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It is important to distinguish between group work and collaboration

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Things to establish at the first meeting of a group:

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Things to establish at the first meeting of a group:

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I find this list quite scary, and if I was a student with a challenging academic timetable, I would definitely avoid this class

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To function and to successfully complete the group work project, groups will need to negotiate:

group purpose

ground rules or group contracts

individual members' roles

individuals' responsibilities

guidelines for group meetings.

Help students clarify their group purpose

Before students can begin to plan, they will need to develop a shared understanding of what's required by clarifying and defining their group task. Checklists are a useful tool for developing the scope of their project and clarify how group tasks will proceed. An initial checklist, or questions for group discussion, might include the following (adapted from Gibbs, Learning in Teams, p. 7):

What is the purpose of the task or project?

What are we expected to produce?

How will the task or project be assessed? What are the marking criteria?

What are the main components of the task?

What are the deadlines?

Are there guidelines?

Help students establish ground rules or group contracts

Written guidelines or ground rules for working in groups help students manage group processes and maintain workable relationships. You can:

provide students with a set of written guidelines or ground rules

ask student groups to establish their own ground rules

negotiate a set of ground rules with students (or ask them to add to a list you've created).

Ground rules might cover the following matters, for example:

All ideas and contributions in the group will be valued.

The work will be divided evenly among the group.

Group members will take turn chairing group meetings.

Members who cannot attend meetings will provide notice in advance.

Notes will be taken during meetings and circulated by email.

Ground rules will be reviewed several times throughout the project.

Problems will be addressed in the group as they arise.

Sexist and racist comments are not permitted.

Tasks should be completed by the agreed dates.

If you decide to let students develop their own ground rules, provide them with some guidance. For example, have them discuss and decide on:

the communication processes they will use (e.g. how often they will meet, how they will manage group emails and group documents)

what their group values are (e.g. honesty, good listening skills, meeting deadlines)

how they will avoid issues such as members arriving late to meetings, members not completing work in time.

If you would like to make ground rules more official, ask students to sign a written version of their group's ground rules in the form of a group contract. This helps students make a commitment to the ground rules. Group contracts are particularly useful for long-term projects where students are expected to complete some of the work outside class time.

It may be useful for students to review their ground rules or group contract regularly. In some cases, students might revise their group contract to accommodate changes to their project, or unexpected developments.

Help students establish group roles

Before assigning specific roles, it might be useful to identify each student's particular strengths and experience. You might want to incorporate suggestions about how to establish group roles into your guidelines for group work.

Specific roles (e.g. group leader or coordinator, chair or facilitator, note-taker, time-keeper) can be assigned. Alternatively, students may opt to volunteer for a role. Either way, students should be very clear about their role within the group before they begin their project.

Help students define their responsibilities

As well as establishing group roles, students need to define their responsibilities within the group. You might provide students with a simple template, such as the job list below. This process will help students assign group members to particular tasks, to make sure that the work is divided evenly among group members, and to develop a timeline.

Encourage students to be as specific as possible in defining the jobs involved in their project. The job list may need to be reviewed and modified as their project progresses.

Help students set guidelines for group meetings

Provide students with a set of guidelines for preparing and conducting group meetings

A set of guidelines for meetings might include the following headings:

Preparing for a meeting

Conducting the meeting

Seating arrangements for effective meetings

Roles and responsibilities of group members

Creating an agenda

Recording the meeting

Paying attention to the interaction of group members

Preparing and disseminating minutes

Completing action items between meetings

The following handout outlines the components of a typical meeting agenda. This can help students create their own agendas and learn how to conduct effective meetings.

Student handout

What is a meeting agenda?

The meeting agenda is a roadmap for the meeting. It tells participants where they're headed to help them stay on track. One of the main purposes of a meeting agenda is to give a sense of purpose and direction to the meeting. Typical components of a meeting agenda include:

Notes of the last meeting A list of who was present and missing, and a record of what was discussed and decided, and who was responsible for taking action in relation to the decisions made. These notes remind everybody what happened, and allow everybody to check that the notes were taken accurately.

