Tesi: "Group work in education"

1

Lee, Myung Dong. "A small group ministry through biblical counseling education". Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p036-0400.

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Raubenheimer, D., e M. M. Nel. "Guidelines for group work in an undergraduate learning programme". Journal for New Generation Sciences, Vol 6, Issue 1: Central University of Technology, Free State, Bloemfontein, 2008. http://hdl.handle.net/11462/500.

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Published Article
It is required of higher education institutions in South Africa to provide for the development of general skills such as the ability to function in a team, and to apply group work as a method of instruction. After implementation of group work in the new five-year medical curriculum at the University of the Free State, it was realised that ineffective group dynamics and the inexperience of staff and students warranted clear and comprehensive guidelines for group work. For the development of these, opinions of students and staff involved, as well as inputs by experts on group work and literature findings, were evaluated. Their responses are reported and guidelines for effective group work are suggested.

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3

范梅英 e Mui-ying Fan. "Teaching group work skills in field instruction". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976530.

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4

Fan, Mui-ying. "Teaching group work skills in field instruction". [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1311542X.

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5

Du, Toit Anna. "Group work in management education - the role of task design". Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9541_1256551831.

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This theses examined adult learners' experiences of group work in management education. Group work is an integral part of learning and teaching methods at most business schools because it develops team skills demanded by today's workplace. Furthermore, group work in education is grounded in the belief that much learning happens through social interaction and that diversity within groups promotes learning. This study analysed learners' group experiences in a business school. The study also aimed to identify conditions that hinder and promote group interaction with a view to enhance learning.

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6

Mrwetyana, Notemba. "Group work in black history classes". Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001425.

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As a history teacher at Kuyasa High School in the Ciskei and afterwards as history method lecturer at the University of Fort Hare, visiting a large number of schools regularly for purposes of practice teaching with groups of students, I became aware of the problems encountered when history is taught to mixed ability groups. By far the most glaring problem is that of teaching methods. Teachers are in doubt concerning the teaching methodology to be adopted in classes where the spread of ability is wide. They face considerable difficulties in developing a role for themselves both in the classroom and in relation to their colleagues. The often noted tendency of teachers is to isolate themselves and guard the privacy of their classroom life. This realisation prompted me to undertake this study. The aim of this study is twofold. Having large classes in Ciskeian secondary schools, it is obvious that the spread of ability within classes is wide. The teachers then would have to form groups within the class. The first aim, therefore, is to develop and apply a reading comprehension test, with passages of varying difficulty. The performance of pupils in the test will serve as a guide when the children are put into groups. Secondly, I intend suggesting group activities which could be done by history pupils in such groups (Preface, p. iii)

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7

Gottschall, Holli M. "Faculty and student attitudes towards group work in higher education and why faculty use groups". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3232561.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technological, 2006.
"Title from dissertation home page (viewed July 9, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2899. Adviser: Barbara A. Bichelmeyer.

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8

Signorini, P. "The dynamics of mixed group work in British higher education". Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/13632/.

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This study examines culturally diverse groups, teams formed by home students and international students completing group tasks in Higher Education, referred to as mixed groups. This investigation differs from previous studies, and hence contributes to the existing knowledge in the field, in that it combines observational data and the use of Activity Theory as an analytical framework for furthering our understanding of group dynamics and task completion of mixed groups. This research addresses four research questions: what are students' experiences of mixed group work? What are the group dynamics in mixed groups? How do students mediate during mixed group work? What factors influences task completion in mixed groups? The study is based upon two group case studies, consisting of a non-assessed written group task and an assessed group presentation. Both case studies involved postgraduate students within the same British university. Qualitative analysis of observation and interview data revealed that students had different experiences of their group work, even among co-workers. Few group interactions were related to discussing cultural issues, highlighting the limitations that mixed group work may have in fostering internationalisation. The group dynamics described include students' interactions around: achieving a common understanding of the task, sanctioning members and conflicts regarding tool use. Both home and international students mediated in task completion in the following ways: a) acting as sources of knowledge, b) helping other members to understand the activity, and c) helping others use and learn about artefacts required in the completion of the group task and other university activities. Factors that appeared to influence mixed group work (MGW) included international students' self confidence in their spoken English, familiarity, students' positioning of self and other colleagues, expected roles, task and assessment design, and students' engagement in clarification during task completion. Some of these findings are consistent with existing literature. Finally, Activity Theory (AT) as an analytical framework was found to be useful.

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Annandale, Nicole. "A social identity approach to evaluating high achieving Ingroup members on the basis of achievement level and performance attributions /". [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16881.pdf.

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Kan, Wing-yuen. "Small group learning in mathematics". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264628.

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11

Gibson, Patricia K. "Instructor Training and Instructional Design in Online Courses using Group Work". Thesis, Northcentral University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571493.

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The purpose of this exploratory multi-case study was to examine the role of instructional design and instructor training on student learning outcomes and student satisfaction within the online class using group work, a form of collaborative learning. Group work has been strongly recommended for online classes. Data allowing insight into contemporary events in context were collected via an online survey, personal interviews, and document examination. Students were given a link to an online survey with both selected response and open-ended questions. Instructors were interviewed either face-to-face or via voice over Internet protocol (VOIP). Syllabi and class handouts were collected and examined using content analysis. These different sources of data were triangulated during the analyses. The participants in the study were undergraduate students and four instructors at a state supported institution of higher education in the southwestern United States. Data collected revealed that those instructors using group work who had the most training and assistance from the Instructional Technology Support in the design and facilitation of classes using group work had the highest level of student satisfaction as well as the highest student perception of good learning outcomes. The data show that when the instructional design using group work is well done and the class is well conducted, student satisfaction and student learning are good. The data show that the amount of instructor training undertaken had a major impact on how students reacted to the classes. The students' perception of learning outcomes differed from that of the instructors. The instructors perceived the classes as being generally successful; however, the students' perceptions were less positive. The levels of training applied by each of the faculty to the design of their online class shows that the more training, the higher the level of satisfaction. Both student success and learning outcomes suffer if the class is not designed and taught with best practices for online group work. Further research needs to be done on the use of online group work in graduate classes and lower division undergraduate classes as all of the studied classes were upper division.

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12

Lin, Yih-Sheue. "Small group work in a social justice classroom /". Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7765.

