Self‐managed learning groups in higher education: Students' perceptions of process and outcomes

Abstract

University students' perceptions of the processes of self-managed learning groups have a clear structure. These process factors are associated with perceived group outcomes in systematic and theoretically consistent ways.

Willing Suspension of Disbelief: A Study in Online Learning Through Simulation, and Its Potential for Deeper Learning in Higher Education

“…It also introduces students in a practical way to a fundamental aspect of the practising lawyer's life which is not taught elsewhere in the LPC: time recording and billing of clients. Although in Year One student feedback was very mixed on the project, after 14 See Lizzio and Wilson (2005) p. 373 15 See Lawler (1998) 16 Lizzio & Wilson (2005) p. 373 the second year the majority of students appreciated the freshness of the TLP (and the softer skills it taught). In other words, in the opinion of staff and students, the benefits of the TLP outweigh its weaknesses.…”

Trajectories of change in university students’ general views of group work following one single group assignment: significance of instructional context and multidimensional aspects of experience

“…To date, research on students' accounts of their experience of group work has revealed mixed findings (e.g. Burdett, 2003;Lizzio & Wilson, 2005;Pauli, et al, 2008;Underwood, 2003;Volet & Mansfield, 2006), which stresses the criticality of identifying the specific aspects of group work experience that lead to more positive attitudes.…”

What makes a ‘good group’? Exploring the characteristics and performance of undergraduate student groups

“…Explicit training and 'on task' support for students in effective team work is crucial to developing group working skills. A student's experience of group work is significantly affected by the degree of facilitator support provided (Lizzio and Wilson, 2005;Dolmans and Wolfhagen, 2005) with evidence that this is particularly important if groups are diverse and multicultural (Sweeny et al, 2008;Li and Campbell, 2008) or if the groups have difficulties interacting with one another (De Grave et al, 2001). …”

“…Most notably, a student's experience of group work is significantly affected by the amount and quality of faculty support provided (Lizzio and Wilson, 2005;Dolmans and Wolfhagen, 2005;Norman and Schmidt, 2000) and this is especially important if groups are experiencing difficulties (De Grave, 2001). The clarity of instruction provided to student groups is considered to be of particular relevance (Bacon et al, 1999) for facilitating desirable outcomes both in terms of task and process.…”