Matters arising from the last meeting What happened as a result of the decisions taken, what progress has been made on action

Items for discussion These have usually been agreed beforehand, and form the core of the meeting. They might include:

a review of team roles

updates on work completed to date

initial discussion of how to analyse data.

Any other business (AOB) Additional matters that have arisen as a result of the discussions, or which have been raised since the agenda was circulated

Time and place of the next meeting Include details of the next meeting and a statement of what the meeting will be for.

(Adapted from G. Gibbs (1994), Learning in Teams: A Student Manual, Oxford, Oxford Brookes University, Oxford Centre for Staff, p. 9.)

Challenges of group meetings

Students can find group meetings frustrating for many reasons. Factors that make group meetings outside
class time difficult for students include:

travel time and cost from diverse locations

part-time or full-time work commitments

parental and family responsibilities

student disabilities.

Allow some class time for group meetings so that such factors don't become issues. Class-time group meetings will also give you the opportunity to monitor your students' progress.

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To function and to successfully complete the group work project, groups will need to negotiate: group purpose ground rules or group contracts individual members' roles individuals' responsibilities guidelines for group meetings. Before students can begin to plan, they will need to develop a shared understanding of what's required by clarifying and defining their group task.

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For me this would be the most difficult task. What is an optimun group size? Does groups form informaly, or do the instructor play a role?

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Cite this guide: Brame, C.J. & Biel, R. (2015). Setting up and facilitating group work:
Using cooperative learning groups effectively. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/.

Many instructors from disciplines across the university use group work to enhance their students' learning. Whether the goal is to increase student understanding of content, to build particular transferable skills, or some combination of the two, instructors often turn to small group work to capitalize on the benefits of peer-to-peer instruction. This type of group work is formally termed cooperative learning, and is defined as the instructional use of small groups to promote students working together to maximize their own and each other's learning (Johnson, et al., 2008).

Cooperative learning is characterized by positive interdependence, where students perceive that better performance by individuals produces better performance by the entire group (Johnson, et al., 2014). It can be formal or informal, but often involves specific instructor intervention to maximize student interaction and learning. It is infinitely adaptable, working in small and large classes and across disciplines, and can be one of the most effective teaching approaches available to college instructors.

What can it look like?

Informal cooperative learning groups
In informal cooperative learning, small, temporary, ad-hoc groups of two to four students work together for brief periods in a class, typically up to one class period, to answer questions or respond to prompts posed by the instructor.

Additional examples of ways to structure informal group work
Think-pair-share
The instructor asks a discussion question. Students are instructed to think or write about an answer to the question before turning to a peer to discuss their responses. Groups then share their responses with the class.
Peer Instruction
This modification of the think-pair-share involves personal responses devices (e.g. clickers). The question posted is typically a conceptually based multiple-choice question. Students think about their answer and vote on a response before turning to a neighbor to discuss. Students can change their answers after discussion, and "sharing" is accomplished by the instructor revealing the graph of student response and using this as a stimulus for large class discussion. This approach is particularly well-adapted for large classes.
Jigsaw
In this approach, groups of students work in a team of four to become experts on one segment of new material, while other "expert teams" in the class work on other segments of new material. The class then rearranges, forming new groups that have one member from each expert team. The members of the new team then take turns teaching each other the material on which they are experts.
Formal cooperative learning groups
In formal cooperative learning students work together for one or more class periods to complete a joint task or assignment (Johnson et al., 2014). There are several features that can help these groups work well:

The instructor defines the learning objectives for the activity and assigns students to groups.

The groups are typically heterogeneous, with particular attention to the skills that are needed for success in the task.

Within the groups, students may be assigned specific roles, with the instructor communicating the criteria for success and the types of social skills that will be needed.

Importantly, the instructor continues to play an active role during the groups' work, monitoring the work and evaluating group and individual performance.

Instructors also encourage groups to reflect on their interactions to identify potential improvements for future group work.

