This study examined the frequency of small groups in university students' coursework and how that related to their general attitudes toward learning in groups and their views about different aspects of group work. We administered a survey to 208 students in an upper-division interdisciplinary arts and sciences program. Students reported that they had been in multiple groups, of different duration and types, both in their current program and in courses at their lower-division institutions. A regression analysis uncovered strong relationships between students' past and present group experiences, peers, and instructor clarity about group purpose. The findings suggest that successful group work is no longer a matter of instructor effort but requires campus initiatives and interdepartmental coordination if students are to understand and experience the benefits of learning in small groups.

PurposeThe purpose of this paper is to describe the results of a research study on eLearning across Europe. The aims are to identify the main focus of eLearning projects supported by the European Leonardo da Vinci programme and to give recommendations for the future.Design/methodology/approachThe objectives were achieved in two different steps: First, the projects were categorized by the researchers according to an agreed set of criteria. This in turn led through the so‐called funnel methodology to a representative selection of eLearning projects which were evaluated more deeply by means of expert interviews.FindingsThe study showed that technical matters and narrowly‐defined subject areas still receive the most emphasis by eLearning developers. What is needed, however, is a stronger focus on the learners and their needs. The need for innovation in eLearning is not in the area of technological innovation, rather pedagogical innovation and increased value, for the learners need to play a more important role in eLearning projects.Research limitations/implicationsThis thematic monitoring should be seen as only a first step and needs to be continued to help steer the development of eLearning projects financed by the European Commission.Practical implicationsThe main focus of the outcomes is the necessity of the enforcement of learner‐oriented approaches instead of technology‐driven approaches in order to create added value for the eLearners.Originality/valueThis project was the first overall European monitoring in the field of eLearning, analysing the actual changes in thinking on eLearning and defining clear recommendations for the future.

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