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ABSTRACT This article compares two experiences of group-based student projects in a Geographical Information Systems (GIS) degree and in Geography degree modules. The two authors adopted group projects from similar motivations, and used available materials to guide them through this process. Subsequently, they have come to reflect on the experience and to examine the theoretical dimensions of such an approach in more detail. There seems to be a discrepancy between the literature, which emphasises a growing interest in the socio-educational value of group-based and active learning, and the concerns voiced by both students and academics regarding the practical implications of such approaches. Analysis of grades and questionnaires tends to support the literature and belie the criticisms, which the authors see as `myths ; possibly motivated by a defensive attitude to the whole learning process. The conclusions are that, if care is not taken in the design and execution of such projects, then the problems that may ensue can reinforce the 'myths'. However, if carefully and appropriately designed and managed, team-based learning is a valuable experience.
Introduction
Educational Perspective
There has been a growing interest in the use of team- or group-based learning at all levels of education and training. Forman (1994) suggests two analytical perspectives on group learning:
individualistic-emphasising cognitive performance and considering the social or group context as an environmental variable which may influence cognitive learning; and
sociocultural-emphasising the difficulty of separating group and individual learning experience, and being 'situated' and therefore of wider social benefit. Learning is part of an initiation into a community of practice.
Forman (1994) notes that the first, individualistic, perspective dominated early research into peer collaboration, since such a perspective lends itself well to an experimental research approach. Lately, a sociocultural perspective has gathered credence among practitioners, but this is far more complex to research. Forman's observation that `learning is a process by which a newcomer is integrated into a community of practice' (p. 5) characterises this perspective, and presents a challenge for higher education. Liber (1994), in an article reviewing resource-based learning, argues that `teaching involves the management of complexity' (p. 183), and later that `the variety of learning needs must be balanced by the learning opportunities ... the two sides of this equation must be balanced'...