This video shows an example of formal cooperative learning groups in David Matthes' class at the University of Minnesota:

There are many more specific types of group work that fall under the general descriptions given here, including team-based learning, problem-based learning, and process-oriented guided inquiry learning.

What's the theoretical underpinning?

The use of cooperative learning groups in instruction is based on the principle of constructivism, with particular attention to the contribution that social interaction can make. In essence, constructivism rests on the idea that individuals learn through building their own knowledge, connecting new ideas and experiences to existing knowledge and experiences to form new or enhanced understanding (Bransford, et al., 1999). The consideration of the role that groups can play in this process is based in social interdependence theory, which grew out of Kurt Koffka's and Kurt Lewin's identification of groups as dynamic entities that could exhibit varied interdependence among members, with group members motivated to achieve common goals. Morton Deutsch conceptualized varied types of interdependence, with positive correlation among group members' goal achievements promoting cooperation.

Lev Vygotsky extended this work by examining the relationship between cognitive processes and social activities, developing the sociocultural theory of development. The sociocultural theory of development suggests that learning takes place when students solve problems beyond their current developmental level with the support of their instructor or their peers. Thus both the idea of a zone of proximal development, supported by positive group interdependence, is the basis of cooperative learning (Davidson and Major, 2014; Johnson, et al., 2014).

Cooperative learning follows this idea as groups work together to learn or solve a problem, with each individual responsible for understanding all aspects. The small groups are essential to this process because students are able to both be heard and to hear their peers, while in a traditional classroom setting students may spend more time listening to what the instructor says.

Cooperative learning uses both goal interdependence and resource interdependence to ensure interaction and communication among group members. Changing the role of the instructor from lecturing to facilitating the groups helps foster this social environment for students to learn through interaction.

Is there evidence that it works?

David Johnson, Roger Johnson, and Karl Smith performed a meta-analysis of 168 studies comparing cooperative learning to competitive learning and individualistic learning in college students (Johnson et al., 2006). They found that cooperative learning produced greater academic achievement than both competitive learning and individualistic learning across the studies, exhibiting a mean weighted effect size of 0.54 when comparing cooperation and competition and 0.51 when comparing cooperation and individualistic learning. In essence, these results indicate that cooperative learning increases student academic performance by approximately one-half of a standard deviation when compared to non-cooperative learning models, an effect that is considered moderate. Importantly, the academic achievement measures were defined in each study, and ranged from lower-level cognitive tasks (e.g., knowledge acquisition and retention) to higher level cognitive activity (e.g., creative problem solving), and from verbal tasks to mathematical tasks to procedural tasks. The meta-analysis also showed substantial effects on other metrics, including self-esteem and positive attitudes about learning. George Kuh and colleagues also conclude that cooperative group learning promotes student engagement and academic performance (Kuh et al., 2007).

Springer, Stanne, and Donovan (1999) confirmed these results in their meta-analysis of 39 studies in university STEM classrooms. They found that students who participated in various types of small-group learning, ranging from extended formal interactions to brief informal interactions, had greater academic achievement, exhibited more favorable attitudes towards learning, and had increased persistence through STEM courses than students who did not participate in STEM small-group learning.

The box below summarizes three individual studies examining the effects of cooperative learning groups.

What are approaches that can help make group work effective?
Preparation Articulate your goals for the group work, including both the academic objectives you want the students to achieve and the social skills you want them to develop. Determine the group conformation that will help meet your goals.
In informal group learning, groups often form ad hoc from near neighbors in a class.

In formal group learning, it is helpful for the instructor to form groups that are heterogeneous with regard to particular skills or abilities relevant to group tasks. For example, groups may be heterogeneous with regard to academic skill in the discipline or with regard to other skills related to the group task (e.g., design capabilities, programming skills, writing skills, organizational skills) (Johnson et al, 2006).

Groups from 2-6 are generally recommended, with groups that consist of three members exhibiting the best performance in some problem-solving tasks (Johnson et al., 2006; Heller and Hollabaugh, 1992).

