American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2014, 2(11A), 16-22
DOI: 10.12691/education-2-11A-3
Open AccessResearch Article

Frustration Factor in Group Collaborative Learning Experiences

Lazarus Ndiku Makewa1, , Dorcas Gitonga1, Baraka Ngussa1, Samwel Njoroge1 and Joshua Kuboja1

1School of Education, Department of Educational Administration, Curriculum and Teaching, University of Eastern Africa, Baraton, P.O. Box 2500 Eldoret 30100, Kenya

Pub. Date: December 08, 2014

Cite this paper:
Lazarus Ndiku Makewa, Dorcas Gitonga, Baraka Ngussa, Samwel Njoroge and Joshua Kuboja. Frustration Factor in Group Collaborative Learning Experiences. American Journal of Educational Research. 2014; 2(11A):16-22. doi: 10.12691/education-2-11A-3

Abstract

This study was carried out in the University of Eastern Africa, Baraton, Kenya. It sought to find out students’ frustration level after group learning experiences, how often they went through these experiences, how frustration affected their Bachelor of Education Program, how BED with its group collaborative learning methodology met their expectations, if they were getting quality training and finally if they would take part in the future in another course requiring group collaborative learning. A larger percentage of students stated that they were frustrated as they went through collaborative learning. However, they did not feel that frustration as factor has any effect on their Bachelor of Education program. Collaborative learning as a set of instructional strategies, when used properly, can help learners to meet specific learning and social interaction objectives in structured groups. It can also promote social interaction to facilitate knowledge construction. Further, if students are well prepared to work in small groups and if the groups are well organized, students’ collaboration can increase students’ achievement more than traditional methods of learning. It is therefore recommended that in the course of the lesson, teachers set time for group work to motivate the learners, not only interacting with the content, but also with the group members.

Keywords:
students attitudes group collaborative learning experiences frustrations

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Adolphus, T; Alamina, A. and Aderonmu, A (2013). The Effects of Collaborative Learning.
 
[2]  Allen, I. E., & Seaman, J. (2007). Online nation: Five years of growth in online learning. Needham, MA: Sloan Consortium.
 
[3]  Artino, A. R. (2008, March). Understanding satisfaction and continuing motivation in an online course: An extension of social cognitive, control-value theory. Paper presented at the annual meeting of the American Educational Research Association, New York, NY. Retrieved fromhttp://www.sp.uconn.edu/~aja05001/comps/documents/AERA_2008_SEM_Artino_FINAL.pdf.
 
[4]  Artino, A. R., & Stephens, J. M. (2007, October). Bored and frustrated with online learning? Understanding achievement emotions from a social cognitive, control-value perspective. Poster session presented at the annual meeting of the Northeastern Educational Research Association, Rocky Hill, CT. Retrieved from http://www.sp.uconn.edu/~aja05001/comps/documents/NERA-07_AchEmotions_Artino%2BStephens.pdf.
 
[5]  Barkley, E. F., Cross, K. P & Major, C. H (2005). Collaborative learning techniques. United.
 
[6]  Barron, B. (2003). When smart groups fail. The Journal of the Learning Sciences, 12 (3), 307–359.
 
[7]  Bennis, W. G., & Shepard, H. A. (1956). A theory of group development. Human Relations, 9, 415-457.
 
[8]  Bergh, Z & Theron, A (editors). Psychology in the work context. Cape Town: Oxford University.
 
[9]  Bessiere, K., Newhagen, J. E., Robinson, J. P., & Shneiderman, B. (2006). A model for computer frustration: The role of instrumental and dispositional factors on incident, session, and post-session frustration and mood. Computers in Human Behavior, 22 (6), 941-961.
 
[10]  Bion, W. R. (1961). Experiences in groups and other papers. New York: Basic Books.
 
[11]  Borges, F. (2005). La frustració de l’estudiant en línia. Causes i accions preventives. Digithum [online article]. UOC. Núm. 7. Retrieved from http://www.uoc.edu/digithum/7/dt/cat/borges.pdf.
 
[12]  Brownstein, B (2001). Collaboration: “The foundation of learning in the future,” Education.
 
