Revisiting Group Consensus: Collaborative Learning Dynamics During a Problem-Based Learning Activity in Education

Abstract

Problem-based learning (PBL), especially in conjunction with collaborative learning teams, continues to gain momentum as a popular instructional approach in higher education. In this article, we address three common assumptions about how PBL groups function and report the outcomes of a study in which we examined group dynamics during a computer-assisted PBL module designed to train preservice teachers on the procedures for disciplining students with disabilities. We found that students often do not engage in the constructive dissonance assumed to contribute to strong consensus decisions: groups often defer to an individual or minority opinion with little persuasion or critical thinking. We recommend teaching subject content together with group skills such that future professionals can ensure that all voices are heard, quick answers are scrutinized, and alternative solutions are appropriately vetted by educational teams.

“I Know This is Supposed to be More Like the Real World, But . . .”: Student Perceptions of a PBL Implementation in an Undergraduate Materials Science Course

“…While working in groups is not unique to PBL, the challenges of mastering group dynamics are often a cause of concern for students in PBL implementations (Chiriac, 2008;Dolmans & Schmidt, 2006;Ochoa & Robinson, 2005). Participants cited disorganization in their group's process, superficiality in their group's study of the problem, and too-dominant group members as the top three hindrances to learning in one study of group dynamics in PBL (Hendry, Ryan, & Harris, 2003).…”

Perceptions and Preference of Contemporary Teaching Methods among University Students of Pakistan- A Cross-Sectional Survey

“…The primary objective of the teachers' is to involve students in an active learning process [15] . The role of Problem Based Learning in actively involving the students in learning process is identified in several studies [16,17] . Problem Based Learning (PBL) has largely replaced formal teaching method and has become a popular approach to learning in medical curricula worldwide.…”

Perception of medical undergraduate students about teaching learning methods and assessment tools used in a medical college in India

“…Discussion helps students identify the learning issues necessary to understand the case scenarios and leads them to seek information through individual, selfdirected study. 21 Another study conducted in India attempted using the PBL along with the didactic lectures and proved its effectiveness in creating motivation in students to do self-directed learning.…”