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Active learning in college classes and participation in the workforce frequently hinge on small group work. However, group dynamics vary, ranging from equitable collaboration to dysfunctional groups dominated by one

Active learning in college classes and participation in the workforce frequently hinge on small group work. However, group dynamics vary, ranging from equitable collaboration to dysfunctional groups dominated by one individual. To explore how group dynamics impact student learning, we asked students in a large-enrollment university biology class to self-report their experience during in-class group work. Specifically, we asked students whether there was a friend in their group, whether they were comfortable in their group, and whether someone dominated their group.

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    Date Created
    • 2017-07-20
    Resource Type
  • Text
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    Identifier
    • Digital object identifier: 10.1371/journal.pone.0181336
    • Identifier Type
      International standard serial number
      Identifier Value
      1045-3830
    • Identifier Type
      International standard serial number
      Identifier Value
      1939-1560

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    Theobald, E. J., Eddy, S. L., Grunspan, D. Z., Wiggins, B. L., & Crowe, A. J. (2017). Student perception of group dynamics predicts individual performance: Comfort and equity matter. Plos One, 12(7). doi:10.1371/journal.pone.0181336

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