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((More citations needed|date=December 2009))
[[File:Learning Wikipedia together at the Schomburg.JPG|alt=three people are using books and talking around a small table|thumb|People Learning Together]]
'''Small group learning''' is an [[educational]] approach that focuses on individuals learning in small groups and is distinguished from learning climate and organizational learning. It is also described as a team-based approach to learning where students work together towards shared learning objectives.<ref name=":3">((Cite book|last=Educators (NAEMSE)|first=National Association of EMS|title=Foundations of Education: An EMS Approach, Third Edition|publisher=Jones & Bartlett Learning|year=2020|isbn=978-1-284-14516-8|location=Burlington, MA|pages=246))</ref>

== Concept ==
This model is based on the idea that the small group learning format encourages learners not only to express their understanding of a topic but also compare their ideas, allowing for a deeper and more meaningful learning.<ref name=":3" /> It is also expected to develop personal generic attributes such as communication, team-working, presentation, and debating skills.<ref>((Cite book|last1=Huttly|first1=Sharon|url=https://books.google.com/books?id=QESRAgAAQBAJ&dq=%22Small+group+learning+is%22+an+educational+approach&pg=PA120|title=Effective Learning and Teaching in Medical, Dental and Veterinary Education|last2=Sweet|first2=John|last3=Taylor|first3=Ian|publisher=Kogan Page|year=2003|isbn=0203416864|location=London and Sterling, VA|pages=120))</ref> 

Small group learning can take the form of a classroom-based training through experiential learning activities such as case study analysis, role plays, games, simulations, and brainstorming, among others.<ref name=":0">((Cite book|title=Adult Learning Basics|last=Rothwell|first=William|publisher=American Society for Training and Development|year=2008|isbn=9781562865337|location=Alexandria, Virginia|pages=[https://archive.org/details/adultlearningbas0000roth/page/98 98]|url=https://archive.org/details/adultlearningbas0000roth/page/98))</ref> These activities require the learners to work together to achieve a learning goal.<ref name=":0" /> This is seen as a powerful learning method for students of all ages and linked to the [[active learning]] research showing increased student motivation and attainment. In a recent meta analysis of group learning studies based on 49 independent samples, from 37 studies encompassing 116 separate findings, students who learned in small groups demonstrated greater achievement.<ref>((Cite journal|last1=Springer|first1=Leonard|last2=Stanne|first2=Mary Elizabeth|last3=Donovan|first3=Samuel S.|date=1999-03-01|title=Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis|journal=Review of Educational Research|language=en|volume=69|issue=1|pages=21–51|doi=10.3102/00346543069001021|s2cid=14195895|issn=0034-6543))</ref> However, studies that do produce positive outcomes are not always received with so positively by those in the teaching profession because of classroom management issues.<ref>((Cite news|url=https://www.theguardian.com/education/2006/mar/31/schools.uk2|title=Group work benefits pupils, study finds|last=Smith|first=Alexandra|date=2006-03-31|work=The Guardian|access-date=2019-11-14|language=en-GB|issn=0261-3077))</ref>

== Approach ==
The [[Group therapy|group]] work has to be carefully planned and frequently requires a [[facilitator]] to ensure group progress. In addition, the group function and the learning that takes place needs to be assessed and evaluated. In important part of this process is planning purposeful questions and getting students to talk to each other and within the class.<ref>((Cite web|url=https://teachingcommons.stanford.edu/resources/teaching/small-groups-and-discussions/how-get-students-talk-class|title=How to Get Students to Talk in Class ((!)) Teaching Commons|website=teachingcommons.stanford.edu|access-date=2019-11-14))</ref> The material learned is just as important as the group's ability to achieve a common [[Objective (goal)|goal]].<ref name=":2">((Cite book|title=Learning in Groups: A Handbook for Face-to-Face and Online Environments|last=Jaques|first=David|publisher=Routledge|year=2007|isbn=978-0415365277))</ref> Facilitatory skills are important and require the [[teacher]] to ensure that both the task is achieved and the group functioning is maintained. One of the key issues is the way one or two people can begin to dominate the possible 'airtime'  by doing 50-70% of the talking.<ref name=":2" /> Another important area of research is the group allocation method or make up of the group, and the possible benefits of multicultural, different skills, or educational attainment.<ref>((Cite journal|last=Kelly|first=Phil|date=2009-01-01|title=Group Work and Multicultural Management Education|journal=Journal of Teaching in International Business|volume=20|issue=1|pages=80–102|doi=10.1080/08975930802671273|s2cid=154860964|issn=0897-5930))</ref>

Group size can also effect the way small group share and learning together, for instance a size of group over 7 tends to split into smaller groups, and may need a student to act as a chairperson to help facilitate the learning.<ref name=":2" /> The [[SCALE-UP]] process recommends groups no larger than three students, and arranges them around round tables of nine students for wider discussions.<ref>((Cite web|url=https://www.ntu.ac.uk/about-us/academic-development-and-quality/innovations-in-learning-and-teaching/scale-up|title=SCALE-UP|website=www.ntu.ac.uk|language=en|access-date=2019-11-14))</ref> However one study finds the best size is five students.<ref>((Cite journal|last1=Hackman|first1=J. Richard|last2=Vidmar|first2=Neil|date=1970|title=Effects of Size and Task Type on Group Performance and Member Reactions|journal=Sociometry|volume=33|issue=1|pages=37–54|doi=10.2307/2786271|issn=0038-0431|jstor=2786271))</ref>

