9.1 Going solo

Some students lose motivation when they find it impossible to feel ownership in a group project. In extreme cases this can mean that an individual achieves nothing and may, as a result, be in danger of failing a course which they would otherwise complete successfully

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This bundle offers a contingency solution for dealing with extreme cases of group work related motivation problems.

How it works is you supervise the groups in the usual way but pay particular attention to students' reactions to being required to work in groups. Identify individuals who would be motivated to do the work but for their extreme reaction to group work. (They may manifest themselves by extreme dis-engagement and non-attendance, or perhaps by trying to "take over" and do all the work themselves, or in some other way). If undertaking this particular task in a group is not a specific requirement of the assessment criteria for the module, allow the individual in question to drop out of the group and pursue an individual project.

The individual then pursues a solo project based on the original group project but 'cut down' to be manageable by one person in the time available. The group continues as before but with a negotiated reduction in the project requirements to take account of the group being smaller.

Although it is an extreme measure, this may allow a greatly de-motivated student to achieve at least something. This may also have a beneficial effect for the group from which they drop out.

This works better if the majority of the cohort are motivated to work in groups since, once it is apparent that going solo is an option, students who to this point were working effectively in groups may want to work alone.

It doesn't work if prohibited by institutional requirements (particularly assessment criteria) and it will not work unless there is sufficient time for an individual project that satisfies institutional criteria to be instigated and pursued. Also, it must be possible for the group to continue unaffected.

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So: be sensitive to how choice of teaching methods and assessment instruments can affect students' results