Three major topics related to grouping students (i.e., group-learning paradigms, learning group configuration, and student leadership in academic work groups) were reviewed. Given the confusion arising from the interchangeable use of terms associated with group learning, a detailed comparison of cooperative and collaborative group-learning paradigms was presented. Definitions, common attributes, and practices that vary among the approaches were examined. Grouping strategies (e.g., group size, gender, race) and personality profiles (i.e., Myers-Briggs Type IndicatorĀ®, EmergeneticsĀ®, and the STEPTM Program) influencing group-learning composition were then investigated to determine best practices and research deficiencies. Next, student leadership in small academic work groups was organized under three subtopics: situational demands, leadership styles, and leader attributes. Each area was analyzed in view of the extant literature. Implications of this conceptual analysis are provided. ACCESS FULL MANUSCRIPT HERE:
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