I’m the first to admit that I don’t enjoy group work – I have high standards and I don’t like to be in a situation where I have to rely on others to achieve them.  Too often, in both study and work environments, I have found the outcomes of group work not reaching my standards.  While this may be perfectionist tendencies (and something I need to deal with elsewhere) it’s been a reality for me. 

Social constructivist theory holds that we learn best from interacting with others and the environment – debating, sharing, collaborating.  The research recommends this approach for online learning.  Now it was time to put it to the test.  So, it was with a certain amount of trepidation that I approached a group project to design an online learning community

After some initial discussions seven people joined together to form the Mending JuJu project – it was actually two small groups with slightly different aims but with enough similarities in purpose for us to think we could achieve the desired outcome.

The members had met briefly and had interacted online for approximately 6 weeks- via discussion forums, blogs and comments – but had no real affiliations.  The group largely self-selected – people with like interests or aspirations were drawn together to achieve an outcome.  The other similarities are all based around my perceptions of my group members- all looking to utilise e-learning in their work; all busy people with full work, academic and personal lives; a variety of experience in e-learning and all high achievers. 

The group reflected all learning styles – activitsts, reflectors, theorists and pragmatists.  All contributed actively to the group processes and learning.  We shared our strengths, learnt from each other and contributed to the group goal.

The group went through Tuckman’s stages of group development – we formed, we stormed (a little – maybe more internally than externally), we normed and then we performed – and achieved our stated objective to the satisfaction of all members.  We are yet to adjourn/mourn, although this is likely to come as our studies draw to a close.

What helped this group to form and function so effectively?  This is a question I find fascinating – especially as almost all members expressed similar reticence with group projects.  There are a number of factors that I think contributed to the effectiveness of the group which I wish to reflect on and explore in more depth over the coming weeks.  These include:

• A stated group charter where we learnt more about each others aspirations, concerns, strengths and limitations, perhaps engendering a sense of trust among the team members
• Self-selection by members
• A common goal – both in terms of the project outcome and our personal goals
• A shared theoretical basis – of social constructivism and e-learning community design
• The mix of learning styles, and personalities
• A common personality trait – high achievers
• A common background in adult education and a commitment to developing our own knowledge and practices as educators
• The impact of e-learning technologies and “virtual” group work

 Maybe it was one or more of these factors, maybe it was just a serendipitous event.  Regardless of the cause I now have a new perspective on group work and am looking forward to my next experience.