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13

Cronholm, Stefan, e Ulf Melin. "Project Oriented Student Work : Group Formation and Learning". Linköpings universitet, VITS - Laboratoriet för verksamhetsinriktad systemutveckling, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-95448.

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This paper evaluates how semi-randomly formed project groups, compared to forming groups at free will, affect students’ learning in a project-oriented setting. The findings are based on empirical data. We have analyzed students’ experiences by taking a course in the subject of Information Systems. The identified experiences are considered to be either a strength or a problem. We can conclude that how we form project groups has an effect on learning. We can also conclude that several of the experiences from semi-randomly formed project groups are of both a positive and negative nature. In the concluding chapter, we give some explanations in order to understand the differences in students’ experiences.

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14

Cinderey, Lynn Elizabeth. "Peer mentored teams to support undergraduate group work in higher education". Thesis, Sheffield Hallam University, 2011. http://shura.shu.ac.uk/19468/.

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This research starts with a set of practical research questions to investigate a problem which occurs in some computing undergraduate modules that use group work as part of the learning and assessment strategy. In this study final year students with experience in information systems project work and trained in team processes met with small groups of first year computing students with the aim of turning the first year project group into a team. This study seeks to explore the experience of the final year students as they take on the role of peer tutor looking at the problems they perceive within the first year teams and the skills and knowledge they use to help them. The study includes the recruitment and training of final year students (n=9) and allocation to first year teams. The final year students acted as co-researchers and team leaders in L4 Information Systems project work and recorded their thoughts and observations in a diary during the first semester of 2008/9 academic year. Diary data was supplemented by interview data from a sample of final year students (n=4). The sample was selected based on the richness of the data provided in the diaries and the number of meetings held with their teams. Rich data and thick descriptions were essential for a phenomenological examination of the experience of the final year students. A number of findings emerged. A critical approach to analysis revealed ongoing conflicts occurred across cultural divides within the first year teams that final year leaders did not articulate or appear fully aware of. This had important implications for individual team members. Other findings which relate to issues of changing levels of motivation in the teams over the ten weeks, roles adopted by the leaders, ability to systematize the project or team processes and the ability to reflect on unsuccessful strategies also had implications for peer mentoring training and support. The picture that emerged from the data suggested that lack of intercultural sensitivity and empathy within the student group reduces the value of peer mentoring interventions for some first year undergraduate team members in computing. In order to improve the experience for all students, methods to develop intercultural sensitivity within the student body are examined and a framework for training and support is proposed.

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Mui, Chak-pong Michael. "Effectiveness of small group instruction for children with severe mental handicap". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042794.

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Venter, Isabella Margarethe. "Group constitution for small group learning in the field of information technology". Thesis, University of Pretoria, 2000. http://hdl.handle.net/2263/28916.

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17

Adams, Aadiel. "An exploration of collaborative group work with science students". Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/392.

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Part of the transformation of education in South Africa emphasises the need to address historical barriers that have been impeding access into institutions of learning, and the need for empowering stakeholders democratically. Improving institutional responsiveness and focusing on Science, Technology, and Engineering and increasing the number of university graduates are amongst the more prominent strategies for changing the educational, socioeconomic, and political landscape within a global context. This research, as the first cycle of an action research project, explores collaborative group work with a group of science students at a Vista University campus (that is now part of the Nelson Mandela Metropolitan University) as a contribution to institutional, professional, and personal responsiveness. The treatise traces my development as a novice researcher within an evolving action research context that became a terrain for facilitating a collaborative approach to learning. I describe my personal experience and the experiences of my co-researchers as collaborative partners, the systemic influences considered during the study, and the process of action research that encouraged movement from feelings of apprehension and inadequacy to feelings of anticipation and excitement regarding collaborative interactive learning and development opportunities. For the co-researchers and me an action research process in an interpretivist paradigm was not just suited to an exploration of collaboration, but also evolved into a vehicle for interactive teaching and learning, in a collaborative and student-centred way. Giving voice and being listened to, having perspectives validated, engaging in learning that could accompany academic and personal growth, and an acute sense of being empowered are ingredients that participants, and institutions of learning, can continue building on and building with along evolving spirals of life-long learning and meaning making.

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18

Louw, Cornelia Dorothea. "What is the question that group work is the answer to?" Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/11302.

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Bibliography: leaves 90-96.
After the introduction of Curriculum 2005 in 1998, various classroom-based research projects were undertaken to monitor the implementation of the new curriculum. The findings of these projects point to the widespread use of a certain type of group work in South African classrooms. The Report of the Review Committee of Curriculum 2005 also points to the popularity of group work as methodology. In both the classroom-based research and the Report of the Review Committee it is stated that the way group work is currently practiced does not enhance learning. The researcher wondered what the question was that group work was the answer to for so many people, and decided to investigate.

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Williams, Rochelle Christa. "The utilisation of group supervision in practice education of undergraduate social work students". Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53185.

