How can teachers optimize group learning in Biology?

A literature review of group projects in higher education

Abstract

Group learning has long been suggested as an effective tool to increase student learning when teaching Biology in higher education (HE). In addition to improving academic knowledge, collaboration has been highlighted as specifically important in Natural Sciences, since cooperation is integral to the field. In this report, we perform a qualitative literature review, aiming to summarize and synthesize current scientific knowledge on group learning in HE and highlight the pedagogical challenges for teachers supervising group work. We focused on group dynamics and the role of the teacher. We conclude that while most studies show positive effects on learning outcomes from group based work, which factors that will determine the success of the project may be highly context dependent, e.g., depending on the length of the project and at which level it is given. In addition, the teacher will need to have a different approach in a seminar setting compared to supervising group projects. In the seminar, the teacher needs to create a framework for the discussion and facilitate it, while in a group project the availability of the supervisor becomes important. The way a teacher intervenes in group work is important, and should preferably be aimed at facilitating group learning rather than just stating facts. The design of group learning should always be adapted to the course and students, rather than using a general approach.