Teacher educators’ design and implementation of group learning activities

Miranda S A De Hei, Ellen Sjoer, Wilfried Admiraal, Jan Willem Strijbos

Research output: Contribution to journalArticleScientificpeer-review

7 Citations (Scopus)


The aim of this study was to describe how teacher educators design and implement group learning activities (GLAs). We used the Group Learning Activities Instructional Design (GLAID) framework to analyse their descriptions. The GLAID framework includes eight components: (1) interaction, (2) learning objectives and outcomes, (3) assessment, (4) task characteristics, (5) structuring, (6) guidance, (7) group constellation and (8) facilities. Interviews with 23 teacher educators were analysed to acquire an in-depth understanding of how they design and implement GLAs. We conclude that teacher educators use all the components of the framework, but they report difficulties with structuring GLAs. The facilities component was mentioned by only nine teacher educators. We discuss these findings and comment on the usefulness of the GLAID framework for teacher education.

Original languageEnglish
Pages (from-to)394-409
Number of pages16
JournalEducational Studies
Issue number4
Publication statusPublished - 2016


  • collaborative learning
  • Group learning activities
  • instructional design
  • teacher education

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