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Thesis (MSocialWork)--Stellenbosch University, 2002.
ENGLISH ABSTRACT: This research investigates the utilisation of group supervision in the practice education with undergraduate social work students. Supervision is an component in practice education, as it is the process whereby students are guided and prepared for beginner practice in social work. The practice educator is responsible to plan and organise the students' work, provide leadership in the group supervision sessions and evaluate the work performance of students as set out in the practice education programme. The practice educators grant students the opportunity to learn to integrate theory and practice in social work. The learning needs of the students are assessed and compiled within an educational assessment. These learning needs become the points for discussion for the content of the educational programme. The educational programme is presented in the supervision sessions. Literature strongly supports the utilisation of group supervision in addition to individual supervision. It is necessary that the practice educator determine the individual learning needs of the group of students. The mutual learning needs of the students are addressed within the group supervision sessions, once the learning needs of the group are determined. Group supervision is not utilised in isolation as the practice educator may have to consolidate the knowledge, skills and attitudes of students gained in the individual supervision sessions. The empirical study involved the use of qualitative and quantitative methods in order to explore the theoretical part of the research. The sample consisted of sixteen practice educators (N=16) who are presently supervising undergraduate students at the Department of Social Work at the University of Stellenbosch. This section can be divided into four sections: the nature of the training of practice educators, the knowledge, skills and attitudes of practice educators with regard to the supervision functions of group supervision, the process in group supervision and the general experiences of practice educators when utilising group supervision in practice education. The findings and responsesof the practice educators were analysed and compared with the findings from previous research undertaken by various authors. The study found that although practice educators have a minimum of training in group supervision, they have positive experiences of group supervision. The important aspects of group supervision: the planning phase, the beginning phase and the ending phase in the processof group supervision are dutifully practiced by practice educators. The utilisation of group supervision links effectively with the education system of outcomes based learning and teaching which has been adopted by the Department of Education in Higher Education. The findings of this study can be utilised to apply group supervision to a greater extent in the practice education with undergraduate social work students.
AFRIKAANSE OPSOMMING: Die navorsingstudie ondersoek die gebruik van groepsupervisie in die praktykonderrig van voorgraadse studente in Maatskaplike Werk. Supervisie is 'n komponent van praktykonderrig waarlangs die studente deur die praktykopleier gelei word tot beginnerspraktyk. Die praktykopleier is verantwoordelik vir die beplanning en organisering van studente se werk; moet die leierskap voorsien in die groepsupervisie sessies en moet ook die studente se werkverrigting evalueer soos saamgestel in die onderrigprogram. Die praktykopleier stel studente instaat om teorie en praktyk in Maatskaplike Werk te integreer. Die leerbehoeftes van die studente word gesamentlik bepaal deur die studente en die praktykopleier en word binne die onderrigevaluering uiteengesit. Die leerbehoeftes van die studente is die punte vir bespreking van die onderrigprogram. Die onderrigprogram word aangebied in die supervisiesessies. Literatuur ondersteun die gebruik van groepsupervisie gesamentlik met individuele supervisie. Die praktykopleier bepaal die individuele leerbehoeftes van die studente in individuele supervisie. Die ooreenstemmende leerbehoeftes van die studente word in die groepsupervisie sessies aangespreek, nadat die leerbehoeftes van die groep vasgestel is. Groepsupervisie word nie in isolasie aangebied nie, aangesien die praktykopleier die leemtes ten opsigte van kennis, vaardighede en houdings in die individuele supervisie sessies assesseer. Die leerbehoeftes word in die groepsupervisie sessies aangespreek. Die teoretiese doel van die navorsingsverslag word uitgebrei in die empiriese ondersoek deur middel van die voltooiing van 'n vraelys. Die steekproef het bestaan uit praktykopleiers (N=16) wat tydens 2001 voorgraadse studente van die Departement Maatskaplike Werk van die Universiteit van Stellenbosch geakkommodeer het vir praktykonderrig. Die empiriese studie word in vier afdelings bespreek: die aard van opleiding in groepsupervisie van praktykopleiers: die kennis, vaardighede en houding van praktykopleiers met betrekking tot die supervisiefunksies van groepsupervisie; die uitvoering van die proses in groepsupervisie en die algemene ervaringe van praktykopleiers wanneer hulle groepsupervisie in praktykonderrig toepas. Die bevindinge en response van die praktykopleiers is geanaliseer en vergelyk met die bevindinge van vorige studies wat deur verskeie outeurs onderneem is. Die studie het bevind dat praktykopleiers groepsupervisie positief ervaar, ten spyte van 'n minimum opleiding in groepsupervisie. Die belangrike aspekte van die beplannings-, begin- en die eindfases in groepsupervisie, word baie deeglik deur die praktykopleiers aangewend in groepsupervisie. Die benutting van groepsupervisie in die praktykonderrig van voorgraadse studente ondersteun die onderrigsisteem van Uitkomsgebaseerde onderrig en leer wat deur die Departement van Onderwys in Hoër Onderwys aanvaar is. Die bevindinge van die studie kan gebruik word om groepsupervisie meer effektief in die praktykonderrig van voorgraadse studente in Maatskaplike Werk te benut.

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Bunker, Vanessa J. "Professional learning communities, teacher collaboration, and student achievement in an era of standards based reform /". Connect to dissertation online, 2008.

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21

McAliney, Peter J. "How undergraduate students use social media technologies to support group project work". Thesis, New York University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3599884.

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Technology continues to evolve and become accessible to students in higher education. Concurrently, teamwork has become an important skill in academia and the workplace and students have adopted established technologies to support their learning in both individual and team project work.

Given the emergence of social media technologies, I examined how these new technologies supported or interfered with group development processes underlying the development of team skills as students completed a group project. Using case studies, I examined 11 undergraduate students in an upper level blended class at a public university in the southeastern United States. Data were collected through a variety of sources including focus groups, individual interviews, reflection logs, and other group support tools provide by the instructor to see how students were using social media technologies to support their group project work. Data analysis resulted in six themes: 1) social media technology choices used to support group project work depended on individual team members' prior use and attitudes about technology; 2) social media technology is most useful for the "people" aspects of team projects; 3) certain technologies are more useful at different stages of the project; 4) lack of an explicit social media technology "contract" within a group leads to some unintended, negative consequences; 5) the immediacy associated with social media technology can blur the lines among specific team roles, ownership of tasks, and overall integrated project planning perspective; 6) social media technologies are used to produce a cooperative, not collaborative, deliverable.

For students to continue to make the best use of evolving technology, institutions may want to provide resources such as workshops and self-paced tutorials to students and instructors on how to use social media technologies to support learning outside the classroom. Instructors can enhance students' connections with their coursework by using social media technologies themselves and for class assignments. Researchers can extend this study by studying other student populations, such as adult learners and international students, as well as studying how social media is used in a variety of course delivery modalities, such as traditional classroom-based environments and distance learning.

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Holm, Margaret. "Project-Centered Instruction, Content Learning, and Group Work in Middle School Social Studies". Thesis, Rivier University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10190081.

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This quasi-experimental study compared academic learning in project-centered instruction with group projects, project-centered instruction with individual projects, and teacher-led instruction. A repeated measures pre and posttest design was used to measure the change in Social Studies content learning in sixth grade students for three different instructional units taught with each of the three teaching approaches. ANOVA was used to compare pre and posttest scores. All three teaching approaches were compared, and the two project-centered conditions were compared to identify possible learning differences related to cooperative learning. Students in the group project condition demonstrated the greatest gains in content learning. Students in the individual project condition demonstrated the smallest gains from pre to posttest. The results of this study suggest that for most students the opportunity to engage in discourse about content through group work, or via teacher talk and class discussion enhances academic learning to a greater degree than individual study and research for middle school students.

