Group work is highly important in higher education during assessment and evaluation. The stages of the learning activity are the same whether it is conducted face-to face or online. Students can develop new skills for continuous learning by working in groups. Students will be more accountable for acquiring knowledge in this way. Different strategies based on students' learning styles preferences can become effective instructional tools for improving critical thinking, communication, and implementation skills. The purpose of this research is to explore the implementation of a group dynamic approach in a small group. The research was determined using a qualitative survey. The model reflects the stages of forming, storming, norming, and performing on the group dynamics of 236 respondents of undergraduate students studying from three different faculties at University Teknologi Mara in Malaysia. The findings of this study show that these elements can be used to create a group dynamic that is suitable for small-group learning for university students. Since there has been a few study into group dynamics at the undergraduate level, it was beneficial to explore this concept in other categories of education such as master's and doctoral programmes and educators.
Bonebright, D. A. (2010). 40 years of storming: A historical review of tuckman’s model of small group development. Human Resource Development International, 13(1), 111–120. https://doi.org/10.1080/13678861003589099
Brown, F. A. (2008). Collaborative learning in the EAP classroom: Students’ perceptions. English for specific purposes. Elsevier, 1(17).
Chen, W., & Yu, S. (2019). A longitudinal case study of changes in students’ attitudes, participation, and learning in collaborative writing. System, 82, 83-96. https://doi.org/10.1016/j.system.2019.03.005
Chen, R., & Hird, B. (2006). Group work in the EFL classroom in China: A closer look. Regional Language Centre Journal, 37(1), 91-103. https://doi.org/10.1177/0033688206063476
Merlin, D. M., Lavoie, S., & Gallagher, F. (2020). Elements of group dynamics that influence learning in small groups in undergraduate students: A scoping review. Nurse Education Today, 87(January). https://doi.org/10.1016/j.nedt.2020.104362
Hall, P., & Weaver, L. (2001). Interdisciplinary education and teamwork: a long and winding road. Medical education, 35(9), 867-875.
Hendry, G. D., & Davy, H. P. (2005). Independent student study groups. Blackwell Publishing Ltd. Medical Education, 39, 672-679. http://dx.doi.org/10.1111/j.1365-2929.2005.02199.x
Ilias, A., Razak, M. Z. A., Yunus, N. K. Y., & Razak, S. F. F. A. (2012). How accounting students perceived towards teamwork skills. Journal of Education and Vocational Research, 3(12), 387–398. https://doi.org/10.22610/jevr.v3i12.94.
Jackson, S. L. (2015) Research methods and Statistics-A Critical Thinking Approach (5tH Edition) Boston, USA:: Cengage Learning.
Lin, A. C., Shih, J., Lin, C., & Shih, J. (2018). International Forum of Educational Technology & Society Analysing Group Dynamics of a Digital Game-based Adventure Education Course Published by?: International Forum of Educational Technology & Society Linked references are available on JSTOR for this ar. International Forum of Educational Technology & Society, 21(4), 51–63.
MacRoberts, M., & MacRoberts, M. (1986). Achieving Change In People. Some Applications on Group Dynamics Theory. The ANNALS of the American Academy of Political and Social Science, 503(1), 122–136.
Marks, M. A., Mathieu, J. E., & Zaccaro, S. J. (2001). A temporally based framework and taxonomy of team processes. Academy of management review, 26(3), 356-376.
Mohd Rick, A. M., Wan Mohd, W. N. H., Abd Rahman, M., Sukiman, S. A., Mokhtar, R., & Katawazai, R. (2022). Exploring Online Group Work Using Tuckman’s Model. International Journal of Academic Research in Business and Social Sciences, 12(11), 187–205. https://doi.org/10.6007/ijarbss/v12-i11/14945
Nicolopoulou, K., Kostomaj, M., & Campos, A. (2006). How to address group dynamics in virtual worlds. AI and Society, 20(3), 351–371. https://doi.org/10.1007/s00146-005-0027-0
Rahmat, N. H. (2022) Conflict Resolution Strategies in Class Discussion. International Journal of Education, Vol 12(3), pp 49-66. https://doi.org/10.5296/ije.v12i3.16914
Sung, H. Y., & Hwang, G. J. (2013). A collaborative game-based learning approach to improving students' learning performance in science courses. Computers & Education, 63(0), 43-51. doi: http://dx.doi.org/10.1016/j.compedu.2012.11.019
Tanaka, M. (2022). Individual perceptions of group work environment, motivation, and achievement. International Review of Applied Linguistics in Language Teaching, 60(4), 1201-1225. https://doi.org/10.1515/iral-2020-0183
Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384–399. Retrieved from https://doi.org/10.1037/h0022100
Yazedjian, A., & Kolkhorst, B. (2007). Implementing small-group activities in large lecture classes. College Teaching, 55(4), 164-169. http://dx.doi.org/10.3200/CTCH.55.4.164-169
