There are studies on the effect of group size on interaction. As an
example....
>From a book I have by Graham Gibbs on "Discussion with more students"
In a study on patterns of discussion in small groups, in a group of 5
members, one member of the group made on average 43% of the contributions
while the 5th member made only 7%. As group size increased, the unequal
pattern of the contruibtions became more marked with the one member
contributing a great deal more than the rest and most members speaking very
little (<10%)
Groups with tutors in them commonly exhibit even more extreme patterns with
the tutor speaking for as much as 80% of the time and students hardly
speaking at all. Several changes are necessary of most students are to be
actively involved. First, large groups need to be broken down into smaller
groups for at least some of the time. Second the tutor needs to withdraw
from the discussion at least some of the time. Third, the influence of
domonant students needs to be reduced (and there are various techniques for
doing this)
We have tutorial groups of 8 students. If one, or particularly two,
students are absent, it makes a big difference to the patterns of
interactions with generally a much more even pattern of participation. The
students like it better. Guess the answer to your question partly depends
on the purpose and tasks of the group.
Angela
Several changes
At 10:58 AM 6/25/99 -0400, Robbins, Brett wrote:
>EBM is best taught in small groups. Traditionally, this means 4-8 or so.
>Any ideas or data on 'how big is too big?'
>
>Brett Robbins, MD
>University of Rochester
>Rochester, NY USA
>[log in to unmask]
>
Dr Angela Towle
Director, MD Undergraduate Programme
Undergraduate Dean's Office
#3250 - 910 West 10th Avenue
University of British Columbia
Vancouver, B.C. Canada V5Z 4E3
Tel (604 ) 822-4526 or 875-4500
Fax (604) 875-5611
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