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Thorpe, Vicki. "We made this song : the group song writing processes of three adolescent rock bands : a thesis submitted to the New Zealand School of Music in fulfilment of the requirements for the degree of Master of Music in History and Literature of Music /". ResearhArchive@Victoria e-Thesis, 2007. http://hdl.handle.net/10063/272.

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Mervich, Ned. "A handbook for leading small group discussions". Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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Ng, Yan-wing. "Learning of environmental chemistry and information technology skills through computer-mediated cooperative group investigation". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057945.

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譚靜儀 e Ching-yi Maureen Tam. "A social education group for the mentally handicapped young adults". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31247982.

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Zehnder, Scott C. "Student learning and cognition in cooperative small groups : towards a fourth metaphor of human learning". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/717.

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Research into the benefits of cooperative learning has focussed most attention onto a social psychological perspective with the result that the putative cognitive benefits of these strategies have not been thoroughly researched and clearly delineated. One consequence of this research focus has been that cooperative learning strategies are not always adopted by teachers and included permanently into their regular classroom practice, thereby possibly denying some students the potential for cognitive gain. This study was conceived originally as an investigation into the claimed cognitive benefits of small-group cooperative learning from a cognitive perspective but the investigation of the cooperative learning literature also led to an investigation of the general learning literature base. Recent research suggested that human learning might not have been described adequately by the earlier perspectives. Some authors contended that a fourth metaphor of human learning may be emerging from the socio-cultural perspectives. Investigating how students learn in cooperative situations was seen as a potential vehicle for the wider investigation of a fourth metaphor. It was against this background that the present study was undertaken. Learning was not seen in terms of a dichotomy between the main cognitivist and socially based perspectives so a pluralist approach was adopted in this study in an attempt to reconcile some of the differences between the main perspectives. Process-product research has been criticised for providing a narrow view of the classroom lives of students. Additionally, critics of laboratory-based research have argued for research to regain its connection with real classroom settings. Given the contentions of several authors, this study was conceived as non-positivist, naturalistic and pluralist within the post-modernist era. Five groups of students at two schools were recruited for this qualitative case study. The students' learning from five purpose-designed lessons was tracked through their transcribed discussions and their recall in "learning journals". Journal data were collected as much as twelve months after the last lesson was completed, enabling the longitudinal tracking of student learning. A major finding of the research was the strong mediational effects on student learning of the classroom context and the group within the classroom. The nature of student talk also impacted strongly upon student learning. Evidence was found of both individual and social construction of knowledge. Knowledge sometimes seemed to appear initially as a group construct but was later modified significantly by the students' individual minds. Although all knowledge originated in socio-cultural contexts, usually through the ultimate human social semiotic of language, the final form of the knowledge appeared highly individual and idiosyncratic. The idiosyncratic nature of the students' learning led the researcher to posit that knowledge resided in the individual neural structures of the brain. This "mind-as-brain" proposition was advanced as a contribution towards a fourth metaphor of human learning. The findings suggested several implications for teachers about the recommended procedures for small-group cooperative learning. Implications for research included further neuroscience investigations into human learning because of the potential for this kind of research to inform practice.

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Balla, B. (Bobi). "Fostering group-work activities using CSCL at elementary school in Romanian-Finnish school". Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201805312039.

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Nowadays, when humans grow in a digitalized society, it can be seen how the technology being used in different ways. We can spot that technology heavily used in daily life, which means that has expanded and used anywhere. The current generation of people seem to be a great generation of using the most common devices: computers, mobile phones, so present/current generation is quite familiar with the technological devices. It seems that people use their devices mostly within the scope of social media, but it seems only few people use the devices with the scope of learning. The previous studies demonstrated that the use of educational technology in classrooms has caused positive student attitudes, more student engagement and an increase in student achievement. Among this fact, the educational technology has allowed more opportunities for elementary students to work cooperatively in groups. The main impacts of teamwork helped students to gain self-esteem, encouragement, to become effective learners (active learners, the learners learn each other) and communication skills. The present study aimed to analyze the group-work experiences of learning using the educational technology as support in collaborative learning background. The participants were elementary school students from Romanian-Finnish school located in Bucharest. The total number of subjects that were integrated in the present study was 90 elementary school students from K-5 to K-7. Educational technology, collaborative learning and group-work were used to analyze how the elementary school students behave in different settings. The data was gathered with semi-structured interviews to analyze the qualitative content analysis and quantitative data was used to analyze the answers given by participants. The results of the present study give further evidence that collaborative learning helped the elementary school students to achieve higher performances in learning. In this matter, in-group learning activities there were challenges when the task was difficult and the limited time. Despite the fact of encountering challenges in group work activities, the elementary school students developed new academic skills: critical thinking, problem-solving and driven approach in using technological devices. From psychological point of view, including collaborative learning, the students gained the self-esteem, less anxiousness.

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Wong, Wang-fai Rochester. "Hong Kong teachers' experience on project work". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472595.

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30

Thondhlana, Gladman, e Dina Zoe Belluigi. "Group work as 'terrains of learning' for students in South African higher education". University of the Free State, 2014. http://hdl.handle.net/10962/67636.

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A common global perception of group work in the higher education context is that it has the potential to act as a platform which can enable student learning by means of interactions, shared diverse experiences, deep engagement with subject concepts and the achievement of tasks collaboratively. Indeed, in different socio-economic, historical and institutional contexts, group work activities have become levers by which deeper learning could be achieved. Drawing on perceptions and experiences of group work among environmental science students at a South African university, we investigate the ways in which group work could be more expansively viewed as 'terrains of learning' for students. The results in general indicate that students have positive perceptions and experiences of group work, though problematic elements are evident. This particular case study points to the attention that should be paid to understanding issues of background, ethnicity and various student personalities which could hinder or enable the desired student learning. Such an understanding could contribute to debates regarding the achievement of higher quality learning, given issues of diversity and transformation in the South African higher education context.

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Tam, Ching-yi Maureen. "A social education group for the mentally handicapped young adults /". [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12341666.

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32

Rector, Merrit E. "The small church ministry where the adult Sunday education becomes viable /". Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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33

Chung, Kwai-mo. "Effects of cooperative learning on mathematics performance for students with learning difficulties". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305006.

