Structuring group work to provide a more positive student learning experience

Abstract

Group projects enable students to build valuable critical thinking and communication skills that are increasingly required for success in the agricultural industry. Group projects provide well documented benefits, however, associated challenges lead to student and instructor reluctance to engage in group work in the college classroom. Well‐structured group projects may allow greater focus on achieving learning objectives, and less on conflict management. Therefore, this study examines how group project structure may affect students’ learning experiences and perception of group work. Students enrolled in a senior‐level agribusiness management course complete a semester‐long group project, working in instructor‐assigned groups, to design a business plan for an agri‐food industry start‐up company. It is structured to encourage teamwork and soft skill development, and to discourage social loafing. Questionnaires administered prior to, halfway through, and at the end of the project during seven face‐to‐face semesters preceding the COVID remote learning period identify students’ prior group project experiences, evaluate their groups’ progress, and measure their perception of the project's structural elements upon completion. Responses indicated 98% of students agreed that scaffolding the project into smaller components increased group success, 96% agreed that they clearly understood professor expectations, and 85% reported that this project provided more structure than they previously experienced in other group projects in college. A paired‐samples t‐test found a significantly positive increase in students’ mean opinion about group projects upon the completion of this project (p<0.001). This study suggests structural elements that can provide students with a more positive learning experience through group work.

This article is protected by copyright. All rights reserved