Group Work

Authentic Learning: Real-Life Learning for Real-World Student Success, Part One

Authentic learning is “real-life” situational learning relevant to students’ studies (Iucu & Marin, 2014). Case study, simulation, problem-based learning, and gamification are types of authentic learning. These inquiry-based learning experiences engage students in investigation, analysis, application, problem solving, and teamwork, providing connections to the world

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In-Class Small Group Activities: Our Readers Respond

Earlier this year we asked you to share in-class small group activities and your best advice on various details related to designing and managing group work. Here’s a set of activities culled from the submissions, along with recommendations on various aspects of group work.

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Addressing Common Issues with Online Group Work

It’s well known that group work benefits the learning process but also that learners can dread the idea of doing group projects. So, as online instructors, what can we do about this situation? Research shows that group projects in online courses are fraught with mixed

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Writing for Wikipedia

The traditional college assignment is seen by the instructor and nobody else. But having students contribute to Wikipedia gives them the pride of knowing that what they are creating will benefit others who use the information. For this reason I assign my upper-division courses to

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Escape Rooms for Increased Student Engagement

Escape rooms have become a cultural phenomenon over the past few years. Groups of people pay to be put into “locked” rooms they can escape only by solving a series of clues. But now education is starting to use escape rooms in both face-to-face and

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Diverse group of four students working on a project

Designing Small Group Activities: A Resource Guide

Students can learn from and with each other in groups; that’s been well-established in the research. But student learning in groups doesn’t happen automatically, and it doesn’t happen regularly unless the group activity is carefully designed. The areas listed below identify the essential components of

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students do not like group work

“We Don’t Want to Work in Groups”

If students don’t come right out and say they don’t want to work in groups, the nonverbal message comes through loud and clear. “Get together with those sitting near you. I’ve got something I want you to work on as a group.” Some students stretch

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