To avoid common problems in group work, such as dominance by a single student or conflict avoidance, it can be useful to assign roles to group members (e.g., manager, skeptic, educator, conciliator) and to rotate them on a regular basis (Heller and Hollabaugh, 1992). Assigning these roles is not necessary in well-functioning groups, but can be useful for students who are unfamiliar with or unskilled at group work.
Choose an assessment method that will promote positive group interdependence as well as individual accountability.
In team-based learning, two approaches promote positive interdependence and individual accountability. First, students take an individual readiness assessment test, and then immediately take the same test again as a group. Their grade is a composite of the two scores. Second, students complete a group project together, and receive a group score on the project. They also, however, distribute points among their group partners, allowing student assessment of members' contributions to contribute to the final score.

Heller and Hollabaugh (1992) describe an approach in which they incorporated group problem-solving into a class. Students regularly solved problems in small groups, turning in a single solution. In addition, tests were structured such that 25% of the points derived from a group problem, where only those individuals who attended the group problem-solving sessions could participate in the group test problem. This approach can help prevent the "free rider" problem that can plague group work.

The University of New South Wales describes a variety of ways to assess group work, ranging from shared group grades, to grades that are averages of individual grades, to strictly individual grades, to a combination of these. They also suggest ways to assess not only the product of the group work but also the process. Again, having a portion of a grade that derives from individual contribution helps combat the free rider problem.
Helping groups get started Explain the group's task, including your goals for their academic achievement and social interaction. Explain how the task involves both positive interdependence and individual accountability, and how you will be assessing each.
Assign group roles or give groups prompts to help them articulate effective ways for interaction. The University of New South Wales provides a valuable set of tools to help groups establish good practices when first meeting. The site also provides some exercises for building group dynamics; these may be particularly valuable for groups that will be working on larger projects.

Regularly observe group interactions and progress, either by circulating during group work, collecting in-process documents, or both. When you observe problems, intervene to help students move forward on the task and work together effectively. The University of New South Wales provides handouts that instructors can use to promote effective group interactions, such as a handout to help students listen reflectively or give constructive feedback, or to help groups identify particular problems that they may be encountering.

Assessing and reflecting

In addition to providing feedback on group and individual performance (link to preparation section above), it is also useful to provide a structure for groups to reflect on what worked well in their group and what could be improved. Graham Gibbs (1994) suggests using the checklists shown below.

The University of New South Wales provides other reflective activities that may help students identify effective group practices and avoid ineffective practices in future cooperative learning experiences.

References

Bransford, J.D., Brown, A.L., and Cocking, R.R. (Eds.) (1999). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.

Bruffee, K. A. (1993). Collaborative learning: Higher education, interdependence, and the authority of knowledge. Baltimore, MD: Johns Hopkins University Press.

Cabrera, A. F., Crissman, J. L., Bernal, E. M., Nora, A., Terenzini, P. T., & Pascarella, E. T. (2002). Collaborative learning: Its impact on college students' development and diversity. Journal of College Student Development, 43(1), 20-34.

Davidson, N., & Major, C. H. (2014). Boundary crossing: Cooperative learning, collaborative learning, and problem-based learning. Journal on Excellence in College Teaching, 25 (3&4), 7-55.

Dees, R. L. (1991). The role of cooperative leaning in increasing problem-solving ability in a college remedial course. Journal for Research in Mathematics Education, 22(5), 409-21.

Gokhale, A. A. (1995). Collaborative Learning enhances critical thinking. Journal of Technology Education, 7(1).

Heller, P., and Hollabaugh, M. (1992) Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups. American Journal of Physics 60, 637-644.

Johnson, D.W., Johnson, R.T., and Smith, K.A. (2006). Active learning: Cooperation in the university classroom (3 rd edition). Edina, MN: Interaction.

Johnson, D.W., Johnson, R.T., and Holubec, E.J. (2008). Cooperation in the classroom (8 th edition). Edina, MN: Interaction.

Johnson, D.W., Johnson, R.T., and Smith, K.A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journl on Excellence in College Teaching 25, 85-118.

Jones, D. J., & Brickner, D. (1996). Implementation of cooperative learning in a large-enrollment basic mechanics course. American Society for Engineering Education Annual Conference Proceedings.

