PLANNING ONLINE INSTRUCTION

SGDT7023

LEARNING GROUP STRUCTURES

NAMA : BASYIRA BT ALI AHMAD

NO. MATRIC : 904601
PENSYARAH : PROF. MADYA DR BYABAZAIRE YUSOF
 DEFINITION GROUP LEARNING
Group learning is a learning method that involves
discussion, solution problems and other activities
implemented in small groups or in pairs to achieve
common goals. Group learning involves monitoring
and encouraging interaction among students
compared with competition for learning or private In group learning, students are responsible for learning
learning themselves and groups. Group member fully responsible
(Kagan, 1999) for ensuring and committed in the division task to ensure
the achievement of learning objectives.
(Gokhale, 1995)

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 GROUP LEARNING

Theory of cognitive development, Salvin Working in a small groups provides learners with
(1996) argues that through discussion and opportunities to articulate ideas and
exchange of opinions in groups of students understandings, uncover assumptions and
can help them to understand an important misconceptions and negotiate with others to
concept. create products or reach consensus.

When students are given the responsibility to

ensure group success, they are more interested in
engaging in the learning process and end up
taking on more responsibilities.
(Panitz, 1996)

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 COOPERATIVE LEARNING
1. Cooperative learning is the process of breaking a classroom of students into small group so they can
discover a new concept together and help each other learn.

2. Cooperative learning is often thought of as a subset of collaborative learning that involves more
teacher intervention.

3. The instructor designs the task and a group structure for accomplishing the task, including the
assignment of roles to group members.

4. Students then interact under specific conditions set up by the teacher: positive interdependence,
face-
to-face interaction, individual account ability, collaborative skills, and group processing (Johnson,
Johnson, & Smith, 1998).

5. Both collaborative and cooperative learning can take place with informal and formal groups, however
both settings will require that the instructor plans carefully how the assignment is designed,
monitored,
and assessed.
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COOPERATIVE LEARNING

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GROUP STRUCTURE

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 GROUP STRUCTURE
Group Roles

A defined manner in which an individual is supposed to behave while holding a particular position in the
group can be termed as his/her role. It comprises of the following:

Role Identity: The set of behaviour or attitude defining the role of a particular position;
Role Perception: How an individual interprets his/her role in the group or the organization;
Role Expectations: Anticipation of the individual’s role in the team by the other group members;
Role Conflict: Whenever the roles of two or more group members are not adequately specified or clash
with one another, there is a situation of role conflict.

Group Norms

These are the specified rules and guideline to act in a desired manner. Given below is the different
classes of group norms set in an organization:
Appearance Norms: The group together decides the attire and presentability of its members;
Performance Norms: The guidelines for the desired level of contribution and expected results are
defined;
Social Arrangement Norms: Also, the norms for individual interaction and communication within a
group are pre-determined;
Resource Allocation Norms: All the resources such as compensation, tools, equipment and other
amenities for task accomplishment, are assigned to the group members as per the specific guidelines.
Group Status
GROUP STRUCTURE
The status here means the position or reputation of a group within the organization.
A group which is recognized throughout the company for its achievement, teamwork and cohesiveness,
holds better goodwill or high status.
Therefore, the workers show more interest in becoming a part of such a group.
Also, the existing group members tend to possess a higher degree of loyalty towards their teammates,
which strengthens this high-status group even more.

Group Size

The size of the group is an essential component while understanding group dynamics. It can be seen as
follows:
Small Group: We know that small groups comprising of three to ten individuals are more functional than
the larger ones. It facilitates better discussion, higher satisfaction and individual’s participation for
effective decision making.
Large Group: The huge groups comprise more than ten people encounter issues like delay in decision
making, lack of participation of all the members, dissatisfaction and lack of belongingness among the
group members.
Group Cohesiveness
GROUP STRUCTURE
The cohesion or intactness of the group members shows the level of bonding they share. Let us now
understand the various elements of group cohesiveness:
Task relations refer to the interaction of individuals in a group for the accomplishment of the assigned
work;
Social relations, i.e., the interaction of the group members on a personal level;
Emotions can be seen as the feelings shared by the group members.

Group Development

Group development is the process of engaging unfamiliar individuals into a capable team or group for
the accomplishment of a specific task.
At every stage of group development, there is a change in the individuals’ attitude, perception and
behaviour.
 GROUP STRUCTURE
5 Stages of Group Development

The process of group development begins at the pre-stage where all the prospective group members
are unaware of their compilation into a group. Given below are the Tuckman’s five stages following the
pre-stage:
 GROUP STRUCTURE
Forming: This is the very first phase after pre-stage, where the individuals in a group are made a part of
the group. Moreover, they are familiarized with one another. Here, the individuals are unclear about the
goal and direction.

