FD32 Group Learning | Autumn 24

This optional module is part of HSPED802 Optional modules.

Module Description

Do your students have negative experiences with group work? Do you find it challenging to facilitate group processes? Why should we engage in group learning? And is it possible to increase the likelihood of positive group experiences and enhanced learning through cooperating?

In this module, you will receive an introduction to the fundamental principles of group learning and explore a practical approach to facilitating research-based group learning. Throughout the module, you will have the opportunity to experiment with and evaluate various forms of group learning and group learning techniques in your own teaching. You will also discuss these experiences with other higher education instructors.
The module is relevant for teaching that takes place both digitally and on campus and is directed at instructors seeking a conscious approach to group learning in their teaching.

Key Concepts

• Cooperative learning
• Cooperative learning principles
• Teaching transparency
• Cooperative learning structures
• Student-active learning
• Cooperative learning outcomes
• Professional development
• Research-based teaching

Learning Outcomes

Upon completion of the module, participants will be able to:

• Describe a varied repertoire of techniques facilitating group learning.
• Explain the principles of group learning and how these principles can underpin group learning.
• Understand how knowledge of group learning can promote one’s professional development and teaching quality, as well as student outcomes.
• Facilitate and evaluate group learning in one’s own teaching.

Learning Activities

The module consists of 1 pre-task, 3 digital seminars, and 2 tasks between seminars.

1. Before seminar 1: Participants read a short text about a specific cooperative learning structure and create a presentation of the text (5-10 min).
2. In seminar 1: Group learning is introduced as a research-based teaching method, and examples of techniques to facilitate effective group processes in higher education are provided. In groups, the participants present various cooperative learning structures (pre-task for seminar 1).
3. Between seminars 1 and 2: Participants read literature on group learning and create a presentation (10-15 min) on how to facilitate research-based group learning in a self-selected taught course.
4. In seminar 2: Participants present and receive feedback on the presentation. Furthermore, we will discuss how a research-based and conscious approach to group learning can promote professional development, teaching quality, and various student outcomes.
5. Between seminars 2 and 3: Participants try out research-based group learning in their own teaching practice. If participants are not teaching in the course of the module, they may alternatively discuss how to implement research-based group learning with colleagues in their field. Participants create a presentation (10-15 min), reflecting on these experiences (or discussions).
6. In seminar 3: Participants present and receive feedback on the presentation and discuss further use of group learning in their own teaching.

Assessment

In addition to attendance in all three seminars, there are two main tasks:

• Give three short presentations, one in each of the seminars.
• Provide oral feedback on two of the other participants’ presentation, both in seminars 2 and 3.

Module Organization

Form: Digital seminars. Preparation before, practice in-between, and presentations during seminars.

Learning platform: Canvas

Location: Zoom

Digital Seminars on Zoom

• Seminar 1: Week 35, Monday August 26th,12:00-15:00
• Seminar 2: Week 37, Monday September 9th, 12:00-15:00
• Seminar 3: Week 46, Monday November 11th, 12:00-15:00

Literature

Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3-4), 85-118.

Millis, B. (2010). Cooperative Learning in Higher Education: Across the Disciplines, across the Academy. Taylor and Francis (available online through the HVL library).

Møgelvang, A. (2023). Cooperative learning in Oceanography. Oceanography, https://doi.org/10.5670/ oceanog.2023.302.

Oakley, B., R.M. Felder, R. Brent, and I. Elhajj. (2004). Turning student groups into effective teams. Journal of Student Centered Learning 2(1):9–34.