Underlying factors for group dynamics that fail in student group functionality

Abstract

Assigning group work to students is common in higher education today, since it can enhance both students’ learning and collaborative skills. However, groups are not always successful; this is generally due to poor collaboration. It is thus important that teachers concern about this risk when planning for the group work. The main objectives of this report are to describe and exemplify factors leading to unsuccessful group work, and propose strategic approaches to managing the effects of these factors. Through a literature study, we have found frequent problems that influence group performance and then identified five factors, from the field of education, that may cause these problems. Four factors relate to differences in (i) approaches to learning, (ii) learning styles, (iii) intellectual development stage, and (iv) demography and discipline. The fifth one is (v) dysfunctional combination of group roles. Taken together, we have linked the common problems to these underlying factors. In our opinion, a teacher who takes the underlying factors into account in their course will have a higher chance to avoid common problems associated with group work. Finally, we have suggested approaches that teachers can use to moderate the underlying factors and thereby facilitate successful group work for students.