Abstract:

Collaborative learning as an instructional approach is widely used in higher education institutions where students work together to converse with peers, exchange knowledge and skills to accomplish common goals. Efficacy of knowledge acquisition, disposition, and enrichment could be the positive result of collaborative learning. This study highlighted the feedback from 126 students at a community college who were assigned to work in groups in a training and development subject. The feedback gathered through online surveys and reflective journals showed that students had positive impacts on their learned knowledge, creativity and reasoning skills.  However, students without an adequate understanding of group dynamics revealed that diversity in groups inhibited productive group dynamics.  The dysfunctional group behaviors reflected by students were correlated with the nature of the four elements advocated in TetraMap®.  It is suggested that educators could adopt the TetraMap® model and equip students to explore individual differences, experience synergy, and embrace diversity in future group work.