[13]  Bruning, R. H; Schraw, G. J; Norby, M.M & Ronning, R. R (2004). Cognitive psychology and instruction (4th ed) upper Saddle River, NJ: Pearson Education.
 
[14]  Bruffee, K. A. (1999). Collaborative learning: Higher education, interdependence, and the authority of knowledge (2nd ed.). Baltimore: John Hopkins University Press.
 
[15]  Chambers Dictionary (2000). Great Britain: Chambers Harrap Publishers Ltd. Design (5th edition). California: Wadsworth. edu/- mccay/apdm/selusing/selusing_d.htmEducation, Inc.
 
[16]  Cheng, D. W., Chae, M., & Gunn, R. W. (1998). Splitting and projective identification in multicultural group counseling. Journal for Specialists in Group Work, 23 (A), 372-387.
 
[17]  Clarebout, G., & Elsen, J. (2001). The ParlEuNet-project: Problems with the validation of socioconstructivist design principles in ecological settings. Computers in Human Behavior, 17 (516), 453-464.
 
[18]  Conrad, D. L. (2002). Engagement, excitement, anxiety, and fear: Learners’ experiences of starting an online course. American Journal of Distance Education, 16 (4), 205-226.
 
[19]  Curtis, D. D., & Lawson, M. J. (2001). Exploring collaborative online learning. Journal of Asynchronous Learning Networks, 5(1), 21-34.
 
[20]  Dirkx, J. M., & Smith, R. 6., (2004). Thinking out of a bowl of spaghetti: Learning to learn in online collaborative groups; In T. Roberts (Ed.), Online collaborative learning: Theory and practice (pp. 132-59). Hershey, PA: Idea Group.
 
[21]  Do, S., & Schallert, D. (2004). Emotions and classroom talk: Toward a model of the role of affect in students’ experiences of classroom discussions. Journal of Educational Psychology, 96(4), 619-634.
 
[22]  Fincham, R & Rhodes, P (2005). Principles of organizational behaviour (4th ed). New York.
 
[23]  Gibbard, G. S. (1974). Individuation, fusion, and role specialization. In G. Gibbard, J. J.
 
[24]  Gagne, R. M., Wager, W.W., Golas, K. C. & Keller, J. M (2005). Principles of Instructional.
 
[25]  Gillies, Ashman & Terwel (2007). The teacher’s role in implementing cooperative learning in Irwin, Inc. Jersey: Pearson Merrill Prentice Hall.
 
[26]  Handa, Y. (2003). A phenomenological exploration of mathematical engagement: Approaching an old metaphor anew. For the Learning of Mathematics, 23(1), 22-29.
 
[27]  Hartmah, & R. D. Mann (Eds.), Analysis of groups (pp. 247-265). San Francisco: Jossey-Bass.
 
[28]  Hickey, D. T., Moore, A. L., & Pellegrino, J. W. (2001). The motivational and academic consequences of elementary mathematics environments: Do constructivist innovations and reforms make a difference? American Educational Research Journal, 38, 611-652.
 
[29]  Hyvönen, P. (2001). Motivation and emotion in CSCL/2:2: Regulation of motivation and emotions. Retrieved from http://knol.google.com/k/1-motivation-and-emotion-in-cscl-4#
 
[30]  Järvenoja, H., & Järvelä, S. (2005). How students describe the sources of their emotional and motivational experiences during the learning process: A qualitative approach. Learning, 15, 465–480.
 
[31]  Johnson, D. W., & Johnson, R. T. (1991). Learning together and alone: Cooperative, competitive, and individualistic learning. Englewood Cliffs, NJ: Prentice Hall. Journal of Education and Practice.
 
[32]  Kauchak, D & Engen P. (2008). Introduction to Teaching: Becoming a Professional. New March 2, 2009 from http://teacherworld.com/potdale.html.
 
[33]  Lazar, J., Jones, A., Bessiere, K., Ceaparu, I., & Shneiderman, B. (2004). User frustration with technology in the workplace. AMCIS 2003 Proceedings. Paper 283. Retrieved from http://aisel.aisnet.org/amcis2003/283.
 
[34]  Mandler, G. (1975). Mind and emotion. New York: Wiley.
 
[35]  McConnell, D. (2002). Action research and distributed problem-based learning in continuing professional education. DwMnce Education, 2(1), 59-83.
 
