4. Learning in a group

Why study in a group?

Expert communities aim to construct knowledge: solving problems, producing new ideas, increasing knowledge in the community. Also with studies, it is not recommended to merely focus on increasing one's own knowledge but, instead, it is better to learn the knowledge building abilities needed in expert work.

If we are solving problems in a group, it is possible for us to operate in out so-called close development zone. This means that the support of others will allow us to solve problems slightly beyond our own competence level. Discussions and reciprocal teaching of the studied contents help structuring information and expanding perspectives.

Do you feel that group work takes a lot of time and the work is inefficient? This might be the case if there is no shared vision of the following matters in the group:

  • the goal of the group: what is the group aiming to accomplish together, what do they want to learn – how is the goal reached in practice
  • roles in the group: how are tasks and responsibilities divided
  • communications in the group: how is communication realised, how does communicating promote the goal of the group and a team spirit in the group
  • timetable: what is the timetable for doing things, what interim goals are set, how is sticking to the timetable and the progress of assignments followed.

 

Communications in the group

When we are working in a group, we need both task-oriented as well as relationship-oriented communication skills.

Task-oriented communication skills help furthering the actual task of the group:

  • express your opinion clearly and with justifications
  • be precise in asking for things, information and justifications
  • analyse and determine problems
  • give alternatives for solutions, weigh their justifications

Relationship-oriented communication skills help the group to act as a group and work for a common goal:

  • show appreciation towards others: be genuinely present, listen with focus, encourage and provide support to others
  • help others: discuss and do things together with others and try to make sure that every member of the group learns and is able to reach the goals
  • show that you trust others: share your knowledge and teach skills to others and agree well enough on the group's operating methods so that you will not have to control others

 

The principles of constructive feedback:

  • First, ask what the person thinks about his or her performance and listen to what he or she has to say.
  • First, state what is positive clearly and honestly. By highlighting positive things, you are creating a shared view and helping the person receive critical feedback.
  • Give feedback on the output or activities. The feedback must always be focused on the output or activities, not the person's characteristics or features.
  • Present critical comments accurately and constructively, preferably in the form of questions, such as 'could you further specify the idea you presented using practical examples?'
  • Allow the person to decide how he or she will take the feedback into account.

 

References and further reading:

Dutton Jane (2003): Energize Your Workplace – How to Create and Sustain High-Quality Connections at Work.

Hakkarainen, Lonka & Lipponen (2008): Tutkiva oppiminen – Järki, tunteet ja kulttuuri oppimisen sytyttäjinä.