Degrees of separation: balancing intervention and independence in group work assignments
Date
2007
Authors
Burdett, J.
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Journal article
Citation
Australian Educational Researcher, 2007; 34(1):55-71
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Abstract
Group work is a widely used learning approach in higher education where it is seenas encouraging the development of collaborative skills and attitudes while producingan assessable product. Group assignments can, however, create dilemmas andtensions for both staff and students. Students often seek academic intervention in theform of support and dispute arbitration; and the types of interventions employed todeal with issues arising during and after group work, and the effectiveness of theinterventions, are critical aspects of group assignments.This paper reports the findings from a recent qualitative study based on interviewswith ten university academics about their use and management of undergraduategroup work. These findings revealed that positive experiences and outcomes can beundermined when staff expectations of group work are at odds with student reality,particularly when academics try to distance themselves from student group problemsor intervene retrospectively.The paper concludes that academics must be able and willing to work alongsidegroups in helping them achieve outcomes that are positive, fair and equitable.
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Copyright 2007 Australian Association for Research in Education