Storming: At this stage, the group members start interacting with one another, only to find out that their
views are very different, and each one of them tries to prove oneself right. There is a different
environment in the group where everyone battle to acquire power.

Norming: This is the phase where understanding and coordination develop among the team members,
and they try to work unanimously. Everyone is clear about his/her task or role in the group.

Performing: At this stage, the group members become highly active and work together for goal
accomplishment.

Adjourning: This is the final phase of this process, where the task is fulfilled. The efforts of the whole
team are recognized, and then the group may be adjourned.
 LEARNING GROUP STRUCTURE IN CLASSROOM

Short-term groups

These are temporary groups with little or no time spent on assigning people to groups, getting into
groups, or assigning roles. They last one session or less and are used to ensure cognitive processing
and engagement in learning.

Short-term group activities :-

Think-Pair-Share: 
Students are given a prompt (a question, problem, visual, etc.), and asked to think about the prompt
individually and jot down ideas. Students then form pairs, talk about their responses, and formulate a
joint response. Some pairs are called on to summarize their discussion for the class.

Think-Pair-Square: 
Same as above, but two pairs of students join together to share and compare the results, rather than
moving to a whole group discussion.
 LEARNING GROUP STRUCTURE IN CLASSROOM

Turn-To-Your-Neighbour Discussions: 
Students “turn to a neighbour” and brainstorm answers to a question or discuss a solution to a problem.
Call on students for answers. Ask the class for a show of hands of who agrees or disagrees with an
answer.

Pair-And-Compare: 
During a two to three minute break in lecture, students form pairs and compare notes, rewriting the
notes by adding information or correcting as needed.

Small-Group Homework Check: 

Have students do their homework individually outside of class. During class on the day the assignment
is due, have students form groups and then compare their answers to the assignment. The students in
each group must agree on answers and turn in a group solution along with their individual work.

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 LEARNING GROUP STRUCTURE IN CLASSROOM
Long-term groups or teams

These groups are formed by the instructor and may stay together for an extended period of time (weeks
or even the entire semester) to work on a broader task or project. One type of formal group is the student
team a stable group that works on major course projects and often involves peer evaluation.

Long-term group projects :-

Develop a clear description of the project and what they expect.

Decide what kinds of team compositions are critical for the project.

Break the project down into smaller pieces, establishing a timeline, and having the teams submit
progress reports on their learning and how they are working as a team.

Provide students with a rationale for the team project. Include an explanation of the value and purpose of
working as a team, and establish guidelines for how the teams should work together.

Establish clear and fair guidelines for how the team project will be graded.
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 LEARNING GROUP STRUCTURE ONLINE
1. Poll Group Repoll

Launch a poll and ask students a question with divergent responses. Students have discuss their positions in a small
group. Relaunch the same poll to see if their responses have changed. Anchor a class discussion around any changes to
students’ answers.

2. Value Line

Each student to rank how they feel about an idea, then break them out in groups of up to four students from a mix of ranks
to discuss the issue. This will work best online.

3. Student Teams-Achievement Divisions

Break students into groups. Assign work for students to learn together—all group members are accountable for one
another’s learning. After a decided period of time, quiz each person individually and calculate the average group score (this
can also count as a portion of the final grade). The group with the highest average score receives a reward. These groups
can work together for a portion of the time during an online or in-person class with the educator answering questions.

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 LEARNING GROUP STRUCTURE ONLINE
4. Learning Roles

Break students into groups to complete a task. Directly assign or ask each group to choose one or more of the following
roles to each member.

5. Group Processing
Students to give each other feedback on how they worked together, one by one. Share what the group member did well,
what they need to work on, what they could have done differently.

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 ADVANTAGE AND DISADVANTAGE GROUP WORK IN CLASSROOM

Advantage of group work in classroom

1. New Perspective
2. Personal satisfaction
3. Teamwork skill
4. Enhances Learning
5. Learn to overcome learning

Disadvantage of group work in classroom

1. Presence of conflict
2. Unequal participation
3. Avoiding the task
4. Time consuming
5. Individual needs are dominated by the needs of the group

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 ADVANTAGE AND DISADVANTAGE OF ONLINE COLLABORATION

Advantage of online collaboration

1. Online learning proves to be a great alternative.

2. Responsibility and self-discipline of students.
3. Students can finish their homework quickly

Disadvantage of online collaboration

1. Cannot offer human interaction.

2. Cannot cope with thousands of students that try to join discussions.
3. Can be difficult, if it is meant for disciplines that involve practice.

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