Paradox of Collaboration: Assessing Challenges and Improvement Strategies for Group Work Among Sociology Students
Keywords:
active learning; group work; Sociology; teaching; learningAbstract
Collaborative learning, designed to foster teamwork and collective problem-solving, has become a cornerstone of pedagogical practice in higher education. However, significant challenges often obstruct students from fully realizing the benefits of these social learning environments. This study explored strategic interventions to optimize group work as a teaching and learning tool by providing a platform for students to articulate their experiences and perspectives within a South African university context. Adopting a qualitative research methodology, the study used in-depth, face-to-face interviews with a diverse cohort of Sociology students. The study consisted of 40 participants, 10 students from each level: first year, second year, third year, and honors. This study employed non-probability sampling, using a purposive sampling technique to select participants. This broad participant base allowed for a comprehensive understanding of the evolving challenges across different stages of academic development. The data were analyzed using thematic analysis. The findings indicated that students encounter multifaceted barriers, including systemic social loafing, lack of participation, perceived negative impacts on academic performance, and an instructional void characterized by insufficient support from academic staff. Furthermore, logistical hurdles such as spatiotemporal constraints (clashing schedules), interpersonal disagreements, and a general lack of cohesive teamwork were identified as primary friction points. In response to these challenges, students proposed actionable strategies to enhance the efficacy of collaborative assessments. These included the mechanical equalization of workloads to ensure fair participation, the strategic adoption of virtual meeting platforms to circumvent physical distance, and a call for pedagogical scaffolding. Specifically, students argued for lecturers to provide explicit training on the value of collaborative efforts and the institutional consequences of non-participation.
https://doi.org/10.26803/ijlter.25.6.40
References
Alfares, N. (2017). Benefits and difficulties of learning in group work in EFL classes in Saudi Arabia. English Language Teaching, 10(7), 247.
Bhasin, H. (2023, January 2). Face-to-face interviews – Process and tips. Marketing91. https://www.marketing91.com/face-to-face-interviewing
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Burdett, J. (2007). Making groups work: University students’ perceptions. International Education Journal, 4(3), 177–191.
Burgan, M. (2006). In defense of lecturing. Change: The Magazine of Higher Learning, 38(6), 30–34. https://doi.org/10.3200/CHNG.38.6.30-34
Burke, A. (2011). Group work: How to use groups effectively. The Journal of Effective Teaching, 11(2), 87–95.
Cantwell, R. H., & Andrews, B. (2002). Cognitive and psychological factors underlying secondary school students' feelings toward group work. Educational Psychology, 22(1), 75–91. https://doi.org/10.1080/01443410120101260
Chan, R., & Pheng, S. (2018). University student’s attitudes towards group work. Cambodian Journal of Undergraduate Research, 1, 53–68.
Chang, B., & Kang, H. (2016). Challenges facing group work online. Distance Education, 37(1), 73–88. https://doi.org/10.1080/01587919.2016.1154781
Chiriac, E. (2014). Group work as an incentive for learning – students’ experiences of group work. Frontiers in Psychology, 5, Article 558. https://doi.org/10.3389/fpsyg.2014.00558
Chowdhury, M. F. (2014). Interpretivism in aiding our understanding of the contemporary social world. Open Journal of Philosophy, 4(03), 432–438.
Darby, S., & Tallontire, A. (2016). Making group work: Improving group work for students and staff. Working Paper. https://eprints.whiterose.ac.uk/157889/
Davies, M. (2009). Groupwork as a form of assessment: Common problems and recommended solutions. Higher Education, 58(4), 563–584. https://doi.org/10.1007/s10734-009-9216-y
Dawadi, S. (2020). Thematic analysis approach: A step and step guide for ELT research practitioners. Journal of Nelta, 25(1-2), 62–71. https://doi.org/10.3126/nelta.v25i1-2.4973110.3126/nelta.v25i1-2.49731
Dillenbourg, P. (1999). What do you mean by 'collaborative learning'? In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and computational approaches (pp. 1–19). Elsevier.
