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University students’ attitudes about learning in small groups after frequent participation

University students’ attitudes about learning in small groups after frequent participation This study examined the frequency of small groups in university students’ coursework and how that related to their general attitudes toward learning in groups and their views about different aspects of group work. We administered a survey to 208 students in an upper-division interdisciplinary arts and sciences program. Students reported that they had been in multiple groups, of different duration and types, both in their current program and in courses at their lower-division institutions. A regression analysis uncovered strong relationships between students’ past and present group experiences, peers, and instructor clarity about group purpose. The findings suggest that successful group work is no longer a matter of instructor effort but requires campus initiatives and interdepartmental coordination if students are to understand and experience the benefits of learning in small groups. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Active Learning in Higher Education SAGE

University students’ attitudes about learning in small groups after frequent participation

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Publisher
SAGE
Copyright
© The Author(s) 2010
ISSN
1469-7874
eISSN
1741-2625
DOI
10.1177/1469787409355867
Publisher site
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Abstract

This study examined the frequency of small groups in university students’ coursework and how that related to their general attitudes toward learning in groups and their views about different aspects of group work. We administered a survey to 208 students in an upper-division interdisciplinary arts and sciences program. Students reported that they had been in multiple groups, of different duration and types, both in their current program and in courses at their lower-division institutions. A regression analysis uncovered strong relationships between students’ past and present group experiences, peers, and instructor clarity about group purpose. The findings suggest that successful group work is no longer a matter of instructor effort but requires campus initiatives and interdepartmental coordination if students are to understand and experience the benefits of learning in small groups.

Journal

Active Learning in Higher Education – SAGE

Published: Mar 1, 2010

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