Individual differences in negative group work experiences in collaborative student learning

Pauli, Regina; Mohiyeddini, Changiz; Bray, Diane; Michie, Fran; Street, Becky

doi:10.1080/01443410701413746

Cited by 84 publications

(75 citation statements)

References 24 publications

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“…There is virtually no previous research on the topic of bullying during group work in higher education, although Pauli et al (2008) did identify fractionalised group behaviour, which has similar characteristics to the bullying behaviours described by Cooper and Curzio (2012). In the current study 10 percent of students reported that they had experienced bullying behaviour whilst engaged in group work.…”

mentioning

confidence: 62%

“…As reported by both Burdett (2003) and Pauli et al (2008) as well as other researchers (e.g., Maiden and Perry 2012;Myers et al 2009;Orr 2010;Walker 2001), students perceiving inequalities in the contributions made between the different group members is one of the main reasons that students give for not enjoying group work. This is often because the student making the report perceives that s/he has made a greater contribution compared to other group members who, when the group work is contributing to a group assessment task, unfairly benefit by receiving the same or a similar mark to the other team members.…”

Section: Introductionmentioning

confidence: 73%

“…Pauli et al 2008;Burdett 2003), suggest that for the majority of students higher education is providing a suitable environment to develop group working skills. However, universities are under increasing pressure to ensure that all students, not just the majority, receive a positive educational experience with good outcomes.…”

Section: Resultsmentioning

confidence: 99%

“…Similar reasons for not enjoying group-work were also found with a sample of first and second year undergraduate students taking a psychology course in an English university. The study's authors, Pauli et al (2008), identified four factors associated with dysfunctional group work experience. These factors include unequal contribution, disorganisation, storming (a stage of group formation) and the emergence of fractionalised groups.…”

Section: Introductionmentioning

confidence: 99%

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Group Work Experiences

Dimelow¹,

Walker²,

Heavey³

2013

SEEJ

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Research suggests that the majority of students in HE derive a positive experience of group work during their studies (Burdett 2003;Orr 2010;Payne et al. 2006;Maiden and Perry 2012;Walker 2001), although there are differences between students in the individual time and effort they invest. The perceptions of higher-contributing students have been documented (Orr 2010), although the experience of students who contribute less has yet to be systematically explored. An on-line questionnaire, developed to assess students' experience of group work, was administered to 58 undergraduate and postgraduate social science students. The questionnaire explored the following in relation to group work: (1) positive aspects and skill development; (2) negative experiences; (3) extent of students' own contribution; (4) experience of bullying and harassment behaviours. Open-ended, qualitative items were also included to supplement the questionnaire data. In line with previous research, the majority of the sample rated their group work experience positively, identifying a range of benefits from this process. Students' explanations for reduced input to group work ranged from a preference for independent work to the experience of negative interactions between group members, including bullying behaviour. Implications of the findings are discussed, including the need for strategies to safeguard against bullying behaviour in group work.

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mentioning

confidence: 62%

Section: Introductionmentioning

confidence: 73%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Group Work Experiences

Dimelow¹,

Walker²,

Heavey³

2013

SEEJ

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“…The question is, how valuable is this type of experiences from the point of view of a student? Pauli, Mohiyeddini, Bray, Michie, and Street (2008) have suggested that the literature is silent on the student perceptions about such experiences. If learning encompasses latent functions such as developing skills for teamwork, leadership, problem-solving, and other qualities beyond the intended curricular contents, then it can be confidently stated that the student experiences with the e-environment are key factors in the learning process.…”

Section: Literature Reviewmentioning

confidence: 99%

The Paradox of Online Education: Images, Perceptions, and Interests

Kamali¹,

Kianmehr²

2015

UCER-A

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Recent research findings point to a declining institutional interest in the necessity of online education. This study, therefore, proposes to examine a number of key pedagogical questions pertaining to the student images and perception about the relevance and usefulness of the e-environments to their study habits; their experiences and expectations; and the effects that the e-environment has on the decision to enroll in online classes. This paper further aims to add to the literature by providing useful information that can aid educators and administrators for enhancing the image and tendencies for a set of desired e-environments in higher education. A random sample of 473 students at a Midwestern liberal arts public university in the United States constituted the working sample in this study. Two additive scales-Structural Motives Scale and Experiential Factors Scale-measure the imagery and the reasons for the student preference for a learning environment-i.e., online, ground, or hybrid courses.Descriptive, bivariate, and regression analysis supported the model that explained the reasons for the popularity of online learning environment.

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Assessment Methods in Statistical Education

Bidgood¹,

Hunt²,

Jolliffe³

2010

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Statistics is not only a subject in its own right but is also applied to diverse other subjects, including the sciences, geography, psychology, business and economics. Consequently assessment may need to cover a very wide-ranging set of topics and activities taught within a statistics curriculum. In this chapter we consider the implications of the ubiquity of the application of statistics and its pedagogy, the significant impact of this broad 'learning base' on what should be assessed and the plethora of ways assessment and feedback can be provided.

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Individual differences in negative group work experiences in collaborative student learning

Cited by 84 publications

References 24 publications

Group Work Experiences

Group Work Experiences

The Paradox of Online Education: Images, Perceptions, and Interests

Assessment Methods in Statistical Education

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