Reasons Why Group Work Is Required At University
Reasons Why Group Work Is Required At University
When efficient group organization processes are followed to latter, with clear guidelines employed along with fair and valid grading systems, the possibility of student satisfaction with group work can substantially improve. However, the students cannot appreciate the aim, objective, and goal of group work if the management process employed is unfamiliar to them or when they recognize that the criteria applied in group work assessment is invalid and not impartial (Beckman, 1990, p123). Therefore, group work when employed under appropriate conditions, it encourages peer support as well as peer learning. Several researches authenticate the effectiveness of peer learning. Under unfavorable conditions, group work can turn into a medium for animosity, freeloading, and conflict. It may as well impose a swarm of unanticipated strains and stresses, for instance, on those students with overloaded academic schedules residing far away from the learning institution or the university (Beckman, 1990, p123).
Reasons Why Group Work Is Required At University
Peer learning or group work improves on the learning quality of the student in general. Group work enables the student to understand the concepts and ideas of discussion more than he or she would have done personally. The program encompasses an ample opportunity that enhances the students to learn from one another as well as benefiting from the activities that necessitate them to test and articulate their acquired skills and knowledge (Rau and Heyl, 1990, p141). It also permits an opening for university students to refine and clarify their understanding, appreciation, and internalization of ideas and concepts via rehearsal and discussion with peer. A number of university students allover the world recognizes the impact of group work to their personal social and academic development (Collier, 1980, p55). Motivation is also realized when student work and benefit from groups. University group assessment assists students in developing a sagacity of responsibility and accountability.
Group work can assist students to develop particular generic knowledge and skills required by several employers. As a clear response to the aim of preparing university graduate with the capability to function lucratively as team players at the place of work, recent there has been tendency of incorporating general skills along with conventional subject-definite knowledge in the anticipated learning products in the university education (Beckman, 1990, p123). Group work can enhance the development of generic skills, such as cognitive and analytical skills, collaborative skills, teamwork skills, and time management and organizational skills. The student is able to analyze the requirements of the task, critically interpret the issue at hand, and evaluate other students' work to come up with a rational decision (University of Wollongong, 2002). Due to group work, students are capable of resolving and managing conflicts, accepting academic criticism, being flexible in decision making, reaching compromise and negotiation in any kind of discussion. It also equips students with leadership skills, which they can as well utilize after the university (Rau and Heyl, 1990, p141). Therefore, group work entails a number of skills which students can use at the work place, it gives them the courage to tackle and face the challenges which emanate from working environments.
Another reason why group work is required at university is the reduction of workload in assessing, grading and ultimate feedback provision to the students by the teaching staff. Group assessment especially, is sometimes employed in the anticipation of assessments streamlining and grading duties (Beckman, 1990, p123). That is to say that, if students present group assessments in that case the quantity of work to be evaluated or assessed by a particular instructor vastly reduce. This hope might be predominantly gorgeous for the university teaching staff classes, for instance those teaching in 1st year classes comprising of enormous number of students. However, group assessment product is not the sole assessment going on in group activities (Chickering and Gamson, 1991). The processes and procedures involved of group work should be recognized as imperative components in the assessment of group work. Therefore, where group work is evaluated, marked, or assessed solely on the grounds of product, and the process is does not consider group process in the assessment, there can be lack of impartiality in individual grading, and that will make the group work unacceptable, unfair, and irrelevant to the university education.
Common Concerns and Issues in University Group Work
Setting clear objectives for group works, is one of the major issue student face, some students believe that participating in group work will only help one to acquire the generic skills needed by employers (Collier, 1980, p55). Others are not yet swayed that group work is of social and academic advantage to them, and that participating in group work enables one to articulate issues in a more mature and analytical way. The is also an existing alternative emanating from the opponents of group work in the university, they believe that employers concentrate on individual skills or knowledge and not the collective skills of individual, and that, the way group work is conducted and managed in the universities is rarely way it is conducted the actual work of working environment (Chickering and Gamson, 1991). Some students enter the university education after developing the independent strategy in their study and they may not see the value or benefit of group work in their academics, thereby perceiving little or no value for these group activities. Another university student may take group work as administration tool which is used by the teaching staff mainly to reduce on the workload has minute benefit to students (Rau and Heyl, 1990, p141). Therefore, group work in the universities is an issue of debate and encompasses diversity of reaction from both teaching staff and the university students.
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