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Grouped Out? Undergraduates' Default Strategies for Participating in Multiple Small Groups
- The Journal of General Education
- Penn State University Press
- Volume 55, Number 2, 2006
- pp. 81-102
- 10.1353/jge.2006.0022
- Article
- Additional Information
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This qualitative study examined students' descriptions of their experiences in classroom groups in an interdisciplinary arts and sciences program. Using a grounded theory approach, we found that students used descriptive names to navigate complex group demands. Their reductionist strategies interfered with learning, prevented flexibility, and pointed to small group fatigue.