PBL-grupper som grupper: gruppdynamiken en förbisedd faktor?

This paper questions assumptions about the importance of group processes for the learning outcome in PBL groups. It is argued that previous research has downplayed the occurrence and importance of such processes. Through an empirical study with collective Group Diaries in 12 PBL group of approx. 70 students over one term., the occurrence of 67 hindering incidents is demonstrated. The most frequent were: leadership problems, conflict avoidance, task indistinctness and influence of disturbing contextual factors. The implications for future research and praxis are discussed.