by: Allen, Winter, et al.
Published: (2025)

A Rotation-Compensated Smartphone Accelerometer Application for Undergraduate Mechanics Experiments
by: Nishioka, Keita, et al.
Published: (2026)

Effects of Physics Teaching Materials on Student Critical Thinking and Creative Thinking Skills: A Meta-Analysis
by: Ahzari, Serli, et al.
Published: (2026)

Exploring the Feasibility of Employing a Hybrid Machine Learning Method to Unpack Student Reasoning Patterns in Physics Essays
by: Allen, Winter, et al.
Published: (2025)

Splitting the second: Designing a physics course with an emphasis on timescales of ultrafast phenomena
by: Ivanov, Igor P.
Published: (2024)

Feedback That Clicks: Introductory Physics Students' Valued Features in AI Feedback Generated From Self-Crafted and Engineered Prompts
by: Sirnoorkar, Amogh, et al.
Published: (2025)

Instructing nontraditional physics labs: Toward responsiveness to student epistemic framing
by: Sundstrom, Meagan, et al.
Published: (2023)

Improving Student Self-Confidence in Quantum Computing with the Qubit Touchdown Board Game
by: Armbruster, Kristina, et al.
Published: (2025)

The Effect of Knowledge Sharing on Innovative Work Behaviour at Higher Education Institutions
by: Juhee Kim, et al.
Published: (2024)

Learning Together: A Format for Reflective Turn-Based Sharing in Physics
by: Day, James, et al.
Published: (2026)

Exploring Faculty Identity Sharing: A Pathway to Empathy in Physics Faculty
by: Hamdan, Alia, et al.
Published: (2024)

Dual-Role Dynamics in Prompting: Elementary Pre-service Teachers' AI Prompting Strategies for Representational Choices
by: Hamed, Razan, et al.
Published: (2025)

Group Theory in Physics: An Introduction with Mathematica
by: Ananthanarayan, Balasubramanian, et al.
Published: (2024)