Thoughts on the amount of face-to-face group work

Abstract

The study argues that modern pedagogy really supports the children of the digital age in the classroom only if its methods develop the ability of self-direction and self-management, i. e. self-observation, self-motivation, setting one’s own goals, mental focus and personal willpower. It questions whether there is an indisputable causal relationship between the frequent use of face-to-face group work and the future advanced cooperation skills. Mainly on the basis of the latest results of social and cognitive psychology, it shows that reactive cooperation, which assumes spontaneity, is not the key to multiplying success for everyone, that impromptu interactivity often does not take into account the limitations of our cognitive abilities, and that face-to-face group work does not have the conditions for creative work. It highlights that learning based on personal collaboration benefits all participants only if we leave space and time for processing information, for the development of thoughts, i. e. if we delay the interaction.