![]() ![]() They may decide on the make-up of the group, be an organizer, mentor, and mediator and give advice to the group on resolving group problems. During group work the lecturer should expect to take on a variety of roles.Activities can be content-focused or concerned with discussing what they are trying to achieve and the degree to which the group is working effectively. Lecturers should allocate time during the course to building and reinforcing rapport and group identity within groups.Groups may need to have some training in conflict management and decision making to enable them to deal with these problems. There needs to be a clear procedure as to who can assist if there is a group problem and what students can do. Students need to be made aware of the possibility of conflict.Teams will need to decide whether to choose a leader or decide not to have a leader and delegate tasks.Students may wish to use a variety of communication techniques, including on-line or social networking tools.Group size and composition should be appropriate to the task and the abilities of the group.Icebreakers that encourage students to identify each other's strengths or other characteristics are useful to assist this process. Adequate class time should be given to group formation, negotiation of expectations and roles, times and frequencies of meetings.This is particularly the case with students in their first year of study, but may be true of students at all levels. It is likely that they will need to be inducted into the different stages of group work. Students may not possess the skills required to engage in successful group work.Given the potential challenges of group work assessment, it is essential that the lecturer spend a fair amount of time inducting and supporting group work and designing the group task and the method of assessment. From a lecturer's point of view, group work assessment can take as much time, or more time, than individual assessment.Different cultural approaches to learning and participation can be interpreted as non-participation by some group members and the lecturer.Conflicts often emerge as a result of feelings about unequal contribution to the group effort.As a result, instances of group dysfunction or conflict are common in formal learning groups. Students are often ill equipped to be able to engage in successful group work.Students can also perceive group work as a management tool used by academic staff primarily to reduce their assessment load and of little or no benefit to students. These students may perceive little value for their own learning in group activities, or may be frustrated by the need to negotiate. Students entering higher education often have highly developed independent study habits and are strongly orientated towards their own personal achievement. While some students may consider the group assessment they participate in as effective preparation for employment, others are yet to be convinced. ![]() Students may not be clear about the benefits of group work and group assessment. ![]()
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