Eriksson, R. H., & Forslund, F. (2014). How do universities contribute to employment growth? The role of human capital and knowledge bases. European Planning Studies, 22(12), 2584–2604. https://doi.org/10.1080/09654313.2013.849227
Francis, N., & O'Toole, J. (2010). Using group work for assessment – an academic's perspective. Advance HE / Higher Education Academy. https://www.advance-he.ac.uk/knowledge-hub/using-group-work-assessment-academics-perspective
Francis, N., Allen, M., & Thomas, J. (2022). Using group work for assessment—an academic’s perspective. Open Educational Resource, Advance HE. https://www. advance-he. ac. uk/sites/default/files/2022–03/Using group work for assessment-an academic's perspective. pdf.
Fujimoto, C. (2010). The interactional co-construction of a text by two international students in a university context. Language Learning Journal, 38(2), 201–215.
Goodman, J. (1995). Change without difference: School restructuring in historical perspective. Harvard Educational Review, 65(1), 1–30.
Griffiths, S., Houston, K., & Lazenbatt, A. (2007). Academic development in Manchester: Strategies for implementing student-centred learning in higher education. Manchester Metropolitan University Press.
Hall, M. (2018). The theory of groups. Courier Dover Publications.
Hassanien, A. (2006). Student experience of group work and group assessment in higher education. Journal of Teaching in Travel & Tourism, 6(1), 17–39.
Hassanien, A. (2006). Student experience of group work and group assessment in higher education. Journal of Teaching in Travel & Tourism, 6(1), 17–39. https://doi.org/10.1300/J172v06n01_02
Healey, M., & Healey, R. L. (2019). Student engagement through partnership: A guide and update to the Advance HE framework. Advance HE.
Heitz, M., Mattis, N., & Loecherbach, F. (2024). Informfully: An open-source, customizable platform for evaluating user engagement and peer-assessment metrics in collaborative environments.
Hennink, M., Hutter, I., & Bailey, A. (2020). Qualitative research methods. Sage.
Hontarenko, I., & Kovalenko, O. (2024). Enhancing teaching: The crucial role of effective preparation and delivery of lectures. Educational Challenges, 29(1), 72–84. https://journal.unismuh.ac.id/index.php/exposure https://www.researchgate.net/publication/270820172_Making_Groups_Work_University_Students'_Perceptions
Hyman, R. M., & Sierra, J. J. (2016). Open versus close-ended survey questions. Business Outlook, 14(2), 1–5.
James, R., McInnis, C., & Devlin, M. (2002). Assessing learning in Australian universities. Centre for the Study of Higher Education, University of Melbourne. https://www.researchgate.net/publication/245508037_Assessing_Learning_in_Australian_Universities
Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory Into Practice, 38(2), 67–73. https://doi.org/10.1080/00405849909543834
Käpylä, J., & Palvalin, M. (2025). Integrating peer assessment into experiential learning: the validity and learning benefits of peer assessment in reading circle discussions. Assessment & Evaluation in Higher Education, 50(8), 1253–1276. https://doi.org/10.1080/02602938.2025.2566659
Kliebard, H. M. (2002). Changing course: American curriculum reform in the 20th century (Vol. 8). Teachers College Press.
Koh, M. H., & Hill, J. R. (2009). Student perceptions of groupwork in an online course: Benefits and challenges. International Journal of E-Learning & Distance Education/Revue internationale du e-learning et la formation à distance, 23(2), 69–92. https://www.ijede.ca/index.php/jde/article/view/477
Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia - Social and Behavioral Sciences, 31, 486–490. https://doi.org/10.1016/j.sbspro.2011.12.091
Li, M., & Campbell, J. (2008). Asian students’ perceptions of group work and group assignments in a New Zealand tertiary institution. Intercultural Education, 19(3), 203–216. https://doi.org/10.1080/14675980802078525
Loode, A. (2021). Virtual meetings: Examining presence on group communication quality, performance and satisfaction in communication environment. University of Twente, The Netherlands. https://doi.org/10.13140/RG.2.2.33608.65285
Marks, M. B., & O’Connor, A. H. (2013). Understanding students’ attitudes about group work: What does this suggest for instructors of business? Journal of Education for Business, 88(3), 147–158. https://doi.org/10.1080/08832323.2012.664579
Martins, J. (2026). Workload management: How to manage your team’s workload. Asana. https://asana.com/resources/effectively-manage-team-workload
Martins, L. C., Woodburn, A. J., & Milistetd, M. (2024). The learner-centered curriculum: is it the missing piece in coaching programs? International Sport Coaching Journal, 1, 1–7. https://doi.org/10.1123/iscj.2023-0039
McCombs, B. L. (2017). Historical review of learning strategies research: Strategies for the whole learner—a tribute to Claire Ellen Weinstein and early researchers of this topic. Frontiers in Education, 2, 6. https://doi.org/10.3389/feduc.2017.00006
McKay, J., & Sridharan, B. (2023). Student perceptions of collaborative group work (CGW) in higher education. Studies in Higher Education, 49(2), 221–234.
