Group dynamics: Understanding group success and failure in collaborative learning

Miller, Judith E.; Trimbur, John; Wilkes, John M.

doi:10.1002/tl.37219945906

Cited by 25 publications

(16 citation statements)

References 7 publications

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“…1999;Burdett 2003). Potential impediments to learning that are cited in the literature refer to the tensions that are associated with concerns around assessment of group tasks and competition for high grades (Imel 1991;Gatfield, 1999;Burdett 2003); the general complexities of group and interpersonal dynamics (Bosworth and Hamilton 1994;Johnson and Johnson 1994;Miller et al 1994;Baldwin et al 1997;Burdett 2003); and the 'group work organization' -for example, organisational contexts when no instruction concerning group behaviour or interpersonal dynamics is provided (Johnson and Johnson 1991;Burdett 2003). This last point is reflected by research that shows a general need for training in relation to group activities (Zemke 1993;Preston-Shoot 2007;Stephen et al 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Insights from the use of Gardner’s notions of Mindset: group work

Retna

2013

Journal of Further and Higher Education

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A body of literature asserts that group work can be beneficial in enhancing learning and in developing specific skills among students. This research builds on the literature and on Gardner's (2006a) five notions of mindsets: disciplined, synthesising, creation, ethical and respectful, as a descriptive framework to explore and understand the benefits and skills learnt or developed through group work. Gardner describes mindset as a way of thinking and acting. A qualitative research project was undertaken in a New Zealand university using in-depth interviews with post-experience students. The findings suggest that, though the post-experience students do possess skills that enabled them to integrate diverse perspectives, make new connections with shared knowledge and evaluate critically, they often lack specific mindsets that are critical in organisations that rely on group work to enhance their productivity.

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Section: Literature Reviewmentioning

confidence: 99%

Insights from the use of Gardner’s notions of Mindset: group work

Retna

2013

Journal of Further and Higher Education

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“…These collaborative skills do not occur spontaneously. Research (Miller, 1994) has shown that process related issues of group activities consume as much faculty time as issues related to course content. Dysfunctional group behavior often occurs when members have not mastered a common problem-solving strategy or are not synchronized among the members.…”

Section: Rationale For the In-depth Project Experience And Consultingmentioning

confidence: 99%

The IT consulting model

Cameron

Knight

Semmer

2005

Proceedings of the 6th Conference on Information Technology Education

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The School of Information Sciences and Technology (IST) at The Pennsylvania State University has recently launched a unique Information Technology Consulting Track within the curriculum of the school. This innovative three-course curricular track was the result of numerous strategic consultations and partnerships with a number of corporations.To-date, activities associated with the IT Consulting Track have generated over $3 million in corporate donations of hardware, software, and monies. Accenture has recently signed on as the official corporate sponsor of the IT Consulting Track.This paper explores this model of real-world IT consulting education which relies heavily on fostering and maintaining many close corporate relationships. This model of corporate curricular engagement is unique nationally in that it requires close communication and coordination between professors, corporate services, Office of Development, and career services representatives. The School of Information Sciences and Technology at The Pennsylvania State University is the first school in the nation to formally tackle IT consulting education at the undergraduate level. For Accenture, this program represents the first curricular sponsorship of an academic program that the company has conducted.A discussion of the rationale and composition of the IT Consulting Track is also presented. The faculty involved with the IT Consulting Track have also conducted preliminary action research related to the consulting model. A description of the research and findings round out the paper.

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“…As Miller, Trimbur, and Wilkes point out, "excessive conflict can certainly interfere with performance. Paradoxically, excessive harmony can do the same, because members of the best groups tend to be critical of one another's work or at least to tolerate an in-house critic; they tend also to impose high standards on themselves" [19]. Of course, this kind of creative tension…”

Section: Design Principlesmentioning

confidence: 99%

“…They argue that although educating students about group processes takes class time that might be spent on course content, spending a class period discussing group work skills can make a major difference in the success of the project: "We should teach the skills that we are grading. Thus, such a session should include a briefing on the necessity for and logistics of good communication and organization and give participants an opportunity to discuss the various kinds of talents and individual differences or preferences that different people bring to tasks" [19]. They suggest activities such as small groups solving a simple puzzle and reflecting on the group process afterwards, students role-playing group interaction and discussing scenarios as a class, or reading and discussing information about the characteristics of different work styles and personality types, and how to accommodate these differences.…”

Section: Design Principlesmentioning

confidence: 99%

Computational Design Principles to Support the Monitoring of Collaborative Learning Processes

Collazos¹,

Guerrero²,

Pino

2004

Advanced Technology for Learning

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Discussions of collaborative learning and its benefits have become common currency in many studies. Proponents argue that it promotes active learning, critical thinking, conceptual understanding, long-term retention of material, and high levels of student satisfaction. Despite this list of impressive potential outcomes and the attention it has received, many teachers are unclear as to what precisely is considered the impact of technology in the collaborative learning process. The authors present design principles intended to be useful to teachers in evaluating and monitoring the collaborative learning process. They outline design principles involving two aspects: the participation of the teacher during the collaborative learning process, and the inclusion of a strategy that generates conflicts among members of the group. They also describe the development of two software tools based on the principles they propose.

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Group dynamics: Understanding group success and failure in collaborative learning

Abstract: This chapter describes an experimental course in introductory biology and its relation to individual learning styles and raises issues of group dynamics in collaborative learning..

Cited by 25 publications

References 7 publications

Insights from the use of Gardner’s notions of Mindset: group work

Insights from the use of Gardner’s notions of Mindset: group work

The IT consulting model

Computational Design Principles to Support the Monitoring of Collaborative Learning Processes

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