Collaborative Learning: Patterns of Student Perceptions of the Contributions of Other Team Members During a Group Project

Abstract

This paper reports the results of student perceptions about the individual contributions of group members that participated in a team assignment as part of a tertiary education course. The practice of designing coursework with group projects needs to adhere to Johnson, Johnson and Smith’s (2006) strategies for [cooperative] learning in college classrooms, who emphasize creating interdependence, devoting time for developing teamwork skills, and cultivating an atmosphere of individual accountability. The significance is the importance of students having the opportunity to express their perceptions about ways that other members affect their own score for a class assignment.