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Small Group Discussions vs Informational Lectures

Small Group Discussions vs Informational Lectures

I believe that the utilization of small group discussions, in numerous instances, can engender more favorable outcomes in problem-solving when compared with informational lectures. Small group dialogues provide numerous benefits that have the potential to enhance the efficacy of problem-solving endeavors. Firstly, it is imperative to acknowledge that small group discussions catalyze fostering active engagement and participation among all students. During a dynamic exchange of ideas, participants are afforded the valuable opportunity to articulate their unique viewpoints, engage in inquiry, and scrutinize the notions put forth by their counterparts. Actively engaging in the topic can facilitate a comprehensive examination of the issue and expand the scope of possible resolutions (Ross & Nisbett, 2011). For example, in the context of a corporate environment, it is not uncommon for small collectives to engage in brainstorming sessions, wherein the exchange of thoughts and ideas frequently yields novel and inventive concepts and strategic approaches.

Secondly, facilitating small group discussions fosters a conducive environment for collaborative efforts, wherein individuals can synergistically combine their diverse reservoirs of knowledge and skills. Every individual within the collective brings forth their distinct reservoir of knowledge and perspicacity, engendering a more all-encompassing comprehension of the quandary (Johnson & Johnson, 2009; Michaelsen et al., 2023). For example, in academic environments, group study sessions serve as a valuable means for students to engage in reciprocal pedagogy, wherein they mutually instruct and elucidate intricate notions that may have eluded their comprehensive understanding during didactic lectures.

Furthermore, it is worth noting that engaging in small group discussions can cultivate a profound sense of ownership and accountability within the individuals involved (Johnson & Johnson, 2009; Michaelsen et al., 2023). When individuals engage in active participation within a discourse and collaboratively reach a resolution, their likelihood of displaying commitment toward implementing it is heightened. The inherent notion of possessing something can augment one’s drive and sense of responsibility.

Nevertheless, it is imperative to recognize that the efficacy of small group dialogues may exhibit variability contingent upon factors such as the inherent complexity of the issue at hand, the composition of the collective, and the adeptness of the facilitation employed during the discourse. In certain instances, it may be deemed more appropriate to employ informational lectures to impart fundamental knowledge. However, small group discussions frequently emerge as a highly advantageous methodology when it comes to intricate problem-solving and the cultivation of critical thinking skills.


Johnson, D. W., & Johnson, R. T. (2009). An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning. Educational Researcher, 38(5), 365–379.×09339057

Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2023). Team-Based Learning: A Transformative Use of Small Groups in College Teaching. In Google Books. Taylor & Francis.

Ross, L., & Nisbett, R. E. (2011). The Person and the Situation: Perspectives of Social Psychology. In Google Books. Pinter & Martin Publishers.


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Small Group Discussions vs Informational Lectures

Small Group Discussions vs Informational Lectures

Discuss the following:

Do you agree that small group discussions have better results in solving problems than informational lectures? Support your viewpoint with real-life examples.
Post an initial 200-word response

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