Although studies have found that group work is overall beneficial, it’s still not clear which aspects of group work is actually what’s facilitating the learning growth. A lot of group work research in the past hasn’t actually considered the viewpoint of the students, and don’t weigh the cons of group work as much as they should’ve.  

What Still Needs to be Studied about Group Work

Currently, there’s strong scientific support that suggests that it’s beneficial for students to learn and work in groups. Collaborative work promotes academic improvement and collaborative abilities. Working interactively with other students promotes students to learn how to share ideas, clarify difference, problem-solve, and construct new ideas. 

Support for Group Work

When group work functions as an objective, it means that the purpose of the group is to develop a student’s social and collaborative skills instead of their academic skills. This could focus on social training, and interpersonal skills, and isn’t meant to really prioritize academic or goal achievement. 

Using Group Work as an Objective

When group work functions as a means, it’s used as a base for academic achievement. In this scenario, the group works together to attain a common academic acquisition threshold. 

Using Group Work as a Means

Cooperative learning is group work that doesn’t actually involve interaction with other students. They may just be sitting near each other, like in grouped seating arrangements in classrooms. Collaborative Learning always includes interaction, collaboration, and using the group’s abilities to achieve a goal.  

Cooperative Learning v. Collaborative Learning

Learning the skills and traits necessary to effectively be able to work in a group. 

Group Knowledge

A collaborative setting in which people work together to achieve a common goal. 

Ohio State University, Columbus

The way(s) in which a teacher aids in student learning. There are a wide range of strategies used for both full groups and individuals. 

Teaching Strategies

Salkind, N. J., &amp; Rasmussen, K. (Eds.). (2008). Learning Strategies . In Encyclopedia of educational psychology (1st ed., pp. 592–597). essay, SAGE. 

Encyclopedia of Educational Psychology (2008). Salkind

A pedagogical strategy in which the support from a teacher is gradually taken away as a way to facilitate independent learning.

Instructional Scaffolding

Group Work

A presentation supplement by, or based on, a set of photographic slides and/or projected images. They typically presented in a pre-determined order, meant to educate viewer on some concept.

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