[36]  McKnight, C. (2000). Teaching critical thinking through online discussions. Ediicause Quarterly, 4, 39-42.
 
[37]  Moore, K.D (2009). Effective Instructional Strategies. Los Angeles: SAGE.
 
[38]  Newcomb, T. (1962). Student peer group influence. In T. Newcomb & E. Wilson (Eds.), The American college: A psychological and social interpretation of higher learning (pp. 481-495). New York: Wiley.
 
[39]  O'Donnell, A. M., & O'Kelly, J. (1994). Learning from peers: Beyond the rhetoric of positive results. Educational Psychology Review, 6, 321-349.
 
[40]  Ohan, D. U and Ugwu, E. J (2010). Factors which Predict Performance in Secondary School on Problem Solving Abilities among Senior Secondary School Physics Students in Oxford University Press.
 
[41]  Oliver, R., & Omad, A. (2001). Student responses to collaborating and learning in a Web-based environment. Journal of Computer Assisted Learning, 7 (1), 34-47.
 
[42]  Panitz, T. (2001). The case for student-centered instruction via collaborative learning paradigms.Retrieved from http://home.capecod.net/~tpanitz/tedsarticles/coopbenefits.htm.
 
[43]  Pastore, R. S. (2003). Creating, evaluating, and selecting instructional resources. Retrieved Physics. Advances in Applied Science Research, Vol. 1 (3), 255-258).
 
[44]  Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37 (2), 91-105.
 
[45]  Pinto, Y (2012). The efficacy of homogeneous groups in enhancing individual learning.
 
[46]  Ragoonaden, K., & Bordeleau, P. (2000). Collaborative learning via the Internet. Educational Technology & Society, 3(3). Retrieved from http://ifets.ieee.org/periodical/vol_3_2000/d 11.html.
 
[47]  Roberts, T. S. (2005). Computer-supported collaborative learning in higher education: An introduction. In T. S. Roberts (Ed.), Computer-supported collaborative learning in higher education (pp. 2-3). Hershey, PA.: Information Science Publishing.
 
[48]  Rue, L. W & Byars, L. L (1993). Supervision: Key link to productivity (4th ed). USA: Richard D.
 
[49]  Salomon, G., & Globerson, T. (1989). When teams do not function the way they ought to. International Journal of Educational Research, 13, 89-99.
 
[50]  Simple Harmonic Motion. Journal of Education and Practice www.iiste.org Vol. 4, No. 25, 2013.
 
[51]  Schon D. (1990). Educating the reflective practitioner San Francisco: Jossey-Bass.
 
[52]  Sierpinska, A., Bobos, G., & Knipping, Ch. (2008). Sources of students frustration in pre-university level, prerequisite mathematics courses. Instructional Science, 36, 289-320.
 
[53]  Smith, K. K., & Berg, D. N. (1987). Paradoxes of group life: Understanding conflict, paralysis, and movement in group dynamics. San Francisco: New Lexington Press.
 
[54]  Smith, R. O., & Dirkx, J. M. (2003). Lost in familiar places: The struggle for voice and belonging in online adult learning groups. In the Proceedings of the 22nd Midwest Research to Practice Conference in Adult, Continuing, and Community Education (pp. 187-192). Columbus: Ohio State University.
 
[55]  Trujillo, C. (1997).The application of W. R. Bion's group process construct to computer-mediated communications (CMC). Unpublished doctoral dissertation. Fielding Institute, Santa Barbara, CA.
 
[56]  Unger, R. M. (1984). Passion: An essay on personality. New York: Free Press.
 
[57]  Wells, L. J. (1995). The group-as-a-whole: A systemic socioanalytic perspective on interpersonal and group relations. In J. Gillette & M. McCollom (Eds.), Groups in context: A new perspective on group dynamics (pp. 50-85). Reading, MA: Addison-Wesley.
 
[58]  Wheelan, S. A. (1994). Group processes: A developmental perspective. Boston: Allyn & Bacon.
 
[59]  Winters, S. K. (1974). Interracial dynamics in self-analytic groups. In G. Gibbard, J. J. Hartman, & R. D.Mann (Eds.), Analysis of groups (pp. 197-219). San Francisco: Jossey-Bass.