Designing Group Examinations to Decrease Social Loafing and Increase Learning

This study examines a method to decrease social loafing in a group examination. Students who met in teams during the semester took an exam in groups. Rules for the exam, based on the Jeopardy game show, facilitated both group and individual accountability. Feedback from students indicated that compared to a class that did not have group exams, students taking the group exam had less social loafing and had higher perceived levels of learning. Furthermore, among students taking the group exams, higher group participation was related to higher perceived performance and more positive attitudes about the exam. We developed a model for how the environment affects group processes which, in turn, affects group and individual outcomes

Designing Group Examinations to Decrease Social Loafing and Increase Learning

This study examines a method to decrease social loafing in a group examination. Students who met in teams during the semester took an exam in groups. Rules for the exam, based on the Jeopardy game show, facilitated both group and individual accountability. Feedback from students indicated that compared to a class that did not have group exams, students taking the group exam had less social loafing and had higher perceived levels of learning. Furthermore, among students taking the group exams, higher group participation was related to higher perceived performance and more positive attitudes about the exam. We developed a model for how the environment affects group processes which, in turn, affects group and individual outcomes

What a geographical entity could be

The main task of this article is providing a sketch of possible approaches, response attempts, conundrums and issues arising from the question: 'What is a geographical entity?'. It is shown how trying to answer this question is made particularly difficult by a multiplicity of aspects that might be summarized as follows: (1) There exist multiple conceptualizations of the geographical world. (2) Different languages and cultures may slice such a world in different ways. (3) The geographical world has changed and will change over time. (4) Also geography (as a discipline) has changed and will change over time, modifying its perspective, tools, domains of investigation and aims. Consequently, what had, has been, will be considered as non-geographic could be considered as geographic and vice versa. (5) There were, are and will be different kinds of geographies as well as different geographical branches, each of them had, have and might have different tools, aims, points of view and vocabularies. (6) The introduction of new scholarly fields and new technologies, the birth of intellectual movements or paradigm shifts and developments on other disciplinary contexts can/will influence geography as a discipline