 How does group work contribute to adult learning?

 What challenges does group work present?

 How can those who design and deliver curricula build group learning experiences into their
designs and plans?

It is a known fact that assessment task with regards to group projects are frequently used

by lecturers and professors from several university departments to improve learning. Educators

frequently use small group instruction to take use of the advantages of student to

student instruction, whether the objective is to enhance learners understanding of the topic, to

develop certain employable skills, or a mixture of both. Overall, Cooperative learning is

utilized to encourage students cooperating to optimize both their own and each other’s teaching.

Group cohesiveness, is a characteristic of cooperative learning. Hence,   students’ perception

is that improved individual performance leads to improved group performance ( Johnson, etal.,

2014). Group work contributes to adult learning as Adults may develop their skills and

knowledge faster by using cooperative learning techniques as opposed to training or

practicing alone. They also bring diverse views and experience as they come to a common

understanding to collaborate and coordinate an activity. Adult learners can achieve their

objectives very easily and completely if they divide their responsibilities and communicate more

promptly. Overall, cooperative learning assist in the efficiency of the learning experience as well

as institutional development. It is crucial for adult learners to seek information through speaking

with others in order to learn from them and have access to their expertise and experiences

((Razmerita et al., 2016).

Every situation has its pros and cons even if there is more pros. Group work can present

challenges. The connection and communication among adult learners inside organizations is
crucial, and sharing of knowledge is a key developmental aspect. The willingness of learners to

effectively exchange their knowledge with their peers depends on their voluntary motivation to

do so as well as other factors (Almugrin, 2022). Therefore, challenges such as interpersonal

interaction (lack of confidence to speak and participate), cultural perspective, Inequity (unfair

distribution of opportunity to learn), persons not participating in their share of activities as they

piggyback on one person to carry all responsibilities and clash of personalities. There is also the

challenge of effectiveness of learning and how quickly an activity is completed. Assignments can

become incomplete based on the lack of depth and participation or the inability to comprehend

certain task (Brookes. Etal, 2021). We may take it for granted that all learners know how to work

in a group because they have worked in one before. However, they might be lacking

developmental effective teamwork skills. Hence, they may need to learn to integrate

contributions of other members, manage time, put task into steps, and come to a common

agreement/consensus, share and coordinate ideas and delegating task instead of relying on

aspects they know how to do by themselves.

The inclusion of instructional activities that encourage and engage learners in group

work is the duty of the instructional designer and educators. Hence, applying constructivist

instructional design concepts could be a good idea and methodology to apply as a start. This

model of guidelines encourages stimulating group work since it incorporates learning into

challenging, actual challenges or real world issues. It thus creates an adaptable learning

environment where any learner or group of learners can choose their own objectives and goals.

Overall,  Continuous assessment integrated into training and instructional activities, supporting

different views and social negotiating as essential components of learning, and fostering

ownership of learning by actively participating in the process of knowledge production are all
examples of constructivist concepts (American College of education, 2022). Creating

collaborative activities that emphasizes team work is also important. Designers and educators

can therefore explain the value of teamwork skills both in and out of the workplace. This can be

done in the form of a scenario as the idea of offering real world examples of how teams function

and also demonstrating the negatives when teamwork skills are weak and implementing conflict

resolution skills and reinforce them by role playing responses to hypothetical team conflict

scenarios. 

These are all elements that will foster group learning experiences in instructional

designers learning plan.  

References

Almugrin, A. H. (2022). Social exchange theory and theory of reasoned action affecting

knowledge sharing: a case from Saudi Arabia. Journal of Information Studies &

Technology (JIS&T), 2022(1), 1–16. https://doi.org/10.5339/jist.2022.5

American College of Education. (2022). Applying Learning Theories in ID: Module 3 [Video].
Canvas. https://ace.edu

Brookes, D. T., Yang, Y., & Nainabasti, B. (2021). Social positioning in small group

interactions in an investigative science learning environment physics class. Physical

Review Physics Education Research, 17(1), 1–13.

https://doi.org/10.1103/PhysRevPhysEducRes.17.010103
 Johnson, D.W., Johnson, R.T., and Smith, K.A. (2014). Cooperative learning: Improving

university instruction by basing practice on validated theory. Journl on Excellence

in College Teaching 25, 85-118.

Razmerita, K., Kirchner, K., & Nielsen, P. (2016). What factors influence knowledge sharing in

organizations? A social dilemma perspective of social media communication. Journal of

Knowledge Management, 20(6), 1225–1246. https://doi.org/10.1108/jkm-03-2016-0112