Thematic review of approaches to design group learning activities in higher
education: The development of a comprehensive framework
Miranda de Hei , JanWillem Strijbos, Ellen Sjoer, and Wilfried Admiraal.
PII: S1747-938X(16)00002-6
DOI: 10.1016/j.edurev.2016.01.001 Reference: EDUREV 184. ACCEPTED MANUSCRIPT
To appear in Educational Research Review.
Abstract
In their article, the authors report a systematic literature search about group learning activities:
‘Group Learning Activities (GLAs) are a key ingredient of course designs in higher education. Various approaches for designing GLAs have been developed, featuring different design components. However, this has not yet resulted in clear guidelines for teachers on how to design GLAs. This thematic review aims to synthesize insights from various approaches for designing GLAs into one comprehensive framework. This comprehensive framework, the Group Learning Activities Instructional Design (GLAID) framework, includes eight components:
- interaction,
- learning objectives and outcomes,
- assessment,
- task characteristics,
- structuring,
- guidance,
- group constellation, and
- facilities.
Each component, associated design decisions, and the corresponding design process are described. The GLAID framework aims to guide teachers in higher education to design, implement, and evaluate GLAs in their courses.
Learning outcomes group work are often disappointing
In their article, the authors indicate that the expected learning outcomes of group work are often not achieved. The main reasons, according to the authors, are (the literature references can be found in the article):
(1) ‘Resistance of students and teachers. Payne, Monk-Turner, Smith, and Sumter (2006) found that appropriate scaffolding of group work is necessary to overcome teachers’ and students’ resistance to GLAs.
(2) Problems with the use of technology to support GLAs. Technology to support GLAs, although present, is hardly used because it is not user-friendly or teachers are not trained in using the specific technology. Dillenbourg (2013) advocates orchestration, which includes the integration of pedagogy and technology.
(3) Designs of GLAs are not grounded in theories on teaching and learning. Hamalainen and Vahasantanen (2011) conclude that the designs of GLAs should be better grounded in theoretical knowledge about orchestrating, scaffolding, facilitating and supporting students in the process of shared knowledge construction.
(4) Design components are not aligned. Design components – such as learning goals, task characteristics, instructions on how to collaborate, and support of this collaboration – are worked out separately (Dennen & Hoadley, 2013; Hamalainen & Vahasantanen, 2011; McLoughlin, 2002; Strijbos, Martens, & Jochems, 2004). Alignment of the components means that, in every decision about a component, the designer considers every decision made regarding other components in former steps.’
Some implications for the teachers
The authors describe the practical implications for the teacher in higher education of the newly developed GLAID framework. For example:
1. ‘In university teaching, parts of the curriculum are sometimes fixed, and the design has to be aligned with these fixed parts. ………’
2. ‘Parts of a course can already exist for some years, and teachers may want to adjust an existing GLA design for the new academic year. In this case, the GLAID framework components can evaluate the design per component, taking into account former teacher(s) former experiences with this GLA and student evaluations of the GLA. …….’
3. ‘One major aspect to consider in designing GLAs is the collaborative premise: the reason students need to work on a particular assignment collaboratively. If individual students can perform the assignment equally successfully, this may lead to Resistance to the group work. Teachers should justify why student interdependence is an important part of the learning process and how collaboration is related to attaining the learning goals (Dennen & Hoadley, 2013). …….’
‘The GLAID framework aims to guide teachers in higher education in designing, implementing, and evaluating GLAs in their courses’.
More information about this research can be found in the Doctoral Thesis Collaborative Learning in Higher Education: design, implementation and evaluation of Group Learning Activities of Mrs. M.S.A. de Hei.
Mrs can order the digital version of the thesis. de Hei ( m.s.a.dehei@hhs.nl).
