Group assignments

Using group assignments in higher education has many benefits - and also some well known pitfalls.

Done well, group assignments can provide sound learning experiences for students. Students themselves comment on the benefits they get from learning collaboratively. And they are quick to describe the negative experiences they have had, which have not allowed them to fully benefit from the chance to work in a team with others to produce something of worth.

Hence, the purpose of this suite of topics is to allow you access to the theory of developing group assignments, as well as the experiences and advice of a range of academics who have used group assignments effectively to promote student learning.

The topics are arranged into four key sections:

• Rationale
• Design
• Assessment
• Case Studies

Each individual topic looks at the theory underpinning group assignments, offers some suggestions for strategies for using group assignments effectively, and suggests resources for further investigation if there is an interest. There are in many of the topics links to the ideas of Deakin academics who are willing to share their thoughts on their experiences with using group assignments in their units.

At ITL, we are interested in promoting ideas and exemplars of good practice at Deakin, and if you feel you would like to contribute to the further dissemination of ideas about improving the effectiveness of group assignments, please feel free to contact Terry Timberlake, Lecturer, Institute of Teaching and Learning at t.timberlake@deakin.edu.au.

Case studies

• Deakin University (25 KB)
• Edith Cowan University (79 KB)
• Flinders University (23 KB)
• Macquarie University (42 KB)
• Manchester University (96 KB)
• Napier University (24 KB)
• University of North Carolina (24 KB)

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