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4.4.2.1 Meaning Structure

In this category, cooperation in learning is perceived as group work: a form of learning

to do project work. A group based assignment or report was the focus of this category:

“For me, cooperation in learning is working in groups. In some courses, working in groups was an integral part of learning.”

“I think cooperation in learning is about assigning students to groups and have them work together to complete a learning task.”

In a group setting the principles of goal setting seemed to determine the purpose and

the way of learning together in groups. Responses in this category emphasised the aim

of contributing their knowledge to solve a group-based project and assignment:

“Everyone contributed in different ways to the completion of a project, but learning occurred in groups. It took place in group discussions of concepts or finding solutions to problems together.”

4.4.2.2 Structure of Awareness

Responses in this category brought a group-based project to the fore of the awareness.

They referred to group work as a group of students working together towards the overall

group goal:

“The teacher posted assignment topics and then groups were assigned…We looked towards working in groups on our assignment.”

141 The thematic field of awareness for this category was comprised of two aspects: a) an

integral part of a course and b) a common goal. These aspects were simultaneously

present in awareness and were associated with the experience in the sense that they

provided a means for why and how students working together in groups, but not in

focus. More specifically, awareness concerning to an integral part of a course referred

to a particular learning context (a required part of a course) in which cooperation in

learning was situated. Similarly, this form of learning was directed towards working in

groups to solve a common goal.

The structure of awareness of group work is presented in Figure 4.10.

Figure 4.10 Structure of awareness for group work

4.4.2.3 Dimensions of Variation

1. Learning context

This dimension of variation describes the learning context within which cooperation

in learning is situated. There are certain conditions necessary for this form of

learning to occur. One such condition is that this form of learning took place in the

formal learning setting, e.g., being a part of a course. Another condition is that all

group members work on the same project and share a common goal. For this reason,

group members are encouraged to work together in achieving the overall group

142

“In some courses, working in groups was an integral part of learning.”

“When groups have been assigned by the course teacher, I might not know each other well...But I tried to build social relationships to other group members because the purpose was to learn together and support each other to work towards the assignment objectives and course requirements.”

2. Learning outcomes

The focus here was on cooperation in learning in order to achieve a common goal

such as a group report:

“We had to write a group report together.”

“Everyone contributed in different ways to the completion of a project, but learning occurred in groups. It took place in group discussions of concepts or finding solutions to problems together.”

Those responses indicating this conception expressed a sense of a ‘goal’ as follows:

“I think it is important that one can contribute to the group project because we have to submit our report on time.”

“It is important to work with others and helping other members to achieve our goal.”

3. Role of teachers

The role of teachers within this conception was on asking students to work together

on a project:

“The teacher posted assignment topics and then groups were assigned…We looked towards working in groups on our assignment.”

143 The group formation could happen in two different ways, depending on the task set

for the groups. The first one allows students to choose from a number of pre-set

topics. Groups are formed based on these pre-set topics. The second one is based

on random appointment. Teachers may use some form of random appointment to

organise groups. This point is illustrated by the following quotation:

“The group formation is determined by many factors. Sometimes each group is associated with a pre-defined topic. For example, students who are interested in the same topic are assigned in the same group. On the other hand, some teachers use a random method to assign students into groups. For example, groups are formed by combinations of random numbers.”

The role of teachers was also considered for the purposes of supporting and

advising:

“If we got stuck on an issue, we can ask our teacher.”

4. Role of students

The role of students within this conception was on working together for achieving

the overall group goal:

“As a group member, I have always seen my role as a contributor, working with others and helping other members to achieve our goal.”

Those responses indicating this conception focussed on group members’

144

“Although each member was expected to take on different responsibilities of the assignment, but some were passive recipients due to the expectation that others would take a leadership role in the group.”

“The interactions with others were sometimes formal, participating in group meetings and sometimes informal such as email, chat, discussions on a forum or phone calls. Phone calls and Facebook were most used.”

They also described a dominant role in group work:

“There is always one who is responsible for co-ordinating the group assignment… he/she unites group members in working towards the completion of the group assignment.”

4.4.2.4 Summary

The category of description group work is summarised in Table 4.8.

Group Work

Meaning Structure Key quotes

Learning in (small) project-based groups The teacher posted assignment topics and then groups were assigned…We looked towards working in groups on our assignment. We had to write a group report together.

Structure of Awareness

Theme: Group-based project

Thematic field: Integral part of a course and common goal Margin: Prior knowledge and experience

Dimensions of variation

Learning context

Group work takes place in the formal learning setting (e.g., a part of a course). Learning outcomes

Achieving an overall group goal Role of teachers

145

Supporting and advising students Role of students

Group members are assigned a particular project. Participating in the learning process with others

Table 4.8 Summary for category of description – group work