Literature Review
Group work is an innovative strategy which can foster the social and dialogic aspects of learning. It is centered upon the theory of constructivism, social network and cooperative learning. In simple, it is defined as a study format or way of learning in which two or more students work together to a common goal. The different terminologies are used in the studies concerning the group work. The terms like ‘cooperative’, ‘collaborative’, ‘peer’ and ‘group’ were used but the term ‘cooperative’, ‘group learning’ and ‘group work’ are used interchangeably. In group work, participants brainstorm, share information, discuss, interact with the members and learn from each other so that their combined collaborative achievement surpasses the simple sum of individual contribution. This method has been integrated in numerous education program.
The formation of group is very important stage in the group work. Davis (1993) suggested that the group of four to five members tend to work best. However, Csernica (2002) suggested that three to four members are more appropriate. Nevertheless, the group formation should also consider students characteristics that can contribute to effective group process and performance (Treen, Atanasova, Pitt & Johnson, 2016). Generally, groups that are gender balanced, are ethnically diverse, and have members with different problem-solving approaches have been shown to exhibit enhanced collaboration that lead to effective learning. Therefore the assigning the members to the group is integral to the success of the group. Tutors can form the group by taking in account of students performance level, academic strengths and weaknesses, ethnicity and gender. Felder & Brent (2001) found out that groups which are assigned by tutors tend to perform better than self-selected group.
The group work has numerous benefits for the students. The group work enhanced academic performance of students. Students’ interaction and discussion in the group help them to construct a new knowledge. Further, the group interaction and the dialogue help them to make a sense of what they are learning and what they still need to understand or learn (Ambrose et al. 2010; Eberlein et al. 2008). In addition, groups can tackle more complex problems than individuals can and thus have the potential to gain more expertise and become more engaged in a discipline. Research findings suggest that group work technique helps students learn better and improves their achievement (Al-Sheedi, 2009; Tanner et al, 2005; John et al, 2015). For instance, Johnson, Johnson and Smith (1991) conducted a meta-analysis study of cooperative learning on student achievement and found that the average students learning through cooperative approaches performed at about two thirds a standard deviation above the average students learning with a competitive of individualistic structured lesson. This indicated that group work prompted higher achievement compared to competitive tor individualistic learning.
The students’ group work enhance other necessary professional skills. The group work provides a platform for them to learn how to work interdependently and help develop a shared responsibility for improving their instructional practices (Battersby & Verdi, 2015) and strengthening collegiality (Guskey, 2003). It also provide students with opportunities to acquire basic collaboration skills and enhance their creativity, critical thinking, communication and problem solving skills.
There are a number of problems that students and tutors experience when they are involved in group work. The most commonly reported problems are uneven workload (free-riding or overbearing students), social conflict and lack of cohesion that can result in production of “Frankenstein products” that are a conglomeration of individual student efforts without integration and synthesis of ideas. Another challenge encountered by students and tutors is when students did not provide timely contribution. This is because group members are reluctant to voice their opinions or cause any group friction through idea negotiation (Brown & Thomas, 2017). . Negotiation of ideas is also one of difficulty involved in group interaction and discussion. Swan, Shen, and Hiltz (2006) also shared that lack of assignment clarity, transparency and commitment from individual students are some of the problems faced by members in the group.
Many of these issues or challenges may be avoided or minimized by best practices that will help students carry out group activities successfully. The tutors should play important role in the effective running of group work. During the group work tutors should act as both as an academic expert and as a classroom manager. They should be able to specify the academic objectives and aims of the lesson, make instructional decision and explain the task clearly defining the assignment goals (Smith, 1996). Chapman and Auken (2001) found out that students expressed greater satisfaction with group work if the tutors has implemented methods to monitor and manage groups. Gillies (2013) also recommended that assigning specific roles to students within groups can emphasize interdependence, and prompting students to provide elaborated explanations during discussions can help promote learning gains. The other practices include the use of participatory technologies and formative assessment strategies to support collaborative work and set conditions to promote positive social network (Brown & Thomas, 2017). Formative assessment strategies offer potential for tutors to scaffold group work appropriately (William, 2011). Formative assessment also provides feedback that allows student to improve their work.
Group work is one of the most widely used and deeply researched teaching approaches in the college classroom. Group work that promotes students’ collaboration to achieve shared learning goals has been shown to increase student achievement, persistence, and attitudes toward science (Tanner et al, 2005; John et al, 2015). It can provide opportunities for students to explain their reasoning to one another and to themselves, thereby promoting the cognitive restructuring that leads to learning (Kagan, 2014). It also offers opportunities for formative assessment and feedback with peers to shape the learning.
Reference
Battersby, S. L., & Verdi, B. (2015). The culture of professional learning communities and connections to improve teacher efficacy and support student learning. Arts Education Policy Review, 116(1), 22-29. doi: 10.1080/10632913.2015.970096.
Brown, B. & Thomas, C. (2017). Strategies for successful group work. Retrieved from https://prism.ucalgary.ca/bitstream/handle/1880/52111/Strategies%20for%20successful%20group%20work.pdf?sequence=1&isAllowed=y
Csernica, J., Hanyka, M., Hyde, D., Shooter, S., Toole, M., & Vigeant, M. (2002).Practical guide to teamwork, version. College of Engineering, Bucknell University.
Davis, B. G. (1993). Tools for Teaching. Jossey-Bass Inc., San Francisco: California
Guskey, T. R. (2003). The characteristics of effective professional development: A synthesis of lists. Paper presented at the annual meeting of the American Education Research Association, Chicago, IL.
Johnson, D.W.; Johnson, R.T.; Smith, K.A. (1991). Cooperative Learning: Increasing College Faculty Instructional Productivity. The George Washington University: Washington,
Smith, K. A. (1996). Cooperative learning: Making “group work” work. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1002/tl.37219966709
Swan, K., Shen, J., & Hiltz, S. R. (2006). Assessment and Collaboration in Online Learning. Journal of Asynchronous Learning Networks, 10(1), 45-61.
Treen E., Atanasova C., Pitt L., Johnson M. (2016). Evidence from a large sample on the effects of group size and decision-making time on performance in a marketing simulation game. Journal of Marketing Education, , 130–137
Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press.
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