Collaborative Discourse in Geography – Lessons from the Dreaded Group Project

Abstract

Collaborative discourse in Geography is a common aspect in higher education. Being in a group setting with peers should enhance student perspectives, learning environment, plurality of approach, teamwork and critical thinking, skills that employers routinely identify as vital. However, group evaluation has been minimal in the discipline, particularly post COVID. This work updates Livingston & Lynch (2000), Geok-Chin Tan et al. (2005) investigations of group dynamics, and Plana-Llado et al. (2018) and Saravey et al. (2022) analyses of delivery methods in collaborative projects.

Two large public institutions are evaluated using post assignment questionnaires seeking opinions of students on the impact and outcomes of group work. Evaluations were completed in the United States and the United Kingdom for in-person and remote group work. Opinions on the effectiveness of group work were sought from students who were randomly assigned into groups to prepare a class presentation. Self-selected groupings to complete in-class laboratory exercises were also polled. In addition, a mock final examination was given, with students either evaluating their success alone or in a self-selected group. Outcomes were compared to opinions about group work and medium of delivery, gender, and student success.