Page 9 - Formal learning groups-Self Paced Guide

Chapter 2: Collaborative Learning: Developing & Implementing Formal

Learning Groups

LEARNING OBJECTIVES

By the end of this chapter you should be able to:

 Develop a strategy/model to create and implement
formal learning groups

 Develop an action plan on how to monitor and support
formal learning groups
 Explain the role of the lecturer in forming formal learning
groups


Overview: Formal Learning Groups

A group is an important and identifiable feature of collaborative learning.

The idea of collaborative learning is heavily premised on the interaction of groups of people

which results in the development of the learner’s ability to think critically, solve problems

and, communicate effectively.

While collaborative learning groups are not restricted to be formal in nature, research has
shown that for collaborative learning to be effective, assigning groups should follow some

formal methodology to foster key collaboration principles, such as positive

interdependence. (Scager, Boonstra, Peeters, Vulperhorst, & Wiegant, 2016; Barkely, Major

& Cross, 2014; Reed, 2014)

Formal learning groups are therefore useful when assigning specific group work and are

commonly used in many higher education institutions. According to Barkely, Major & Cross

(2014), these groups are formed “to achieve a more complex goal. They may last from one

class period to several weeks, whatever it takes to complete a specific task or assignment
such as writing a report or developing a presentation.” (p.76)

9