Vice Dean Knut Mørken wished everyone welcome by emphasizing the importance of collaboration for learning and training of generic skills, and that group work forms a significant part of our education. We must nevertheless recognize that many students struggle to find their place - both academically and socially - in groups. In addition, many teachers strive to facilitate a good understanding of the tasks and assignments that are given. In addition, it can be challenging as a teacher to help students to collaborate so that everyone reaches the learning goals.
"How do we achieve good group work?"
Tone Gregers from KURT started by pointing out that the term "group work" can have many different names, such as seminar groups, workshops, calculation-groups, colloquia and PBL-groups to name a few. As varied as the name of the group work, it also varies what is the purpose of group work, how many make up a group, what should be the final product of the work and how the group is organized.
Gregers referred to research literature on collaborative learning and highlighted two different structures in particular; «cooperative learning» and «collaborative learning». Both cooperative and collaborative mean collaboration in Norwegian and therefore is it not so easy to see the difference at once. While "cooperative learning" is a more structured and controlled way of conducting collaborative learning, "collaborative learning" is seen as a somewhat looser form where students to a greater extent decide how they work (greater degree of autonomy).
In "cooperative learning" it is already planned that the students are mutually dependent on each other, and that everyone in the group has- and takes responsibility for the community. The assignments are often teacher-led and the way the assignments are solved is determined by the teacher. In the case of "collaborative learning", the assignments can also be decided by the teacher, but how the students choose to solve the problem is more up to them.
In the research literature, it is recommended that the groups are put together as heterogeneously as possible by the teacher, and that they are not too large with a maximum of 4 students. It is also recommended that students make an agreement between themselves where they decide on how they go about both academically and socially in the group. Such agreements may seem more binding and lessen the risk of conflicts, for example due to "free-rider" or that someone do not meet the expectations.
In higher education, we often have a something in between cooperative and collaborative learning, and there are gradual transitions between the two structures. Progression in the way group work is carried out, from structure to autonomy, can be an important factor for both learning and training of generic skills, and can help motivate students to collaborative learning throughout the course of study.
Presentation (in Norwegian only)
Sources:
Kozar, O. (2010). Towards better group work: seeing the difference between cooperation and collaboration. Eng. Teaching Forum (2), 16-23.
Oakley, B (2004). Turning Student Groups into Effective Teams. Journal of Student Centered Learning, 2(1), 9-34.
«Experiences from the group teaching from MN»
After the break, we heard from two subject teachers at MN, Yngve Lindsjørn from IFI and Torbjørn Ergon from IBV. Both have good experiences with students working in groups on longer projects.
IN2000 - software engineering with project work - is a project based course in system development in the 4th semester, where students together develop a weather app in collaboration with yr.no. Students receive an overall assessment of the product that counts 50% of the final grade in the course. The students work in groups that are partly determined by the teacher and partly determined by the students. In teamwork, students are mutually dependent on each other. The team's goals are therefore more important than the students' individual goals with the project. The students receive guidance during the project from a facilitator, who first and foremost ensures that the conversations and work in the teams are organized in the best way possible. Lindsjørn pointed to both opportunities and challenges with the teamwork in the course, and highlighted in particular challenges with "free riders" and team dynamics. He also highlighted several issues related to this type of teamwork during the corona pandemic.
Presentation (in Norwegian only)
BIOS3000 / 4000 - Design and analysis of biological studies - is a course that can be taken by both bachelor and master students at IBV. Torbjørn Ergon explained on how the students in this course work with a self-chosen research project where the design of biological studies and statistical analysis are central. The students themselves choose a problem within a given topic, and through planning, project description and peer review, they prepare an experimental work that they will carry out. The project ends in a research conference where the students present their results and analysis.
The project work is mandatory, but does not count towards the final grade. Ergon said that until now the students have been able to choose groups themselves, but as a measure for better group dynamics the teacher now puts together groups with input from the students. Ergon also highlighted both opportunities and challenges with this type of project work. Among other things, feedback from the students is that they would like to have a grade on the work since they spend a lot of time on it. On the other hand, they also say that they learn a lot from the research project which they take with them to the master's program.
Presentation (in Norwegian only)
"How to create a good learning environment?"
Lastly, Victoria Haynes from KURT presented various strategies for creating a good learning environment when students work together in groups. Students who are content have less chance of dropping out, they get more involved in their learning and learn more. In this way, we get young and committed people into our courses. Haynes presented what characterizes both good and less good learning environments and further how we as teachers can help to establish a good environment. Haynes referred, among others, to Aksel Tjora's research on interaction. In many contexts we know how to behave and what we can expect from others around us, for example when we enter a library or a bus. On the other hand, it is not always clear how we should behave in a seminar room or auditorium. The signals we pick up when we enter a room has a lot to say on how we experience the room afterwards. Haynes compared this to going to a party where you do not know anyone, and the role the host has to make you feel welcome. If the host leaves you to yourself, it is difficult to take the initiative and go up to someone who is standing and talking together. On the other hand, if the host gives you some guidance, gives you a glass and introduces you to some of the guests, then it takes much less time to feel welcome at the party.
In the same way can we as teachers also "set the room". Simple strategies such as getting to class earlier, asking students to sit down together, talk about what is going to happen and give some guidance, can make it far safer for the students who arrive. In this way, they also become more confident about what is going to happen. Other strategies may be to spend time creating a common understanding of the assignment - whether it is a small task or a large project - instead of asking students to dive into the work without any kind of guidance. A common understanding can help reduce stress and insecurity among students.
Haynes concluded with some advice for starting up the group work and how we can help students when various conflicts arise in the collaboration.
Presentation (in Norwegian only)