Employ group processing regularly in collaborative and team-based education without subordinating it to content-based learning¶

Strategy · All strategies
Evidence · 5 claims (5 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

The article recommends extending group processing beyond enquiry-based learning into other collaborative and team-based educational contexts. The authors conclude that "If implemented regularly and not subordinated in time and priority to content-based learning, group processing can have a salutary effect on both academic achievement and the personal qualities of listening, receiving feedback, and collaborating". Implementation requires careful facilitation so that public feedback does not suppress constructive comments or promote tension, and facilitators must continue modelling feedback delivery and reception.

Design Implications¶

Context¶

Requirements¶

• Regular implementation with protected time and priority relative to content-based learning
• Careful and intentional facilitation so public feedback does not suppress constructive feedback or promote tension
• Facilitator modelling of how to deliver and receive feedback effectively

Constraints¶

• Public feedback may counterproductively promote tension and disrupt peer relationships if not handled appropriately
• Students' perceived inability to assess peers appropriately may require facilitator intervention

Target Learners¶

• first-year undergraduate students
• students in collaborative and team-based education

Target Learning Goals¶

• academic achievement
• listening and receiving feedback
• collaboration skills

Claims¶

• Participants reported that group processing affected their broader university experience and their experiences after university [+W]
• Participants reported significant improvement in their ability to deliver, receive, and implement feedback between the seminar and the time of survey [+W]
• Students' evaluation of group processing as a positive contribution to learning increased significantly from the beginning to the end of the course and again to the time of survey [+W]
• Students retrospectively evaluated group processing as time well spent and vividly remembered it years later [+W]
• Most former students reported using group processing after their seminar and rated it as transferable to other contexts [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Lachowsky, N. J., & Murray, J. (2021). Group Processing: Students Reflections on the Experience and Impact of Group Processing. Journal of Problem Based Learning in Higher Education, 9(2). https://doi.org/10.5278/ojs.jpblhe.v9i2.2883