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Grouping in the Dark: What College Students Learn from Group Projects

Carol L. Colbeck, Susan E. Campbell and Stefani A. Bjorklund
The Journal of Higher Education
Vol. 71, No. 1 (Jan. - Feb., 2000), pp. 60-83
DOI: 10.2307/2649282
Stable URL: http://www.jstor.org/stable/2649282
Page Count: 24
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Grouping in the Dark: What College Students Learn from Group Projects
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Abstract

This study explored antecedents and consequences of interdependence development when undergraduates learning in groups are provided with little guidance about how to work together effectively. Previous class group work and out-of-class experiences contribute to development of goal, resource, and role interdependence among group members. Group projects contribute to student's problem-solving, communication, and conflict management skills.

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