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34

Tan, Kok-khim Verna. "A case study of integrating ICT in task-based lessons in a Hong Kong senior secondray school /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474467.

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35

Robinson, Andrew Meredith Lewin. "Discussing the evidence : small group work in the history class". Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1004588.

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This is a small-scale research study on the discovery method of teaching history through the medium of small-group discussion. The study begins with a brief outline of the theoretical background to these topics, as well as of some of the extant research in the field. The class selected for the study is the standard seven class of a boys' high school. After the researcher has instructed the whole standard in an historical area which is unfamiliar to the pupils, twelve groups of three each are selected and withdrawn from the rest of the class, one group at a time. These thirty-six pupils become the "experimental" group; the rest of the pupils become the "control" group . The groups are selected according to different intellectual criteria and presented with stimulus material of one of three kinds, which is intended to aid them in their discourse. Each group is given the same set of three questions to discuss and, without further assistance by the researcher, the discussion takes place. This is recorded on audio-tape. After all the group discussions have been recorded, an assessment test is given to the whole standard, both experimental and control pupils. At the end of the school term a compulsory examination question is inserted in the history examination. The statistical data forthcoming from these assessments are correlated and the results analysed. Meanwhile, transcripts of all the group discussions have been made and these are analysed on a qualitative basis in terms of the groups' intellectual composition and according to the type of stimulus material used, and the results are recorded. The concept of "leaderless" groups is briefly discussed in the light of the dealings of the various groups in the study. The researcher finally feels justified in concluding that small groups are an ideal medium for the handling of evidence- based learning in history. He also has certain observations to make on the performance of groups of mixed (as opposed to homogeneous) ability as well as on the success of certain types of stimulus material towards initiating profitable discussion.

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36

Edmondson, Rachel. "Collaborative group work in the primary classroom : a psychoanalytically informed exploration". Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10017896/.

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Collaborative group work in the primary classroom is considered to hold academic and social benefits for pupils, in providing opportunities for them to develop thinking through interaction with others. It is widely recognised, however, that teachers find it challenging to incorporate group work into classroom practice because of the difficulties pupils often experience with this form of learning. The aim of this research is to explore psychoanalytic theory as a way of thinking about the emotions, both conscious and unconscious, that might circulate in the group and affect the ability of group members to achieve the explicit task that has been set. I present four case studies of group work, involving children in a Year 5 class; each study illuminates aspects of the emotional difficulty children might experience, for example, the tensions of belonging to a group, the frustrations of learning with others and the anxieties that might be stirred. I argue that teachers and educational leaders would benefit from attending to the emotional significance of group learning, rather than invest in the ‘fantasy’ that suggests affect and cognition can be kept separate in encounters with learning and with others.

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Lei, Chunlin, e 雷春林. "Fostering collaborative knowledge building through reflective assessment among Chinese tertiary students". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/197099.

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This study examines the design, processes and instructional effects of principle-based, student-directed reflective assessments on students’ conceptual understanding and collaborative inquiry in a computer-supported knowledge building environment. Premised on socio-constructivism, knowledge building and classroom learning theories, this study (1) designs a knowledge building environment, informed by knowledge building principles and reflective assessments, and evaluates its effects on students’ conceptual understanding, approaches to learning, and conceptions of collaboration; (2) investigates the role of engagement in Knowledge Forum on students’ conceptual understanding; (3) examines the role of portfolio assessment and other reflective assessment strategies in facilitating deep learning and knowledge building; and (4) characterizes the socio-cognitive dynamics of collaborative knowledge building. Participants of the study were 60 first-year Chinese tertiary students enrolled in a Sino-British joint educational program at a university in Shanghai, China. In a quasi-experimental design, one group of students experienced a knowledge building environment which was informed by knowledge building principles and highlighted concurrent, transformative assessment (reflective assessment strategies). The other group was exposed to a technology-based environment without the mediation of knowledge building principles. Multiple source of data were employed, including surveys, domain tests, academic performance assessments, Knowledge Forum engagement indices, e-portfolio notes, online inquiry threads, student classroom reflective presentations, and end-of-program interviews. Major findings include (1) students in the principle-based environment outperformed their peers in terms of conceptual understanding and deep approaches to learning; (2) student online participation and community connectedness increased over time, and contributed to students’ conceptual understanding over and above their prior domain knowledge; (3) qualitative e-portfolio analyses identified different kinds of student reflection strategies that were correlated with academic performance; (4) analysis of online inquiry threads showed students’ different levels of engagement with four knowledge building principles and suggested knowledge building might be manifested by meta-discourse; (5) Student reflective presentation and interview study further addressed the role of epistemic reflection and collective assessments in scaffolding collaborative knowledge building. This study addresses the problem of aligning social-constructivist theories of learning and assessment. Assessment takes on a new meaning of both assessing and scaffolding group learning and knowledge building. This study may advance current literature on how socio-cognitive principles and social-constructivist assessment can be designed and aligned with learning, collaboration and instruction to promote conceptual understanding and knowledge building. This study also has pedagogical implications for how computer-supported knowledge building inquiry can be designed in the context of 21st century Chinese tertiary classrooms.
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Education
Doctoral
Doctor of Philosophy

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Fu, Lai-fan, e 傅麗芬. "Characterizing the discourse patterns of collaborative knowledge building". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/197113.