Kuh, G.D., Kinzie, J., Buckley, J., Bridges, B., and Hayek, J.C. (2007). Piecing together the student success puzzle: Research, propositions, and recommendations (ASHE Higher Education Report, No. 32). San Francisco, CA: Jossey-Bass.

Love, A. G., Dietrich, A., Fitzgerald, J., & Gordon, D. (2014). Integrating collaborative learning inside and outside the classroom. Journal on Excellence in College Teaching, 25(3&4), 177-196.

Smith, M. E., Hinckley, C. C., & Volk, G. L. (1991). Cooperative learning in the undergraduate laboratory. Journal of Chemical Education 68(5), 413-415.

Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 96(1), 21-51.

Uribe, D., Klein, J. D., & Sullivan, H. (2003). The effect of computer-mediated collaborative learning on solving ill-defined problems. Educational Technology Research and Development, 51(1), 5-19.

Vygotsky, L. S. (1962). Thought and Language. Cambridge, MA: MIT Press.

Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Group work: Using cooperative learning groups effectively

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by Cynthia J. Brame and Rachel Biel Print Version Cite this guide: Brame, C.J. & Biel, R. (2015). Setting up and facilitating group work: Using cooperative learning groups effectively. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/. Many instructors from disciplines across the university use group work to enhance their students' learning.

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Collaborative learning/working is enhanced by trust and relationship. Not by competition for grades, money/public or private subsidies or permanent employment contracts...

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Reflection on PBL 10 group collaboration

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Reflection on PBL 10 group collaboration

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Link to results: Mentimeter 1st reflection  8th of November
Link to results: Mentimeter 2nd reflection 14-15th of November

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Articles
- Brindley, J., Blaschke, L. M. & Walti, C. (2009). Creating effective collaborative learning groups in an online environment.

Film
- Changing education paradigms. Sir Ken Robinson (Youtube) 2010

Websites
Cornell University Center for teaching Innovation. (link)
- Collaborative Learning (link)
- Active Learning (link)
(Visited on Nov 12th 2019)

- The vision and framework for 21st Century Knowledge by The P21 Framework for 21st Century Learning.
The difference between groups and collaboration. (link)

Revised Bloom's Taxonomy (Iowa State University)

Definition of collaborative learning (University of Sydney)

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Is it possible that the lack of time is a structural problem within educational institutions? If time is always a constraint, is it because we are not using it the right way, or is it because we changed the content without changin the framework?  I can't help but think of Sir Ken Robinsons TedTalk lecture Changing education paradigms where  he claims that Education is modeled on the interests of industrialism, (direct link) claiming among many things that schools are organised as factory lines with children graduating in yearly batches from  the industrial building where they have been taught one subject at the time. "If you are interested in model of education you don't start from  production  line mentality.", he says. Is that what the time restriction comes from? An old paradigm? Do we need to think differently about how much time is required instead of trying to achieve goals within an unreasonable amount of time? (my reflection)

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I think it is essential to provide the opportunity for answers from the teachers or peers.

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Yes, I agree. The challenge for digital technologies I think has a bit to do with how to deliver a "genuinely" enhanced learning experience. But as we have ourselves seen on ONL 192, it is more about how to get used work online and to have the courage to use new working tools.

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Collaborative technologies offer a range of new ways of supporting learning by enabling learners to share and exchange both ideas and their own digital products. This is great about CL.

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Yes, by reflecting their experience, by having the students to articulate or produce their ideas, and reports. I think refection is a key word.

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Yes both self-assessment and by peers requires practice. One also have to explain to the students why their supposed to make these assessments. It’s much easier to give too positive comments on co-students to keep them happy than to criticize. But when that happen the student on the receiving end will not learn anything from it. Both the assessor and the assessed must understand that it is part of the learning process.

When it comes to self-assessment most people tend to be too harsh on themselves. To be self-critical probably won’t require much practice but to see the positive sides of one’s own work and efforts might do so. It’s probably in the human nature.

