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Student perception of group dynamics predicts individual performance: Comfort and equity matter


Abstract Active learning in college classes and participation in the workforce frequently hinge on small group work. However, group dynamics vary, ranging from equitable collaboration to dysfunctional groups dominated by one individual. To explore how group dynamics impact student learning, we asked students in a large-enrollment university biology class to self-report their experience during in-class group work. Specifically, we asked students whether there was a friend in their group, whether they were comfortable in their group, and whether someone dominated their group. Surveys were administered after students participated in two different types of intentionally constructed group activities: 1) a loosely-structured activity wherein students work... (more)
Created Date 2017-07-20
Contributor Theobald, Elli J. (Author) / Eddy, Sarah L. (Author) / Grunspan, Daniel (ASU author) / Wiggins, Benjamin L. (Author) / Crowe, Alison J. (Author) / Arizona State University. School of Life Sciences / Arizona State University. Center for Evolution and Medicine
Series PLOS ONE
Type Text
Extent 16 pages
Language English
Identifier DOI: 10.1371/journal.pone.0181336 / ISSN: 1045-3830 / ISSN: 1939-1560
Rights
Citation Theobald, E. J., Eddy, S. L., Grunspan, D. Z., Wiggins, B. L., & Crowe, A. J. (2017). Student perception of group dynamics predicts individual performance: Comfort and equity matter. Plos One, 12(7). doi:10.1371/journal.pone.0181336
Note The article is published at http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0181336
Collaborating Institutions ASU Libraries
Additional Formats MODS / OAI Dublin Core / RIS


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