Conflict Resolution and Group Work

Abstract Group work is a common strategy used by college professors interested in using more student-centered teaching strategies, although, conflict is believed to be common in group projects between students. Very little research, has considered how students perceive and manage group work. The current study fills this void by examining 143 students who recently completed a group project. Results suggest that students who participate in groups learn to manage conflict and improve their communication and cooperation skills. Introduction Various types of instructional methods such as lecture, direct teaching, lecture with discussion, brainstorming, role playing or group work are employed to educate students. The most common instructional method is lecture-based instruction where factual material is presented in a direct, logical manner (Shuell, 1986). However, with lecture-based instruction the audience is often passive, learning is difficult to gauge, and the communication is one-way (Shuell, 1986). As such, this instructional method may limit the amount of learning material retained and comprehended by students. Moreover, educational research indicates that students retain 10 percent of what they read, 20 percent of what they hear, and 90 percent of what they say and do (Reif 1993). Therefore, the field of education in general has evolved to allow for more student-centered learning strategies. These student-centered strategies are called different things including collaborative learning, cooperative learning, and active learning (Colbeck, Campbell, and Bjorklund 2000). While there are subtle disagreements regarding the precise definition of each strategy, the basic commonality among these strategies is that they call for more active participation of students in pursuit of education. Group work is a common strategy used by college professors interested in using more student-centered teaching strategies. Some authors note that active learning strategies improve the way that students learn about specific concepts related to their courses (Walzer 2001; Zipp 2002). Rinehart (1999) points out that collaborative learning strategies can make theoretically-based concepts and issues more interesting and reduce students' apprehensions about the topics. A similar case can be made for using group projects, a form of collaborative learning. However, students often appear to afraid of, and a little disinterested in, the process. Students' concerns about group work often appear to center on the realizations that conflicts often arise when engaging in group work. Some professors also have reservations about group projects. Many view group projects as stifling creativity and creating barriers to learn new skills (Ashraf 2004). If work is divided up, new tasks may not be learned by students. Also, the possibility of conflict often hinders professors from using group projects. Hence, both students and professors may experience any of the following forms of conflict when using group projects: (1) conflicts about how to assign grades fairly, (2) conflicts about time commitments and free riding, and (3) interpersonal conflicts that arise when students are expected to work together. Grading is one of the most commonly debated issues related to group work. How should students be graded? Should each student get the same grade (e.g., a project grade)? Should fellow students have input into the grades students receive? How can the instructor ensure that fair grades are given to students? The answers to these questions vary among instructors. Many professors view group grades in a negative light, therefore, do not agree with giving the same grade to all students without consideration for individual input. Kagan (1995: 68) is especially critical writing: The concept of giving a single grade for each member of a group project is unfair because it prevents exceptional students from being rewarded and allows uncooperative students to get good grades. …