The Dynamics of Group Learning (original) (raw)

Group work as a learning situation: a qualitative study in a university classroom

Teachers and Teaching, 2008

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The Journal of Effective Teaching Group Work: How to Use Groups Effectively

Many students cringe and groan when told that they will need to work in a group. However , group work has been found to be good for students and good for teachers. Employers want college graduates to have developed teamwork skills. Additionally, students who participate in collaborative learning get better grades, are more satisfied with their education, and are more likely to remain in college. This paper will discuss the use of group work in higher education. Teaching and learning in higher education are changing. Active learning has become an important focus in this time of pedagogical change. While the term encompasses a broad array of practices, collaborative learning, or small group work, remains an important element of active learning theory and practice. Research suggests that students learn best when they are actively involved in the process (Davis, 1993). According to Wasley (2006), " Students who participate in collaborative learning and educational activities outside the classroom and who interact more with faculty members get better grades, are more satisfied with their education, and are more likely to remain in college " (p. A39). A collaborative learning environment, as opposed to a passive learning environment, helps students learn more actively and effectively (Murphy, Mahoney, Chen, Mendoza-Diaz & Yang, 2005). Additionally, research also shows that employers want college graduates to possess the ability to work in groups and have developed suitable teamwork skills (Blowers , 2000). This paper is designed to offer suggestions on how to use small groups in order to facilitate learning and instructional diversity in face to face classes. It will begin with an overview of the advantages and disadvantages of working in a group and then discuss some of the methods available to enhance group learning and communication. It will also provide some suggestions for evaluating and assessing group work. While many people detest the mere suggestion of group work, it can be an effective tool if used appropriately.

Is It Necessary to Rebuild Group Work in Learning

Journal of English and Education, 2016

The use of cooperative learning in classroom activities is not a new thing. The current study investigates the strength and weaknesses of dynamic and static group formation. 33 students of English Study Program participated in the study. The study mainly focused on students’ perception regarding the group formation during classroom activities. By applying open- ended interview, students’ perception were recorded about possible benefit and disadvantages related to group formation. Overall, this study provides evidence both dynamic and static group formation can facilitate learning.

How Group Dynamics Research Can Inform the Theory and Practice of Postsecondary Small Group Learning

Educational Psychology Review, 2007

After a brief review of integrative small group learning models that have appeared in the educational psychology literature, this article then looks into the group dynamics literature and describes one of that field’s most well-documented findings: that interactions among group members change somewhat predictably over time. How theorists from various traditions within educational psychology might explain and explore the phenomenon of “group development” is proposed, followed by a description of the theoretical and practical features of an increasingly popular post-secondary instructional strategy designed to stimulate group development and leverage it to instructional ends. This strategy is a very specific form of collaborative learning called Team-Based Learning (TBL), and is considered as a promising context for future research into learning group development.

Published by Sciedu Press 3 Management of Group Work as a Classroom Activity

2016

Students appreciate group work as a means of learning and several studies also suggest that students who work together in groups have better learning outcomes. Nevertheless, teachers still seem reluctant to use group work as a pedagogical tool in the classroom. The main focus of this qualitative study is to address group work as a classroom activity from the teachers ’ perspectives, and more specifically to ascertain why teachers are reluctant to use group work as a mode of working in education. Data were collected by means of focus group interviews with teachers from three different schools, and the analysis was carried out using grounded theory. The uniqueness of this study is that the results show that teachers ’ presumptions, together with their mode of procedure and their negligible reflections regarding subject knowledge as a learning outcome when using group work, have a decisive influence on their willingness to use group work.

Small group work: dodging potential pitfalls to reach the pedagogic possibilities

2018

Small group work is a common learning format in higher education. Whilst numerous positive learning outcomes are associated with this approach, there are also pitfalls scattered along the way that can undermine the entire process. In this Viewpoint paper, I reflect on my experiences of teaching a small group work module. It discusses new strategies I have employed to nurture communication and interaction within the student groups, and considerations I took when constructing them. My challenge was to build a positive socio-cultural context for learning to take place, as the learning environment can exert considerable influence on the experiences students have whilst trying to work cooperatively with their peers.

Group Dynamics and Peer-Tutoring a Pedagogical Tool for Learning in Higher Education

The increasing diversity in students' enrolment in higher education in Norway offers an opportunity to use collaborative learning and teamwork as a learning vehicle to exploit the synergy in the community to have formal and informal agoras. Theoretical and empirical observation of the value of team processes provides the framework to personify our understanding of learning and present a model for teaching in higher education in Norway. We consider learning as a holistic process and one must appreciate its dynamics and be flexible and responsive to it. Moreover, such a view of the entire process necessitates an active communication with all stakeholders of the system and to make an integrative and coordinated effort to ensure availability of the required institutional resources, equitable distribution of the students' resources, and a smooth transition from the traditional lecturing to this form of collaborative learning to make higher educational institution a learning organization. We report a positive feedback from the students attending two courses at School of Business at HiOA, indicating that students consider this teaching method adding more value compared to traditional lecturing.