Theory and state of the art of small-group methods of instruction.

Abstract

The purpose of this report was to evaluate the more common span group methods in terms of their effectiveness in teaching adults. A rationale for small group instruction was presented, followed by descriptions of the principal methods, and an assessment based on existing research findings. It was concluded that small group methods can be effective for enhancing motivation for learning, developing positive attitudes toward later use of course materials, and improving problem solving skills. However, they were no more effective than lectures for transmitting information and concepts, although (when used in conjunction with lectures) the methods are helpful in increasing depth of understanding of the course content. Implications for use of small group methods, including requirements for instructors, were also discussed. (The document includes 82 references.) (Author/LY) R %.) HUMAN RESOURCES RESEARCH ORGANIZATIONA review of existing research concerned with small-group methods leads to the conclusions that the techniques are effective for enhancing motivation to learn, developing positive attitudes toward later use of course material, and improving problem-solving skills. The methods are no more effective than lectures for transmitting information, concepts, and doctrine; however, when used in conjunction with lectures, they are helpful for increasing depth of understanding of course content.It is also concluded that small-group methods can be used effectively by instructors who are not content experts; however, precise understanding of the rationale and procedures of the methods is essential. Furthermore, because the methods differ in terms of outcomes, requisite instructor skills, and reactions expected from students, clear and explicit instructional objectives are critical for effective use of the methods.

The relative effectiveness of group and individual settings in a simulated problem‐solving game

“…Webb and Grib (1967) reported anecdotal and opinionnaire data indicating that the use of small groups at the college level enhanced in-depth understanding of the material studied and development of skills and attitudes such as critical thinking and curiosity. Olmstead (1970) also noted enhancement of motivation, positive attitudes toward use of course materials, improvement of problem-solving skills, and increased depth of understanding by using small-group methods with adults. Both Webb and Grib and Olmstead noted that simple transmitting of information apparently was not improved over lecture techniques when small groups were used.…”

“…It is interesting to note a study by Rotter and Portugal (1969) in which it was found that more possible solutions to a problem were generated by individuals working alone than by others working in groups or partly alone and partly in groups. This would seem to indicate a preference for individual work.…”