The Instructor’s Role in Setting the Stage for Successful Group Projects VA Tech 2017 Conference on Higher Education Pedagogy Dr. Michael Dillon, Global Campus, Central Michigan University
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The Instructor’s Role in Setting the Stage for Successful Group
ProjectsVA Tech 2017 Conference on Higher Education Pedagogy
Dr. Michael Dillon, Global Campus, Central Michigan University
Agenda Why group projects? Learner benefits and concerns Faculty benefits and concerns Some best practices The RIDE model Let’s try it out! Debrief
Why group projects? The skills that
employers indicate they desire (“NACE’s Job Outlook,” 2016) in candidates can be practiced in group projects.
Leadership Teamwork
Communication
SkillsProblemSolving
Learner Benefits and Concerns w/ Groupwork
Benefits• Increased critical
thinking skills• Creativity• Cooperation• Responsibility• Communication• Interpersonal skills
Concerns• Free-Riders • Bad experiences• Too busy• Unclear expectations• Grading concerns
Faculty Benefits and Concerns w/ Groupwork
Benefits• Increased critical
thinking skills• Creativity• Cooperation• Responsibility• Communication• Interpersonal skills
Concerns• Not a guarantee of
learning• Divvying up work • Collaborative of
Cooperative?• Minimal group
interaction
Groupwork Best Practices Self-selection of group members rather than instructor
selection. Higher levels of instructor support. Peer review rather than the whole team getting the
same grade. Creating a team charter. Real-time feedback mechanisms.
Students
Instructor
Goal/Norm Setting
Students
Instructor
Check-in / adjustments
ProjectCompletion
Feedback Loop
The RIDE Model of Communicating Effectively in
Groupwork
Collaboration requires
good communicati
on
The RIDE Model of Communicating Effectively in
Groupwork
Collaboration requires
good communicati
on
Instruction and support is needed
The RIDE Model of Communicating Effectively in
GroupworkRespect
Intelligent Collaboration
Deciding Together
Encouraging
The RIDE Model of Communicating Effectively in
GroupworkRespect
• All have a chance to talk • All ideas considered
Intelligent Collaboration• Sharing relevant
information• Clarifying information• Critical feedback
Deciding Together• Explicit joint agreement• Group responsibly, not
individual
Encouraging• Ask questions• Give positive feedback
Let’s try it out!
Phase 1: Breakout and tackle one
guideline
Phase 2: Mix groups and tackle
a problem
Let’s try it out!
Phase 1: Breakout and tackle one
guideline
Phase 2: Mix groups and tackle
a problem
Let’s try it out!
Phase 1: breakout and tackle one
guideline
Phase 2: mix group and tackle a
problem
Team problem: what group project do you suggest to address this class project – “your final project is to be a multimedia presentation that gives new instructors 5 tips for their first year.”
[Remind your group about your guidelines]
Students
Instructor
Goal/Norm Setting
Students
Instructor
Check-in / adjustments
ProjectCompletion
Feedback, Feedback, Feedback!
References Alden, J. (2011). Assessment of individual learner performance in online team projects. Journal of
Asynchronous Learning Networks, 15(3), 5-20. Alyousef, H. S., & Picard, M. Y. (2011). Cooperative or collaborative literacy practices: Mapping metadiscourse
in a business learners' wiki group project. Australasian Journal of Educational Technology, 27(3), 463-480. Bacon, D. (2005). The effect of group projects on content-related learning. Journal of Management Education,
29, 248-267. Barcelona, R. J., & Rockey, D. L. (2010). Using collaborative learning technologies to facilitate effective group
work. Journal of Physical Education, Recreation & Dance, 81(4), 12-55. Bailey, S., Barber, L. K., & Ferguson, A. J. (2015). Promoting perceived benefits of group projects: The role of
instructor contributions and intragroup processes. Teaching of Psychology, 42(2), 179-183. Choi, Y., & Ro, H. (2012). An empirical study of hospitality management learner attitudes toward group
projects: Instructional factors and team problems. Journal of College Teaching & Learning, 9(4), 303-312. Espey, M. (2010). Valuing teams: What influences learner attitudes? NACTA Journal, 54, 31_40. Friedman, B., Cox, P., & Maher, L. (2008). An expectancy theory motivation approach to peer assessment.
Journal of Management Education, 32, 580-612.
References Hillier, J., & Dunn-Jensen, L. M. (2012). Groups Meet... Teams Improve: Building Teams That Learn. Journal of
Management Education, 1052562912459947. Kirschner, F., Paas, F., & Kirschner, P. A. (2009). A cognitive load approach to collaborative learning: United brains for
complex tasks. Educational Psychology Review, 21, 31-42. Myers, S. A. (2012). Learners' perceptions of classroom group work as a function of group member
selection. Communication Teacher, 26(1), 50-64. NACE (2016). Job Outlook 2016: Attributes Employers Want to See on New College Graduates' Resumes. Retrieved from
http://www.naceweb.org/s11182015/employers-look-for-in-new-hires.aspx Saab, N., Van Joolingen, W. R., & Van Hout-Wolters, B. M. (2007). Supporting Communication in a Collaborative
Discovery Learning Environment: the Effect of Instruction. Instructional Science, 35(1), 73-98. Summers, M., & Volet, S. (2010). Group work does not necessarily equal collaborative learning: Evidence from
observations and self-reports. European Journal of Psychology of Education, 25(4), 473-492. Surowiecki, J. (2004). The wisdom of crowds, New York: Doubleday. Xing, W., Wadholm, R., Petakovic, E., & Goggins, S. (2015). Group learning assessment: Developing a theory-informed
analytics. Educational Technology & Society, 18(2), 110-128. Swaray, R. (2012). An evaluation of a group project designed to reduce free-riding and promote active
learning. Assessment & Evaluation in Higher Education, 37(3), 285-292.
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