| Vignette 1 |
| During the first session, you ask students to work on a problem with their neighbour. There is a pause, then a few students start mumbling to one another, not about the problem. When you ask them what is going on, they say fairly aggressively that they just want you to give them the answers and let them go home. When you suggest they would learn more by working on the problems in groups, they complain that no one had told them that this course would involve compulsory group work. Another group of students complain that it isn't fair that you will not tell them how the problems are solved as they paid for this course and they consider this part of the service they can expect. The rest of the students either look out of the window, just stare into their problem sheets or are occupied playing web games. |
| Semester 2 2005 |
Issues identified:
- first session sets the standard for the whole semester
- establish roles
- students disconnected
- different perceptions of course
- different expectations
- group dynamics - establish group rapport
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Suggestions for dealing with the issues:
- develop structure which leads to group work
- informal introduction within group - meet and greet activities
- motivation - why are we here
- graduate attributes - team work, cooperation
|
| Semester 1 2005 |
Issues identified:
- attitude that students are there only to get "information" and all else is a waste of time
- lack of motivation
- uncertainty as to why they are actually at university
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Suggestions for dealing with the issues:
- have clear expectations, clarify why and what is required during the learning session
- personalise experiences - give example
- emphasise that one aim of the learning experience is to make educated judgements
- emphasise that one aim is to learn processes and techniques
|
| Semester 2 2004 |
Issues identified:- first session sets the standard for the whole semester
- establish roles
- students disconnected
- different perceptions of course
- different expectations
- group dynamics - establish group rapport
|
Suggestions for dealing with the issues:
- develop structure which leads to group work
- informal introduction within group - meet and greet activities
- motivation - why are we here
- graduate attributes - team work, cooperation
|
| Semester 1 2004 |
Issues identified:- Student expectations of what they are to get out of the session and what they need to do
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Suggestions for dealing with the issues:- expectations of tutorials or laboratory sessions should be explicit in the course outline
- lay down ground rules early in semester
- emphasise that team work and group skills are key things to be learned through tutorials and laboratory sessions
|
| Semester 2 2003 |
Issues identified: - false expectations
- course requirements unclear
- insufficient information
- no motivation
- no introductions
- misconceptions
- students not given enough focus
- need to see tuorials as part of a sequence
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Suggestions for dealing with the issues:- avoid disruption
- discuss purpose of tutorial
- lay your foundation, provide background
- outline/explain aims and objectives, discuss your expectations
- work with the outspoken students in a small group, not in front of whole tutorial group
- dissipate the outspoken ones, don't let them disrupt the whole group
- stay cool, be careful how you react to students
- ensure students know each other, introducing group members very important
|
| Semester 1 2003 |
Issues identified: - negative attitude to problem solving/thinking: University education is about learning to think not just getting the right answer
- negative attitude to group work: reflection of bad experience of group work?
- lack of recognition of relevance of problem
- incorrect knowledge/information/expectation about course requirements and tutorial process: mismatch between expectations and reality
- lack of direction, lack of motivation
- attitude, focus on examinations
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Suggestions for dealing with the issues:- reassurance: tutors role is to help learning
- establishment of credentials: gain students' confidence
- acknowledgement of legitimacy of feelings
- employment of pyramid approach
- relating tutorial content to something of interest to students
- motivate, give context to the tutorial, make goals and objectives clear
- break-up problem groups
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| Feedback: key issues - surface approach to learning and negative attitude towards group work |
Feedback: all of these suggestions are likely to help in improving student attidudes towards learning and group work. Important thing is to address the negative attitudes.
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