From resistance to acceptance in small group work: Students' narratives
Author(s)
Kan, Crystal Wai Yee
Author(s)
Wong, F. M. F.
Chow, S. K. Y.
Date Issued
2022
Publisher
Elsevier
Journal
Nurse Education Today
Volume
111
Abstract
Background
Small group work helps the development of students' collaborative attributes and their knowledge enhancement. However, teachers may face challenges when they have students who resist group work. Possible reasons of their resistance may have been generally discussed but rigorous study of this specific student population is often overlooked.
Objectives
To compare the perspectives of small group learning among students who resisted group work before and after group learning.
Design
Students' narratives were collected before and after group work. A structured intervention consisted of a combination of strategies, including a structured guideline, regular group interactions, and intensive tutor's support, was employed to facilitate students' learning through group work.
Method
Convenience sampling was carried out in a class with 299 students. Narratives were collected before and after group work. Students who resisted group work were selected for further investigation.
Results
A total of 12 students (6%) resisted group work due to limited self-mastery in learning, difficulty in working with strangers/free riders, and unfair conditions in group work. After group work, the majority of students had more positive perception of group work on time management for learning, knowledge enhancement, communication and collaborative skill development, and sufficient guidance from the tutor. Students' narratives before and after group work were compared. Students' insecurity from working in a small group increased their preference of individual study but a well-planned intervention increased student's engagement and facilitated students' interactions.
Conclusions
This study revealed that the perception of students who resist group learning can be changed when they engaged their learning with clear direction, adequate guidance, supportive peer-interaction, and effective tutor's facilitation. The results increase tutors' insight in planning an appropriate teaching pedagogy to facilitate students' learning by preventing obstacles which make students resist group work.
SFU Affiliated Publication
Yes
Availability at SFU Library
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