Improving group functioning in solving realistic problems

Asgari, Sassan and Dall'Alba, Gloria (2011) Improving group functioning in solving realistic problems. International Journal for the Scholarship of Teaching and Learning, 5 1: 1-14.

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Author Asgari, Sassan
Dall'Alba, Gloria
Title Improving group functioning in solving realistic problems
Journal name International Journal for the Scholarship of Teaching and Learning   Check publisher's open access policy
ISSN 1931-4744
Publication date 2011-01-01
Sub-type Article (original research)
Open Access Status File (Publisher version)
Volume 5
Issue 1
Start page 1
End page 14
Total pages 14
Place of publication Statesboro, GA, United States
Publisher Georgia Southern University
Collection year 2012
Language eng
Abstract Group work in educational settings has several advantages, but it is also associated with some difficulties, most commonly concerns about group functioning. The aim of this study was to improve group functioning in solving realistic problems, using a combination of: 1) team skill training prior to group work; 2) peer and self-assessment to evaluate contribution to group work; and 3) lecturer designed versus studentdesigned problems. The results showed positive effects on group functioning. After initial team skill training, peer assessments and moderation of marks based on those assessments stimulated the so-called free loaders to improve their contributions to group work, which is a result that has been demonstrated in only a few studies. In addition, students showed some preference for designing their own problems and they thought the learning outcomes were higher than from lecturer-designed problems.
Keyword Group functioning
Peer assessment
Problem solving
Team skill training
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Graduate Certificate in Higher Education
Official 2012 Collection
School of Education Publications
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Created: Wed, 16 Feb 2011, 10:21:26 EST by Claire Backhouse on behalf of School of Education