Paper代写：The group word

下面为大家整理一篇优秀的paper代写范文- The group word，供大家参考学习，这篇论文讨论了小组作业。近年来，在高等教育中，群体工作的概念越来越受到人们的欢迎，所以越来越多的大学将小组工作作为评估的主要组成部分。与传统的教学方法相比，小组作业由于其积极的性质，确实是有益的。学生们也被认为从学术上获得更多的好处。然而，许多学生发现它比传统课程更具挑战性。首先，当工作是个人的时候，很多学生关心自己。其次，在建立有效的沟通上的失败导致了时间的浪费和收效甚微。最后，在很多情况下，小组工作和个人工作之间没有什么区别，使学生不那么感兴趣并积极参与其中。

It is only in recent years that the concept of group work in tertiary education has become popular. Increasingly, group work is used by more universities and colleges as a major component of assessment. Compared to traditional methods of instruction, group work is indeed advantageous due to its active nature. Students are also believed to benefit more from group work academically. However, many students are finding it times more challenging than traditional course work. Firstly, many students are better motivated when the work is individual and concerns about their own interest only. Secondly, failure in establishing effective communication lead to hours wasted and little achieved. Lastly, there is little difference between group work and individual work in many occasions, making students less interested and actively engaged in it. Therefore, it is wrong to assume an omnipotent nature of group work and adopt it anywhere without careful considerations. The effectiveness of group work is highly dependent on two factors: the course material and the students. This essay will discuss the advantages and limitations of group work in tertiary education from three perspectives: enhancement in academic performance, dependency on the nature of the course work, as well as the importance of individual personalities and experiences for effective group work.

Group work is believed to be beneficial for students’ academic performances in general. Study has shown that group work has robust effects on the improvement of academic skills of students(Springer, Stanne& Donovan, 1999). Such a result is based on over 300 meta-analyses on the academic achievements of students. In addition, there is little cross-discipline differences observed for different majors of students. Despite the research that involved students from science, mathematics, engineering and technology backgrounds, little attention is paid on the types of tasks or the relationship among group members. Group work is an extension of the course studies that bring multiplied effectiveness in learning(Hillyard, Gillespie, & Littig, 2010). Since instructors only have limited hours per week teaching students, it is impossible to put personal considerations and care into teaching. However, students who involve in group works are able to review the course content in their personalized ways before working together on the same problem. The clash of different ideas and methods will effectively remove many of the doubts of students and broaden the view of students on problem solving. Students also learn to set aside their differences and cooperate effectively in accomplishing a common goal, which will be useful for many more occasions in the future. Group work creates and boosts mutual understanding between students that are impossible to achieve through traditional teaching methods(Springer, Stanne& Donovan, 1999). Different from the traditional learning mode, where students passively receive what they learn in class, small group works emphasize more on the ability to think actively. Therefore, such form of learning will become valuable experiences for students by enhancing their communication skills.

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However, there are also many who do not agree the effectiveness of group work. The nature of the course work, or subject is found to be more influential on group work effectiveness. Assessment should be made on whether it is necessary to include group work before doing so(Herrmann, 2013). The primary purpose of group work is to increase the level of engagement of student on the course content. However, it would all be meaningless if the course work itself is not investigation based. For example, tasks asking students to define and explain terms and concepts are better suited as individual work than group work. Only when conversation, discussion and collaborative efforts are required, is group work truly meaningful and necessary. The choice between direct answers and painful process of discussions is largely dependent on what the instructor is trying to achieve (Herrmann, 2013). Although it is the preference of some students to obtain direct answers from the instructor, they are not able to enhance their understanding based on these answers. In addition, it is also challenging to design the task that is difficult for an individual and achievable for a group. By smarter designs of tasks and increased meaning of purpose, students are more likely to involve in the group work more actively. In fact, generation of common interest from the course content maximizes satisfaction of students in group projects (French, 2013). When group member become more interested in the task, common interest is established within the group, thus their level of satisfaction increases as well with the completion of the work. Such factors should be put into consideration when instructor design group works as well as how the students are group, to make sure all students obtain a positive experience.

Effectiveness of group work is dependent on the students as well. Past experiences are the key to determine whether a student can be actively involved in group works(Hillyard, Gillespie, & Littig, 2010). Although group work is acknowledged in general as useful for learning, most students do not react enthusiastically towards it. For example, only less than 20% of student agreed that small-group experiences have been helpful to their studies (Hillyard, Gillespie, & Littig, 2010). The negative attitude based on past experiences creates obstacles for students to learn to be more open-minded and fully embrace the benefits of group work in their future studies. In addition to personal experiences, personality of not only an individual, but the integration of different personalities within the group is also important for effective group work (Driskell, Goodwin, Salas, & O'Shea, 2006). The different personality factors contributing to teamwork include emotional stability, extraversion, openness, agreeableness and conscientiousness. The different personalities help shape students into different role within a group: some are leaders, others supporters and doers. Negative feelings created by group work, such as nervousness, insecurity, depression and paranoia, will lead to failures in communication and ineffectiveness of group work. Overall, agreeableness is the personality that contribute the most to successful group work (Driskell, Goodwin, Salas, & O'Shea, 2006). The word agreeableness is defined to be the quality as a mixture of kindness, trust and warmth. It is easier for students who are more agreeable to establish cooperation relationships through team work. The existence of agreeable team members also help stabilize the team and resolve conflicts. Identification and cultivation of such traits in individuals are possible ways to increase group work effectiveness.

There have been many meaningful attempts in the exploration of the most effective teaching modes in universities. The adoption of group work as a major section of assessment is among the most evident changes in the education system. It is undeniable that group work is an essential part of not only life as a student, but also of the professional environment. After all, group work enhances students’ ability to convert the passively absorbed knowledge into active voices of their own. Despite the positive nature of group work, it is also noted that the effectiveness and popularity of it remain at a low percentage among students. This is because the effectiveness of group work is dependent on multiple factors in addition to the nature of itself. As discussed above, the nature of the course work, personal experiences and personalities of students are also crucial for effective group work. Student can only fully benefit from group work when all these conditions are satisfied, through smarter design of group work tasks and enhanced understanding of students.

References

Driskell, J. E., Goodwin, G. F., Salas, E., & O'Shea, P. G. (2006). What makes a good team player? personality and team effectiveness. Group Dynamics: Theory, Research, and Practice, 10(4), 249-271. doi:10.1037/1089-2699.10.4.249

French, K. A., &Kottke, J. L. (2013). Teamwork satisfaction: Exploring the multilevel interaction of teamwork interest and group extraversion. Active Learning in Higher Education, 14(3), 189-200. doi:10.1177/1469787413498034

Herrmann, K. J. (2013). The impact of cooperative learning on student engagement: Results from an intervention. Active Learning in Higher Education, 14(3), 175-187. doi:10.1177/1469787413498035

Hillyard, C., Gillespie, D., &Littig, P. (2010). University students’ attitudes about learning in small groups after frequent participation. Active Learning in Higher Education, 11(1), 9-20. doi:10.1177/1469787409355867

Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69(1), 21-51. doi:10.2307/1170643

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