Degrees of Separation--Balancing Intervention and Independence in Group Work Assignments

Autor/in	Burdett, Jane
Titel	Degrees of Separation--Balancing Intervention and Independence in Group Work Assignments
Quelle	In: Australian Educational Researcher, 34 (2007) 1, S.55-71 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
Schlagwörter	Foreign Countries; Intervention; Assignments; Cooperative Learning; Higher Education; Qualitative Research; Interviews; College Faculty; Teacher Student Relationship; Group Dynamics; Educational Strategies; Conflict Resolution; College Students; Coordination; Time Management; Interpersonal Relationship; Teacher Expectations of Students; Student Attitudes; Grouping (Instructional Purposes); Australia + Suchen Sie Ihr Suchwort? Ausland; Assignment; Auftrag; Zuweisung; Kooperatives Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung; Interviewing; Interviewtechnik; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Gruppendynamik; Lehrstrategie; Conflict solving; Konfliktlösung; Konfliktregelung; Collegestudent; Koordination; Zeitmanagement; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülerverhalten; Grouping; Gruppenbildung; Australien
Abstract	Group work is a widely used learning approach in higher education where it is seen as encouraging the development of collaborative skills and attitudes while producing an assessable product. Group assignments can, however, create dilemmas and tensions for both staff and students. Students often seek academic intervention in the form of support and dispute arbitration; and the types of interventions employed to deal with issues arising during and after group work, and the effectiveness of the interventions, are critical aspects of group assignments. This paper reports the findings from a recent qualitative study based on interviews with ten university academics about their use and management of undergraduate group work. These findings revealed that positive experiences and outcomes can be undermined when staff expectations of group work are at odds with student reality, particularly when academics try to distance themselves from student group problems or intervene retrospectively. The paper concludes that academics must be able and willing to work alongside groups in helping them achieve outcomes that are positive, fair and equitable. (Author).
Anmerkungen	Australian Association for Research in Education (AARE). P.O. Box 71, Coldstream, Victoria 3770, Australia. Tel: +61-0359-649-031; Fax: +61-0359-649-586; e-mail: aare@aare.edu.au; Web site: http://www.aare.edu.au/aer/contents.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10