Using a Student Facilitator in Group Activities of a Large Class Size: An Observational Study

Educating Learning Assistants as Facilitators: Design Challenges and Experiences of Practice

“…Adding to this complication, in the EiT context, is the fact that LAs should on the one hand focus on observing and intervening in the team processes, while, on the other hand, they are also conducting structured collaborative and feedback exercises with the student teams (see also Campbell, 2014; Groccia & Miller, 1996; Linh et al, 2019). When facilitating exercises, they are more in an expert role; they take control and give instructions, which also mean that the power dimension in the relationship with the student teams (types 3 and 4) changes (Thomas, 2004).…”

“…An approach to facilitation limited to giving the individuals and the team an opportunity to become aware of unconscious team processes, which can be applied in an education context, may to some extent be at odds with a practice we often find in an organizational setting where learning how to handle team dynamics is not the main goal (Thomas, 2006). It will also be at odds with a facilitation practice in an educational context where learning outcomes are linked to academic content achievements (e.g., Baker et al, 2018; Groccia & Miller, 1996; Linh et al, 2019).…”

“…In the context of project-based learning, Andernach and Saunders-Smits (2006) describe how students can work as project tutors with a focus on facilitation in first- and second-year engineering project courses. In addition, several studies have demonstrated that students in the role of facilitators, often referred to as teaching or learning assistants, can help to facilitate fellow students in higher education without increasing the demands on the teachers (Barrasso & Spilios, 2021; Bent et al, 2020; Linh et al, 2019; Sloan et al, 2013). At the same time, facilitators need to have certain skill sets (Lee, 2006; Schwarz, 2017) and facilitation education (Thomas, 2004).…”

“…Campbell (2014) focused on how student facilitators can design and deliver a small group session by engaging students in a clinical legal education module. Linh et al (2019) described and conceptualized how student facilitators can be part of a teaching team that can be delegated tasks and monitor and encourage group discussions in English classes. These studies notwithstanding, there is a lack of studies in the facilitation literature that consider what help in the form of education or training student facilitators need and that examine how they approach and experience facilitation practices.…”