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This study aimed to develop a holistic understanding of knowledge-building discourse supported by Knowledge Forum among primary-and secondary-school students in Hong Kong. It is argued that prior studies of knowledge building did not adequately address the important question of how ideas are progressively improved because these studies employed cognitively oriented approaches that discarded the sequential, structural, and situational information about the process of group interactions. To better understand this question, the author applied methods from qualitative traditions to the study of knowledge-building discourse. The study was part of a five-year professional development project, “Developing a teacher community for classroom innovation through knowledge building”. The author and other project members collaboratively analyzed more than hundreds of Knowledge Forum views to gain an initial understanding of productive group interactions. The selection of data set for the study utilized purposive sampling. The author evaluated the online discourses of several dozens of classes, with the criteria of productive group interactions. Three classes from different schools were selected: Grade 5 Science, Grade 10 Liberal Studies, and Grade 10 Visual Art. These classes offered diverse examples to enhance the transferability of the findings. The data set comprised 764 Knowledge Forum messages, which were examined in great detail by a four-stage qualitative method. The first stage was a thematic analysis at the thread level to pre-process the online discourses for the subsequent analyses. The second stage was a qualitative coding at the action level to characterize the discourse components of the threads. The coding utilized 7 main codes that were adapted from van Aalst (2009): community, information, question, idea, linking, agency, and meta-discourse. This coding scheme formed a foundation of the data analysis, and this study extended the scheme in two ways. First, it gave the main codes a more theoretically solid foundation by conducting a literature review to further conceptualize or re-conceptualize the main codes. Second, it went beyond conducting the qualitative coding to seek for general patterns of interactions in the third-stage analysis. The third stage was a narrative analysis at the episode level to identify discourse patterns. Eleven patterns were identified to demonstrate productive and unproductive group interactions. The findings from the three stages of analysis were then interpreted to provide a comprehensive profile of the class discourses in the final-stage analysis. The relationship between the discourse profiles and idea improvement was explained. Finally, a validity check was conducted and the findings suggested that the discourse patterns could be used as a heuristic device to provide a basis for understanding other discourses. The implications of this study are threefold. Methodologically, the study has identified eleven discourse patterns that can be conceived as an extensive classification scheme allowing researchers to understand different types of group interaction in asynchronous online discussion forums. Theoretically, the discourse patterns contribute to the literature concerning the process of computer-mediated group interactions. Pedagogically, it is hoped that the discourse patterns can be used as conceptual tools for scaffolding students toward productive group interaction and can be used in teacher professional development.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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39

Gemignani, Michael J. "The success of cooperative learning in the Micro Basics MS Office I (103-103) corse offered at Northeast Wisconsin Technical College Marinette campus". Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998gemignanim.pdf.

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40

Koehler, Tine. "What role do norms play in global teamwork? The influence of cultural communication and coordination norms on team processes in internationally distributed teams /". Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4557.

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Thesis (Ph.D.)--George Mason University, 2009.
Vita: p. 165. Thesis director: Jose M. Cortina. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology. Title from PDF t.p. (viewed Oct. 12, 2009). Includes bibliographical references (p. 147-164). Also issued in print.

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41

Bowe, Jan W. "An investigation of factors that influence the implementation of cooperative learning". Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001bowej.pdf.

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42

Kan, Wing-yuen, e 簡永源. "Small group learning in mathematics". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960200.

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43

Nel, Gerrit Oosthuizen. "Kooperatiewe leer as 'n aspek van kleingroepwerk in die primere skool". Thesis, Stellenbosch : Stellenbosch University, 1990. http://hdl.handle.net/10019.1/67300.

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Thesis (MEd)--Stellenbosch University, 1990.
ENGLISH ABSTRACT: Small group work is a complex educational method which requires of the teacher not only a thorough knowledge of group work methods and group dynamic processes, but also thorough advance planning and organising before its implementation. Before the teacher implements small group 'Work in his class-room, he should formulate clear aims and objectives to serve as guideline for group activities. During small group work distinctive activities are undertaken and to increase the success of these activities, the teacher will have to create a positive climate which promotes the teaching and learning process. As with the creation of climate, the composition of the group is a variable which can be controlled by the teacher. The correct group composition will not only lead to more effective group functioning, but will also contribute to a healthy esprit de corps. Small group work implies a dramatic shift in emphasis in respect of the traditional roles of teacher and pupil. The role of the pupil (learner) changes from that of a passive listener to that of an active participant and discussion partner in the teaching and learning process. The role of the teacher who has been regarded as almost the only source and transmitter of knowledge, changes to that of a facilitator who leads and motivates the pupil to become an enquirer-learner. To be able to participate effectively in small group activities requires certain skills of pupils. Two skills, namely communication and problemsolving, which should be taught to the pupils purposefully and in a structured way, are described in this study. The success of small group work is to a large extent determined by these two skills. Co-operative learning is an educational technique which involves the pupil in becoming co-responsible for his own teaching and lea~ning process. Cooperative learning is described as an aspect of small group work where heterogeneous groups of approximately five members each, function interdependently of one another in order to attain a group aim. Co-operative learning techniques are aimed at eliminating, to a large extent, the passivity and isolation which may occur during ordinary group w0rk, as each group member is actively involved in the learning process. Co-operative learning techniques is also aimed at developing the pupil as a whole because components such as communication development, problem solving, socialising, conflict handling and leadership development are all involved. In this way the pupil may be better prepared to take his place in a complex society which is constantly making higher demands. The application of co-operative learning techniques in small group context may also offer a solution to the problems of combined and ever growing classes at present experienced in education.
AFRIKAANSE OPSOMMING: Kleingroepwerk is 'n komplekse onderrigmetode wat vereis dat die leerkrag nie aIleen oor deeglike kennis van groepwerkmetodes en groepdinamiese prosesse moet beskik nie, maar ook deeglik moet beplan en organiseer voordat dit gelmplementeer kan word. Voordat die leerkrag kleingroepwerk in sy klaskamer implementeer, moet hy eers duidelike doelstellings en doelwitte formuleer wat groepaktiwiteite kan rig. Tydens kleingroepwerk word eiesoortige aktiwiteite beoefen en om die sukses van hierdie aktiwiteite te verhoog, word die leerkrag genoop om 'n aangename positiewe klimaat te skep wat bevorderlik is vir die onderrig en leerproses. Soos klimaatskepping is groepsamestelling 'n veranderlike wat deur die leerkrag beheer kan word. Die korrekte groepsamestelling lei nie aIleen tot meer effektiewe groepfunksionering nie, maar kan ook bydra tot 'n gesonde groepgees. Kleingroepwerk impliseer 'n dramatiese klemverskuiwing ten opsigte van die tradisionele rolle van leerkrag en leerling. Die rol van die leerling (leerder) verander vanaf passiewe luisteraar na aktiewe deelnemer en medegespreksvennoot in die onderrig-en-leerproses. Die leerkrag wat feitlik as die enigste kennisbron en kennisoordraer beskou word, se rol verander nou na fasiliteerder wat eerder die leerling lei en motiveer om ondersoekendlerend op te tree. Om effektief aan kleingroepaktiwiteite deel te neem, vereis dat leerlinge oor sekere vaardighede moet beskik. In hierdie studie word twee vaardighede, naamlik kommunikasie en probleemoplossing beskryf wat doelbewus en gestruktureerd aan leerlinge geleer en ingeoefen moet word. Die sukses van kleingroepwerk word in 'n groot mate deur hierdie twee vaardighede bepaal. Kooperatiewe leer is 'n onderrigtegniek wat die leerling betrek om mede-verantwoordelikheid vir sy eie onderrig-en-leerproses te aanvaar. Kooperatiewe leer word beskryf as 'n aspek van kleingroepwerk waar heterogene groepe van ongeveer vyf lede elk interafhanklik van mekaar funksioneer ten einde dip. groepdoel te bereik. Kooperatiewe Ieertegnieke is oaaro: gemik om passiwiteit en isolasie w,at tydens gewone groepwerk mag voorkom in 'n groot mate te elimineer aangesien elke groeplid aktief by die leerproses betrek word. Kooperatiewe leertegnieke het ook ten doel om die leerling in sy totaliteit te laat ontwikkel aangesien komponente soos kommunikasie-ontwikkeling, probleemoplossing, sosialisering, konflikhantering en leierskapontwikkeling ter sprake kom. Sodoende kan die leerling beter voorberei word om sy plek in 'n komplekse samelewing wat steeds hoer eise stel, vol te staan. Die toepassing van kooperatiewe leertegnieke binne kleingroepverband bied ook moontlik 'n oplossing vir probleme van gekombineerde en groterwordende klasse wat tans in die onderwys ervaar word.
Stellenbosch University