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...by explicit statements about everyone`s idea being valuated and sanctions against unreflected inappropriate critisim (like in ONL where our comments our on blogs are first monitored...)

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Yes it can take time but it is worth it!
In a good learning environment, the collaboration can make the learners push each other to higher levels of knowledge and inspire each other since everyone is bringing something unique to the table.

But it takes time to establish this in a group so that everyone feels confortable and secure. If I look back on my own experience of this I can only think of one group constellation where we lifted each other and the collaboration really did work. In that case we had known each other for two years.

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What I like about this definition is that, for example, it explains how collaborative learning leads to one of the benefits of CL listed on the Cornell Centre for Teaching Innovation website, i.e. development of higher-level thinking (by encouraging students to "create a shared understanding of a concept, discipline, or area of practice". This ties in with the goals of the higher levels (evaluation and synthesis) of the revised version of Bloom's Taxonomy, which can be found here.

Other benefits include:
1. development of oral communication, self-management, and leadership skills
2. promotion of student-faculty interaction
3. increase in student retention, self-esteem, and responsibility
4. exposure to and an increase in understanding of diverse perspectives
5. preparation for real-life social and employment situations

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Definition of collaborative learning (CL)

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Definition of collaborative learning (CL)

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Here's a comprehensive definition from the Sydney School of Education & Social Work (University of Sydney):

"Collaborative learning is an umbrella term for a variety of approaches in education that involve joint intellectual effort by students or students and teachers. Collaborative learning refers to methodologies and environments in which learners engage in a common task in which each individual depends on and is accountable to each other. It involves use of small groups so that all students can maximise their learning and that of their peers. It is a process of shared creation: two of more individuals interacting to create a shared understanding of a concept, discipline or area of practice that none had previously possessed or could have come to on their own. Collaborative learning activities can include collaborative writing, group projects, and other activities." (Emphases mine)

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I have always been interested in active learning where reflection plays a central part. When I  look back at a group work that worked out really well during my time at the university,  the group had different tasks to fulfil, both individual and on a group basis. I think it was designed in a way that  activated us on an individual level, which then gave the group work a deeper level. I guess it was also easier for the professor to asses everyone by having assessment on both an individual and group level.

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Discuss the purpose and benefits to the student. Motivate why you want them to collaborate. Connection to the curriculum, clear instructions/ communication, active learning through reflection is what I would call scaffolds/frameworks that are important for successful learning whether you collaborate or not. Also, don't take for granted that the students know how to do group work. Introduce terms like social loafing and let the group reflect on their own situation.

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Yes, I think it is worth it. It might even be crucial  to work collaboratively and encourage collaboration amongst our students. Learning more/different is one good  reason of course, but collaboration is also a part of what we usually refer to as 21st Century Knowledge, skills that according to P21 will be needed in a time where "change is constant and learning never stops."

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Good idea. Problem: Students might be ill-equipped to peer-reviewing through previous educational experiences  (see colleagues sometimes as rivals)

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- not self grading :-)
- supports self-monitoring and developing self-directed learning
- has to be learnt

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Should collaborative learning be assessed? And what are student-motivating ways/tools?
I have no experience on this field, so please add views, experiences and thoughts....

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Investing time in collaboration activities especially in the beginning (getting to know others, talking about expecations, time which can be invested, ...) might help to have more open/more honest discussions during the work and will be rewared at latest in the end: less time putting results together, results might be better reflected by the group. If results have to be presented personally, the audience gets really quickly a feeling, how the contact/communication among the members during the group work was/is.
...I know how hard it is to pause a moment in the beginning and not starting directly with working on the content... :-)... but it is worth it!

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I think everybody might have experienced, that working together with others take often more time than doing an assignments, etc. alone. Is it worth investing this extra time?

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Q3 How can you enhance collaborative learning?

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Q3 How can you enhance collaborative learning?

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Q1 What is collaborative learning? Why use it?

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Q1 What is collaborative learning? Why use it?

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Q2 What are the challenges with collaborative learning?

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Q2 What are the challenges with collaborative learning?