ABSTRACT
Learning in small groups is another long-established component of higher education, in the shape of the seminar. Other forms of group learning activities have been introduced more recently. Group work has a number of advantages as a form of learning. These include the development of metacognitive awareness, in which students learn what they know, and do not know, as a result of having to explain their thinking and knowledge to a group. This process also consolidates learning. Learning groups offer the opportunity to develop subject-specific and transferable skills, increasingly recognized as vital for new graduates. The benchmarking statements for both social policy and social work cite problem-solving skills, evaluative and analytical skills, sensitivity to the values and interests of others, communication skills, interpersonal and teamwork skills, making presentations, self-awareness and an ability to self-manage their learning (QAA, 2000); all these can be developed through group learning. In order to run group learning effectively, academics must themselves become skilled as facilitators of learning, paying attention to both task and process.
