| Many instructors use groups in the classroom from short discussions longer, multi-step group projects. Instructors use collaborative learning for pedagogical reasons, such as to improve student learning and critical thinking skills, or they may use groups simply to reduce their grading load. Although using collaborative learning in the classroom has many proven benefits for students, it is still challenging to implement a successful group project. The use of groups does not automatically result in benefits.;Both students and instructors face difficulties when group work is part of a course. Challenges arise, such as student resistance and negative attitudes toward group work, conflict among group members, and concerns about members not pulling their weight. Instructors also find group work to be problematic. Group projects are time consuming to both plan and implement and instructors also must deal with students who come to them for counsel regarding problems within their group.;Within the field of communication, small group communication is a specific area of study. It is recognized that communicating within a group requires different skills than other types of communication, such as public communication or interpersonal communication. Group communication also has its own dynamics and theories have been produced which can only be applied to communication interactions within a group. This distinction has led many departments of communication to offer a course in small group communication and include a small group unit in the survey course. Given that this field of study exists it would follow that communication instructors would understand best how to prepare students to work in groups and how to ensure that group work reaps the benefits found in collaborative learning research.;This study utilized qualitative content analysis to analyze three categories of text: course syllabi, textbooks, and instructor resource manuals. It examined these materials from small group communication courses, survey courses, and other communication courses whose syllabi indicated that a small group project was required. Three major themes emerged from the data. First, small group instructors do not put much emphasis on basic communication concepts, which would help prepare students to communicate competently in groups. Second, students are not instructed on the topic of conflict until late in the course. Third, the number of group projects and the type of assignment varies, with presentations being quite common. Based on the study, teaching recommendations for small group include setting up expectations for group work in the course syllabus, including instruction in basic communication concepts, requiring at least one group project in the group communication course, balancing group work and individual work, covering conflict early, and including instruction regarding virtual groups. For other communication courses, instructors should discuss the expectations and policies related to group work and allocate some class time to discuss communication skills that will help students avoid some of the issues that tend to arise in groups. |
