Group project work and student-centred active learning: two different experiences

This article compares two experiences of group-based student projects in a Geographical Information Systems (GIS) degree and in Geography degree modul es. The two authors adopted group projects from similar motivations, and us ed available materials to guide them through this process. Subsequently, th ey have come to reflect on the experience and to examine the theoretical di mensions of such an approach in more detail. There seems to be a discrepanc y between the literature, which emphasises a growing interest in the socio- educational value of group-based and active learning and the concerns voice d by both students and academics regarding the practical implications of su ch approaches. Analysis of grades and questionnaires tends to support the l iterature and belie the criticisms, which the authors see as 'myths', possi bly motivated by a defensive attitude to the whole learning process. The co nclusions are that, if care is not taken in the design and execution of suc h projects, then the problems that may ensue can reinforce the 'myths'. How ever, if carefully and appropriately designed and managed, team-based learn ing is a valuable experience.