"Mind the gap" - Aiming for relational learning in collaborative group work - the issue of parcelling tasks

Abstract

Collaborative learning in groups is a commonly used teaching method which can offer various advantages and positive learning outcomes, among them is relational learning according to SOLO taxonomy. An important aspect of effective group work often entails division of work and parcelling of tasks between students. However, when students do not manage to connect their parts and understand all aspects of the task, this can become problematic related to the desired learning outcomes. This study combines a review of literature and an interview study to explore potential problems related to division of work between students as well as possibilities for teachers to facilitate fruitful collaborative learning in student groups. Findings indicate that extensive task division requires attention by teachers who aim for collaborative learning processes. Recommended strategies to overcome pitfalls relate to e.g. the design of the task and the assessment of the group work, assigning of groups, supporting social dynamics and communicating learning objectives to students.