Advantages
Reflexive exercises encourage an application of theoretical concepts beyond the classroom, which can help bridge knowledge gaps for students new to a discipline.
Group work facilitates intentional skill-building in communication, creativity and ethical and social understanding, where students must work cooperatively in order to complete the task while being conscious of individual differences. Transfers readily to disciplines in which interpersonal communication may bring greater engagement to class activities. This is especially relevant to HaSS disciplines where subject matter is often informed by multiple competing theoretical perspectives that students can actively discuss or debate.
Challenges
Group work is sometimes marred by lack of attendance or the tendency of some students to monopolise discussions. This is addressed via the inclusion of a peer assessment element. Can be time consuming to mark for large cohorts – support staff (who can also observe students at work) are recommended.
Tips for implementation
Facilitators should be flexible to the needs of various students and their ability to participate in group discussions, and attempt to allocate groups that allow for most successful and collegiate discussions.
How it supports academic integrity
Students are allocated time to complete journal exercises in class under facilitator supervision, meaning the task has distinct time parameters for completion that don't easily allow for the outsourcing of work. Exercises focus on drawing on personal experience or real-time observations, both of which are not readily delegated to third parties (e.g.
essay
mills) or easily taken from external sources (e.g. plagiarised references).