Group learning pedagogy and group selection

Abstract

Collaborative learning, cooperative learning, and group work are similar terms that describe "students working together in a group small enough that everyone can participate on a collective task" (Cohen, 1994, p. 3). The literature clearly states that group learning is superior to individual learning. In the construction industry working in groups to complete projects is the norm. There are three primary methods that an instructor can utilize to accomplish group selection: self-selection, random assignment, and criterion-based selection. This two-phase research project was designed to first compare self-selection and random assignment, and then compare purposefulselection and self-selection. The results, although very valuable, did not find any differentiation between the group selection methods. It was discovered that the groups formed by each of the group selection methods have the potential to excel either beyond expectation or to perform at a level far below average. It was discovered that, in general, the students enjoyed the project, learned a lot about value analysis (a.k.a. value engineering), and almost always had one or more group members who did not participate at expected levels. This paper discusses the mixed methods research results and makes recommendations for group learning pedagogy.