“Why is learning from classmates so significant?” she asked. “It builds the skills in listening attentively that are even more valuable in a culture of multitasking and skimming. It can give our students more confidence in their own ideas when others, including peers, treat them with respect. It encourages them to consider a range of perspectives rather than believing all they should know (or need to know) comes from the teacher. And of course the bottom line is that they can indeed learn from each other.” -Heather Dubrow, an English professor at Fordham University (who also holds the title of John D. Boyd, SJ Chair in Poetic Imagination)
Why Group Work?
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).
6 Benefits of Group Work
- Groups have more information than a single individual. Groups have a greater well of resources to tap and more information available because of the variety of backgrounds and experiences.
- Groups stimulate creativity. In regard to problem solving, the old adage can be applied that “two heads are better than one.”
- People remember group discussions better. Group learning fosters learning and comprehension. Students working in small groups have a tendency to learn more of what is taught and retain it longer than when the same material is presented in other instructional formats (Barkley, Cross & Major, 2005; Davis, 1993).
- Decisions that students help make yield greater satisfaction. Research suggests that students who are engaged in group problem solving are more committed to the solution and are better satisfied with their participation in the group than those who were not involved.
- Students gain a better understanding of themselves. Group work allows people to gain a more accurate picture of how others see them. The feedback that they receive may help them better evaluate their interpersonal behavior.
- Team work is highly valued by employers. Well developed interpersonal skills were listed by employers among the top 10 skills sought after in university graduates (Graduate Outlook Survey, 2010).
4 Downsides of Group Work
- There may be pressure from the group to conform to the majority opinion. Most people do not like conflict and attempt to avoid it when possible. By readily acquiescing to the majority opinion, the individual may agree to a bad solution just to avoid conflict.
- An individual may dominate the discussion. This leads to members not gaining satisfaction from the group because they feel too alienated in the decision making process.
- Some members may rely too heavily on others to do the work. This is one of the most salient problems that face groups. Some members do not pitch in and help and do not adequately contribute to the group (Freeman & Greenacre, 2011). One solution to this problem is to make every group member aware of the goals and objectives of the group and assign specific tasks or responsibilities to each member.
- It takes more time to work in a group than to work alone. It takes longer to accomplish tasks when working with others. However, the time spent taking and analyzing problems usually results in better solutions.
Finding an Appropriate Way to Grade
The normal baseline for grading is that students in a group get the same grade regardless of the effort put in. My philosophy is to let my students deal with the minor disagreements and distribution of workload that will arise in any group setting. I do not micromanage! This does mean that every student will need to work on self-advocacy, communication, and conflict management.
However, some students have not learned to contribute fairly to a group setting, and to make grading more appropriate to all students, I will allow for a submission of a grade distribution. This will function as a “grade multiplier” to any score received on a group project. To do so, for any group submission where you would like a more equitable distribution of grades, include the following at the end of any submission, making sure to include ALL group members:
***
Equitable Grading Amendment
My group believes that one or some of my groupmates are not equitably contributing to group work. As such, we believe that they do not deserve the same grade that we are receiving. I wish to have the following grade modifier added to the the following students:
Student 1: [insert student name here]
Grade multiplier: [percentage between 0-100%]
[copy and paste as necessary for all groupmates]
My group had done the following in an attempt to be equitable for distribution of workload:
[insert evidence of communication]
***
Note that each case will be addressed in a unique fashion. I reserve the right to adjust or modify the suggested grade modifications!
Support for Group Work
Article: 5 Ways to Improve Group Work
Article: Tips for Effective Group Working
Video: How to do Group Work – TeachLikeThis [4:36]
Video: Effective Group Work [1:37]
Video: Mastering Online Group Work: Tips for Distance learners [7:02]
Below are two ways to view different behaviors in your groups.
Constructive Group Behaviors
Cooperating: Is interested in the views and perspectives of other group members and willing to adapt for the good of the group.
Clarifying: Makes issues clear for the group by listening, summarizing, and focusing discussions.
Inspiring: Enlivens the group, encourages participation and progress.
Harmonizing: Encourages group cohesion and collaboration. For example, uses humor as relief after a particularly difficult discussion.
Risk Taking: Is willing to risk possible personal loss or embarrassment for the success of the overall group or project.
Process Checking: Questions the group on process issues, such as agenda, time frames, discussion topics, decision methods, and use of information.
Destructive Group Behaviors
Dominating: Uses most of the meeting time to express personal views and opinions. Tries to take control by use of power, time, and so on.
Rushing: Encourages the group to move on before the task is complete. Gets tired of listening to others and working with the group.
Withdrawing: Removes self from discussions or decision making. Refuses to participate.
Discounting: Disregards or minimizes group or individual ideas or suggestions. Severe discounting behavior includes insults, which are often in the form of jokes.
Digressing: Rambles, tells stories, and takes group away from primary purpose.
Blocking: Impedes group progress by obstructing all ideas and suggestions (“That will never work because . . . ”).
Academic Sources for Group Work
Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco; Jossey-Bass Publishers.
Beebe, S. A., & Masterson, J. T. (2003). Communicating in small groups. Pearson Education Inc. Boston: Massachusetts.
Blowers, D.F. (2000). Canada: The Story of Prior Learning Assessment and Recognition. In N. Evan’s (Ed) Experiential Learning Around the World: Employability and the Global Economy (pp 83- 102). London, England: Jessica Kingsley Publications.
Davis, B. G. (1993). Tools for Teaching. Jossey-Bass Inc., San Francisco: California.
Freeman, L., & Greenacre, L. (2011). An examination of socially destructive behaviors in group work. Journal of Marketing Education, 33(1) p. 5-17. Graduate Outlook Survey (2010). University of Canterbury.
Murphy, K. L., Mahoney, S. E., Chen, C. Y., Mendoza-Diaz, N. V. & Yang, X. (2005). A constructivist model of mentoring, coaching, and facilitating online discussion. Distance Education, 26(3) 341–366.
Wasley, P. (November 17, 2006). Underrepresented students benefit most from ‘engagement.’ The Chronicle of Higher Education, 53 (13), p.A39.