Notes:

However, if academic structure is linked to opportunities for peer dialogue and interaction, then this not only helps promote a sense of belonging, but it might also enhance academic learning (lower right quadrant). Many institutions have for a long time encouraged peer dialogue and connected learning through group projects. However, in the UK group projects have often been organised for later years of study rather than being a key feature of first year. One advantage of introducing dialogue into structured tasks is that dialogue can lead to an attenuation of the teacher’s voice allowing the student voice to be heard (Gravett and Peterson, 2002). Hence dialogue initiates a process of empowerment.
Note that structure becomes even more important when we introduce dialogue in learning as this now means that someone has to manage the balance of individual and group work.