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ERIC Number: EJ1057063
Record Type: Journal
Publication Date: 2009
Pages: 3
Abstractor: As Provided
Reference Count: 3
ISSN: ISSN-2368-4526
Interactive Groups: Examining and Interrogating Issues of Heterogeneity and Accountability
Frost, Gail; Connolly, Maureen
Collected Essays on Learning and Teaching, v2 p75-77 2009
Teachers and learners alike bring past experiences into present teaching and learning contexts. Group work is an experience that carries equal measures of joyful anticipation and mournful trepidation. Learners typically experience group work as an uneven distribution of time, competence, and accountability, and seem to have lingering memories of one or two people doing all the work in order to salvage a respectable grade. While students must understand the group process when they work in problem- or inquiry-based teams, we think the onus should also be on the instructor to devise methods of equity and accountability, which address the aforementioned justifiable fears. Our paper will describe several strategies we have used to anticipate and offset the inevitable tensions and contingencies inherent in group work.
Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A