@article {1009,
	title = {SMALL GROUP LEARNING METHODS AND THEIR EFFECT ON LEARNERS{\textquoteright} RELATIONSHIPS},
	journal = {Problems of Education in the 21st Century},
	volume = {70},
	year = {2016},
	month = {April/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {45{\textendash}58 },
	abstract = {Building relationships in the classroom is an essential part of any teacher{\textquoteright}s career. Having healthy teacher-to-learner and learner-to-learner relationships is an effective way to help prevent pedagogical failure, social conflict and quarrelsome behavior. Many strategies are available that can be used to achieve good long-lasting relationships in the classroom setting. Successful teachers{\textquoteright} pedagogical work in the classroom requires detailed knowledge of learners{\textquoteright} relationships. Good understanding of the relationships is necessary, especially in the case of teenagers{\textquoteright} class. This sensitive period of adolescence demands attention of all teachers who should deal with the problems of their learners. Special care should be focused on children that are out of their classmates{\textquoteright} interest (so called isolated learners or isolates) in such class and on possibilities to integrate them into the class. Natural idea how to do it is that of using some modern non-traditional teaching/learning methods, especially the methods based on work in small groups involving learners{\textquoteright} cooperation. Small group education (especially problem-based learning, project-based learning, cooperative learning, collaborative learning or inquire-based learning) as one of these methods involves a high degree of interaction. The effectiveness of learning groups is determined by the extent to which the interaction enables members to clarify their own understanding, build upon each other{\textquoteright}s contributions, sift out meanings, ask and answer questions. An influence of this kind of methods (especially cooperative learning (CL)) on learners{\textquoteright} relationships was a subject of the further described research. Within the small group education, students work with their classmates to solve complex and authentic problems that help develop content knowledge as well as problem-solving, reasoning, communication, and self-assessment skills. The aim of the research was to answer the question: Can the cooperative learning methods help to integrate isolated learners into the class? The research was realized as a pre-test-post-test design for the sample of 207 learners of first, second and third grades of lower secondary school. Standardized sociometric questionnaire B-3 was used to determine the number of isolated learners before and after using the CL methods. Consequently, using the Wilcoxon statistic test of significance, the hypothesis was verified that the number of isolates after the CL methods is statistically significantly lower than that of the case before using the non-traditional teaching/learning method. Accordingly, the research results justify implementation CL methods into education.},
	keywords = {cooperative learning, isolated learners, learners{\textquoteright} relationships, small group learning methods, sociometric methods},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.70.45},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1203604},
	author = {Radka Bor{\r u}vkov{\'a} and Petr  Emanovsk{\'y}}
}
@article {950,
	title = {PROBLEM-BASED LEARNING AND ITS EFFECT ON LEARNERS{\textquoteright} RELATIONSHIPS},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {53-61},
	abstract = {Detailed knowledge of learners{\textquoteright} relationships is very important for successful teacher pedagogical work in a classroom. The familiarity with the relationships is important, especially in the case of teenagers{\textquoteright} class. All teachers should deal with the problem of learners that are out of their classmates{\textquoteright} interest (so called isolated learners or isolates) in such class and think about possibilities to integrate them into the class. Natural idea how to do it is that of using some non-traditional learning methods, especially the methods based on working in small groups involving learners{\textquoteright} cooperation. Problem-based learning (PBL) as one of these methods with an influence on learners{\textquoteright} relationships was a subject of the further described research. Within PBL courses, students work with classmates to solve complex and authentic problems that help develop content knowledge as well as problem-solving, reasoning, communication, and self-assessment skills. The aim of the research was to answer the question: Can the problem-based learning help to integrate isolated learners into the class? The research was realized as a pretest-posttest design for the sample of 182 learners of seventh, eighth and ninth grades of basic school. Standardized sociometric questionnaire B-3 was used to determine the number of isolated learners before and after using the problem-based learning. Consequently, using the Wilcoxon statistic test of significance, the hypothesis was verified that the number of isolates after the problem-based learning is statistically significantly lower than that of the case before using the non-traditional learning method. Accordingly, the research results justify implementation PBL into education.},
	keywords = {isolated learners, learners{\textquoteright} relationships, Problem-Based Learning, sociometric methods},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.53},
	url = {http://oaji.net/articles/2015/457-1430136964.pdf},
	author = {Petr  Emanovsk{\'y}}
}
