A comparative analysis on small-group task-based learning between software engineering and dance studies at the University of Auckland

Abstract

This study explores the similarities and differences of small-group task-based learning and the contributing factors to these differences. Specifically, in the contexts of software design (Software Engineering) and choreography (Dance Studies) at the University of Auckland. For the purposes of this study, small-group task-based learning is defined as activities or projects where students mutually work to achieve a goal or task in groups of 2 to 10 people. Johnson and Johnson’s (2002, 2008, 2009) social interdependence theory serves as the explanatory framework in which student-student and student-teacher interactions within these learning environments are unpacked. The study seeks to gain a deeper understanding of how social interdependence affects small-group task-based learning in the two disciplines. Uncover the dysfunctional and functional aspects of small-group task-based and investigate how Software Engineering and Dance Studies lecturers facilitate and guide these learning environments. In addition, the present study seeks to make a distinct contribution to the two-year University of Auckland Learning Enhancement Grant (LEGs) funded project SALAM to the STEM. Students completed an anonymous questionnaire that measured their values, rationales, perceptions and experiences of small-group task-based learning in their relevant disciplines. In addition, semi-structured interviews with lecturers were conducted to gather their perspectives and rationales of these learning environments. The main findings of this study suggest Software Engineering and Dance Studies students share convergent values, rationales and perceptions of small-group task-based learning. However, divergent responses to these three measures were noted and may be explained by the reported negative experiences. Moreover, the negative experiences were found to be a result of motivational and interactional breakdowns within groups. In contrast, positive experiences were marked by promotive interaction and positive interdependence amongst group members. The findings also suggest social interdependence in small-group task-based learning may be affected the teacher’s mode of facilitation, guidance, intervention and the distributed course materials and theories. It is hoped that the findings from the present study can contribute to the secondary phase of the SALAM to the STEM research project in exploring and describing the current state of small-group task-based learning in Software Engineering and Dance Studies programmes at the University of Auckland.