Structured Group Learning in Undergraduate and Graduate Courses

Students in both undergraduate and graduate courses often lack experience working effectively in groups. Instructors frequently find it easier to lecture rather than use group learning techniques. Lessons learned from implementing group learning using structured experiences in two courses are presented. Structured experiences refer to a process in which students learn as a group through discovery. Test results, quantitative and qualitative student assessments, and instructor observations were used to assess the effectiveness of group learning. From the instructors' perspective, we learned that a balance is needed between the amount of lecture content provided and time for group interaction. Increased planning time was needed to develop group experiences. From the students' perspective, more students became actively engaged, they learned group process skills, and they learned from each other. Student evaluation scores from the undergraduate course increased following adoption of group approaches. Final exam scores indicated that undergraduate students learned a similar amount of content with either approach. Qualitative evaluations indicated that graduate students who were practicing teachers gained valuable experience in group learning to apply in their own classrooms. During the actual delivery of a group activity, the role of the instructor shifted from lecturer to facilitator. The group format was found to enhance learning without sacrificing knowledge.