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Gaff, Ronald D. "Working together in ministry developing collaborative skills in theological students /". Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Charlton, Terence James. "Active learning in computing : using social media to support group work in higher education". Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2203.

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Active Learning in Computing was the first Centre for Excellence in Teaching and Learning project for Computing Science in England. Facilitating a shift towards far higher levels of active learner engagement in the HE computing curriculum, the project’s primary objectives sought to enhance the student learning experience by placing a far greater emphasis on both industry-relevant group work and independent problem solving. As part of this initiative, Newcastle and Durham University partners extended their traditional team-based software engineering programmes to address the emerging commercial adoption of Global Software Development (a practice whereby virtual teams of distributed domain experts use ICT-mediated systems to work collaboratively across spatial, temporal and organisational boundaries). Running over the course of an entire academic year, participating undergraduate students were placed into “virtual companies” and encouraged to collaborate both locally and cross-site to create a variety of complex software solutions for real-world industrial clients. Supported by considerable investment in ICT infrastructure, this approach sought to generate active interaction between team members and foster the development of both interpersonal and vocational skills significant to the requirements of employers. However, despite the best efforts of the Active Learning in Computing team, students continually reported substantial difficulties interacting and communicating with their peers both locally and cross-site; this in turn led to frequent duplication of work and increased team member frustration and isolation. Motivated by a desire to resolve these important issues, a new stream of research was established at Newcastle University to explore new, innovative and cost-effective ways to generate and maintain student interaction across all aspects of the group programming activity. Based upon the initial results of this work and an investigation into informal team communication strategies, an Internet-based Web 2.0 social application named CommonGround was developed and deployed on the Facebook platform. Conceived of as a means to reduce geographic and temporal barriers to student interaction and community formation, the tool combined project-centric planning facilities with Facebook’s built-in communication affordances. By doing so, the tool helped to foster the generation of social capital and the inclusion of “peripheral” team members who often presented difficulties forming and maintaining offline relationships with their colleagues. Representing the main contribution of this Active Learning in Computing was the first Centre for Excellence in Teaching and Learning project for Computing Science in England. Facilitating a shift towards far higher levels of active learner engagement in the HE computing curriculum, the project’s primary objectives sought to enhance the student learning experience by placing a far greater emphasis on both industry-relevant group work and independent problem solving. As part of this initiative, Newcastle and Durham University partners extended their traditional team-based software engineering programmes to address the emerging commercial adoption of Global Software Development (a practice whereby virtual teams of distributed domain experts use ICT-mediated systems to work collaboratively across spatial, temporal and organisational boundaries). Running over the course of an entire academic year, participating undergraduate students were placed into “virtual companies” and encouraged to collaborate both locally and cross-site to create a variety of complex software solutions for real-world industrial clients. Supported by considerable investment in ICT infrastructure, this approach sought to generate active interaction between team members and foster the development of both interpersonal and vocational skills significant to the requirements of employers. However, despite the best efforts of the Active Learning in Computing team, students continually reported substantial difficulties interacting and communicating with their peers both locally and cross-site; this in turn led to frequent duplication of work and increased team member frustration and isolation. Motivated by a desire to resolve these important issues, a new stream of research was established at Newcastle University to explore new, innovative and cost-effective ways to generate and maintain student interaction across all aspects of the group programming activity. Based upon the initial results of this work and an investigation into informal team communication strategies, an Internet-based Web 2.0 social application named CommonGround was developed and deployed on the Facebook platform. Conceived of as a means to reduce geographic and temporal barriers to student interaction and community formation, the tool combined project-centric planning facilities with Facebook’s built-in communication affordances. By doing so, the tool helped to foster the generation of social capital and the inclusion of “peripheral” team members who often presented difficulties forming and maintaining offline relationships with their colleagues. Representing the main contribution of this Active Learning in Computing was the first Centre for Excellence in Teaching and Learning project for Computing Science in England. Facilitating a shift towards far higher levels of active learner engagement in the HE computing curriculum, the project’s primary objectives sought to enhance the student learning experience by placing a far greater emphasis on both industry-relevant group work and independent problem solving. As part of this initiative, Newcastle and Durham University partners extended their traditional team-based software engineering programmes to address the emerging commercial adoption of Global Software Development (a practice whereby virtual teams of distributed domain experts use ICT-mediated systems to work collaboratively across spatial, temporal and organisational boundaries). Running over the course of an entire academic year, participating undergraduate students were placed into “virtual companies” and encouraged to collaborate both locally and cross-site to create a variety of complex software solutions for real-world industrial clients. Supported by considerable investment in ICT infrastructure, this approach sought to generate active interaction between team members and foster the development of both interpersonal and vocational skills significant to the requirements of employers. However, despite the best efforts of the Active Learning in Computing team, students continually reported substantial difficulties interacting and communicating with their peers both locally and cross-site; this in turn led to frequent duplication of work and increased team member frustration and isolation. Motivated by a desire to resolve these important issues, a new stream of research was established at Newcastle University to explore new, innovative and cost-effective ways to generate and maintain student interaction across all aspects of the group programming activity. Based upon the initial results of this work and an investigation into informal team communication strategies, an Internet-based Web 2.0 social application named CommonGround was developed and deployed on the Facebook platform. Conceived of as a means to reduce geographic and temporal barriers to student interaction and community formation, the tool combined project-centric planning facilities with Facebook’s built-in communication affordances. By doing so, the tool helped to foster the generation of social capital and the inclusion of “peripheral” team members who often presented difficulties forming and maintaining offline relationships with their colleagues.

