Students demonstrate the Work Cooperatively Core Ability by:
| Work Cooperatively | : Course List | Rubric |
Costley, J. (2021). How role-taking in a group-work setting affects the relationship between the amount of collaboration and germane cognitive load. International Journal of Educational Technology in Higher Education, 18(24), 1-13. https://doi.org/10.1186/s41239-021-00259-w
One of the most prominent arguments in favor of group projects relates to the collaborative learning - each student strengthening the learning process while working with diverse learning styles. Collaboration interacts with learning, enabling those with fewer interactions to master the content.
Lin, H.Y., & You, J. (2021). Predicting teamwork performance in collaborative project-based learning. Journal of Education and Learning, 10(4), 104-117. https://doi.org/10.5539/jel.v10n4p104
Researchers present a mathematical model of success factors for team performance in the classroom. The researchers propose key guidelines to impact success, including clearly defined objectives, good communication, and clear role assignments.
Risavy, S. D. (2024). There must be a better way: Presenting an alternative to the traditional group project, The Industrial-Organization Psychologist (TIP), 61(3). Retrieved from https://www.siop.org/tip-article/there-must-be-a-better-way-presenting-an-alternative-to-the-traditional-group-project/
Psychologist summarizes a structured framework for adapting group assignments to achieve more authentic group collaboration, though this study was anecdotal and related to one semester.
Smith, A. (2021), Promoting employer desired competencies through a multiphased "workgroup" project. International Journal for Business Education, 162(1), 2. https://doi.org/10.30707/IJBE162.1.1648090658.845945
This study focuses on helping students understand collaboration skills that employers seek during the hiring process. There is a guidance around the fact that student may state a reluctance to work in small groups. While overall students may demonstrate a lack of enthusiasm for group projects, when they engage, they appreciate the social interaction and shared workload distribution. There is a need for equity in assigning grades and to alleviate unbalanced workloads.