Nipp, M. B., & Palenque, S. M. (2017). Strategies for successful group work. Journal of Instructional Research, 6(1), 42–45. https://doi.org/10.9743/JIR.2017.7
Novita, D., Kurnia, F. D., & Mustofa, A. (2020). Collaborative learning as the manifestation of sociocultural theory: Teachers’ perspectives. Jurnal Pendidikan Bahasa Inggris (Exposure Journal 13), 9(1), 13, 25.
Parameswaran, R. (2013). Formative assessment with emphasis on group work. 2013 Fulbright Distinguished Awards in Teaching Presentation and Graduation.
Payne, B. K., & Monk-Turner, E. (2006). Students' perceptions of group projects: The role of data, bonuses, and micro-management. College Teaching, 54(4), 332–339. https://doi.org/10.3200/CTCH.54.4.332-339
Pervin, N., & Mokhtar, M. (2022). The interpretivist research paradigm: A subjective notion of a social context. International Journal of Academic Research in Progressive Education & Development, 11(2), 419–428.
Popov, V., Brinkman, D., Biemans, H. J., Mulder, M., Kuznetsov, A., & Noroozi, O. (2012). Multicultural student groups work in higher education: An explorative case study on challenges as perceived by students. International Journal of Intercultural Relations, 36(2), 302–317. https://doi.org/10.1016/j.ijintrel.2011.09.004
Rezaei, A. R. (2018). Effective group work strategies: Faculty and students’ perspectives. Journal of Education and Learning, 7(5), 1–10.
Ruiz-Primo, M. A. (2011). Informal formative assessment: The role of instructional dialogues in assessing students’ learning. Studies in Educational Evaluation, 37(1), 15–24. https://doi.org/10.1016/j.stueduc.2011.04.003
Showkat, N., & Parveen, H. (2017). Non-probability and probability. Media and Communications Study, 6(1), 1–9.
Stephenson, J. (2013). The concept of capability and its importance in higher education. In J. Stephenson, & M. Yorke (Eds.), Capability and quality in higher education (pp. 1–13). Routledge.
Taqi, H. A., & Al-Nouh, N. A. (2014). Effect of group work on EFL students' attitudes and learning in higher education. Journal of Education and Learning, 3(2), 52–65. https://eric.ed.gov/?id=EJ1076424
Thondhlana, G., & Belluigi, D. Z. (2014). Group work as 'terrains of learning' for students in South African higher education. Perspectives in Education, 32(4), 40–55. https://doi.org/10.38140/pie.v32i4.1883
Vygotsky, L. S. (2019). Collaborative learning: Teamwork and social learning strategies. In D. Adams, & M. Hamm (Eds.), Collaboration, communications, and critical thinking: A STEM-inspired path across the curriculum. Rowman & Littlefield.
Walker, P., & Finney, N. (1999). Skill development and critical thinking in higher education. Teaching in Higher Education, 4(4), 531–547.
Wilson, K. J., Brickman, P., & Brame, C. J. (2018). Group work. CBE—Life Sciences Education, 17(1), fe1. https://doi.org/10.1187/cbe.17-12-0258
Yee, G., & Kirst, M. (1994). Lessons from the new science curriculum of the 1950s and 1960s. Education and Urban Society, 26(2), 158-171.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Thandeka khowa-Qhaoi, Zinhle Shuping
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