Practical techniques or technologies that the group can used to share their understand with each other and their teacher include, [[Mind map|mindmapping]], [[Delphi method|delphi technique]] or [[Audience response|software solutions]].<ref name=":2" />

== Advantages & Disadvantages ==
Small group learning allows [[students]] to develop [[problem solving|problem-solving]], interpersonal, presentational and [[communication]] skills, all beneficial to life outside the classroom. These generic [[skills]] are difficult to develop in isolation and require feedback and interaction with other individuals. Specific advantages of this learning model for the group of learners include the opportunity to compare learning performance with peers and the development of a sense of responsibility for their learning progress.<ref name=":1">((Cite book|title=Transforming Nursing Education Through Problem-based Learning|last=Rideout|first=Elizabeth|publisher=Jones & Bartlett Publishers|year=2001|isbn=0763714275|location=Sudbury, MA|pages=75))</ref> The small group learning is also used for adult learning because it is associated with active involvement, collaboration, and problem-solving.<ref name=":1" /><ref>((Cite book|url=https://books.google.com/books?id=yNWB211tWJYC&dq=%22Small+group+learning%22&pg=PT149|title=The Lecturer's Toolkit: A Practical Guide to Learning, Teaching & Assessment|last=Race|first=Phil|date=2001|publisher=Psychology Press|isbn=9780749435394|language=en))</ref>

Although this practice is not the best way for students to develop and improve on these skills there are some ways to make this effective for both the student and the instructor. According to [[Francine Armenth-Brothers]] in her article, "How to Make Small-Group Learning Work," one thing to keep in mind when implementing this practice is to not start without directions that would help alleviate confusion in a group. Also, the instructor should choose the members in a group, keeping learning levels and student diversity in mind when doing so.<ref name="small group learning">((cite journal|last1=Armenth-Brothers|first1=Francine|title=How to Make Small-Group Learning Work|journal=Teaching for Success|date=2009|issue=How to Become a Win-Win Teacher Hero|page=7|url=http://www.marin.edu/WORD-PPT/TFS_HowToMakeSmallGroupLearningWork.pdf|access-date=5 March 2015))</ref>

Some experts have criticized small group learning, especially that which consists of extremely small groups, for reducing learn-responsibility and thereby reducing the motivation to learn.<ref>((cite journal|url= https://marketing.wharton.upenn.edu/files/?whdmsaction=public:main.file&fileID=8113 | title = Natural Learning in Higher Education| author = J. Scott Armstrong | journal = Encyclopedia of the Sciences of Learning | year = 2012))</ref> When learning in a group, individuals can lose sight of their learning objectives and prioritize those they have in common in others. In addition, they may be subject to the free-rider effect in groups that have a few highly skilled members. However, educational researchers have explored and developed techniques to reduce these effect such as the [[Jigsaw (teaching technique)|Jigsaw Process]] amongst others.<ref name=":2" />

One of the most difficult issues with in group work is when the group is marked for their performance as a whole. Allowing the student to use a process by which they allocate a percentage of the marks can help prevent '[[social loafing]]' and make those students who are putting in more effort feel more in control of the process.<ref name=":2" /> Some researchers have developed online technologies to help organise and mediate these processes, such as [http://webpaproject.lboro.ac.uk/ Webpa]. Research into this approach has been shown to help reduce these factors, although students may intentionally or unintentionally pick on one student.<ref>((Cite journal|last=Kao|first=Gloria Yi-Ming|date=2013|title=Enhancing the quality of peer review by reducing student "free riding": Peer assessment with positive interdependence|journal=British Journal of Educational Technology|language=en|volume=44|issue=1|pages=112–124|doi=10.1111/j.1467-8535.2011.01278.x|issn=1467-8535))</ref>

Group learning is also seen now are a necessary life and employment skill that needs to be developed throughout a students career, and can help with making friends, motivation and improved performance through division of labour.<ref>((Cite news|url=https://www.theguardian.com/education/2016/apr/09/does-working-as-a-group-actually-help-us-learn|title=Does working as a group actually help us learn?|last=Burnett|first=Dean|date=2016-04-09|work=The Guardian|access-date=2019-11-14|language=en-GB|issn=0261-3077))</ref>

== References ==
((reflist))

==See also==

* [[Small group communication]]
* [[Jigsaw (teaching technique)|Jigsaw Method]]
* [[Brainstorming]]
* [[Debate]]
* [[Problem-based learning|Problem Based Learning]]
* [[SCALE-UP]]
* [[Active learning|Active Learning]]

((DEFAULTSORT:Small Group Learning))
[[Category:Education theory]]

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