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Ragusa, Sarah R. "Examining the relationship between group work and students' willingness to participate". Thesis, Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/4104.

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47

Storch, Neomy. "An investigation into the nature of pair work in an ESL /". Online version, 2001. http://bibpurl.oclc.org/web/32997.

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48

Wiltscheck, Amy F. "Outdoor experiential training in the classroom setting". Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000wiltschecka.pdf.

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49

Bischof, Janine Chere. "Thais Taking Turns: How Thais Participate in Group Work in the American Classroom". Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278857/.

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Using Ethnography of Communication, Conversational Analysis, and surveys, Thai students' participation in group work was studied to determine how they interact with native English-speaking students. Issues discussed are: (1) behaviors Thai students display during group work; including comparisons and contrasts to native students' behaviors, (2) prejudices native students have about including Thai students in group work, (3) Thais' strengths and weaknesses in group work, and (4) perceptions native and Thai students and their professors have regarding group work and its importance to successful course completion. The study concludes by recommending ways that both Thai students and their professors can enhance the learning outcomes of courses that heavily emphasize group work.

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50

Khatamian, Far Parisa. "Group cohesion and collaborative information behaviour: An exploration of student experiences of university group work". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2363.

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Modern organisations heavily rely on using interdisciplinary teams to accomplish intellectually demanding tasks. The advent of the World Wide Web, the advancements in communication technological tools and easy access to high volumes of information through the Web provide expanded capacity for individuals to work together and fulfil their shared goal but true collaboration is far from straightforward. Teamwork skills are identified as a desirable and distinguishing attribute of the graduates whom employers seek to employ. Accordingly, higher education institutions lay particular emphasis on developing students’ collaborative skills by designing and incorporating group projects into courses. The findings of relevant research demonstrate that employers are still not satisfied with the newly-hired graduates’ performance and students also reflect negative attitudes towards university group work. In this regard, scholars attempt to gain a through and deep understanding of individuals’ collaborative information behaviour when working in group settings and identify the factors that can impact on this process. This research, guided by the primary question of ‘How does group cohesion shape students’ collaborative information behaviour over the duration of group tasks?’ sought to explore the development of cohesion in student groups which has been widely recognised as an influential element in motivating group members to work collectively. Through a series of supporting research questions addressing the role that task cohesion, social cohesion and perceived cohesion play in students’ collaborative information behaviour, the work also aimed to find out how different dimensions of cohesion can have an impact on the way students make sense of the group task components, search for information and use information to accomplish group projects. This study took a qualitative approach and used Straussian grounded theory methodology to collect and analyse the data. Data collection was conducted by taking an in-depth interview approach through 10 semi-structured focus group sessions with student participants recruited from an Australian university who were undertaking project units as part of their degrees across any number of discipline areas over two successive semesters. Data was analysed using open, axial and selective coding following the Strauss and Corbin approach. Constant comparison of similarities and differences in the data enabled the researcher to elaborate on the identified concepts in terms of their properties and dimensions. This study resulted in rich description of how different dimensions of group cohesion emerged and developed in student groups over the duration of completing the group task and its association with students’ collaborative and individual information behaviour practices. Results suggest that task cohesion exerted more meaningful impact on group process and outcomes in comparison with other aspects of cohesion. It was found that students’ collaborative information behaviour activities are shaped by their perceptions of group task cohesion developed through adopting shared leadership style, the level of task complexity and interdependence and group members’ composition in terms of similarity in aspirations and academic capability. With regard to social cohesion, familiarity was identified as a factor which had immediate impact on students’ feelings of attraction and liking towards the group which did not persist over time as it fell under the influence of group members’ commitment and active involvement in group task activities. Task cohesion was then recognised as an antecedent of social cohesion in student groups and participants’ interpretation of social cohesion was based on experiencing comfortable feeling with group members instead of developing collective sense of closeness and friendship. Experiencing such a feeling within the group plays a more influential role in motivating students to communicate easily and sharing their ideas In terms of perceived cohesion, the findings of this study indicated that students in this particular sample did not intend to develop a sense of belonging and attachment to the group. They were of the mindset that once they complete their group task, the group would be disbanded so there is no potential benefit of developing such a feeling in university group context. This study highlighted the role of task design and its features on students’ collaboration as well as their choice of communication method throughout the group’s lifespan. At the early stages of the group project, the level of collaboration for identification of needed information to create a shared focus and define the project’s problem statement was heavily dependent upon the nature of the assessment task and its perceived complexity. Individual information searching was also identified as a common characteristic among all the research participants in this study but the structure of the assessment task determined the level of collaboration among members in regard to sharing information and evaluating the retrieved information in terms of relevancy and credibility. The evaluation and use of information sources to fulfil group task requirements was seen to be a collaborative activity in similar research studies but the findings from this study showed that groups assigned a highly structured task did not feel a need to have regular communication because their sub-tasks were not so much related to each other. This finding suggests that the outcomes of collaboration are not what most academics expect them to be as too little emphasis placed on the role of the task and more on the scale of the work to be delivered. The key finding of this research is that the group ‘task’ drives the behaviours of students, as individuals and as a group member, and that assigning students a project to do as a group that is too large to be done individually will not drive genuine collaboration. This research suggests an addition to the Input, Mediator, Output, Input (IMOI) model that includes a Task Calibration step by academic staff, to define the primary outcome of any given assessment task as either ‘collaboration’ or ‘product’, rather than the hope that collaboration takes place in order to deliver a big product. This shows that true collaboration would not take place by assigning students a large-scale group project; instead the tasks should be designed and structured in a way to drive and reward collaboration

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