Difference between revisions of "Collaborative learning"

From Diversifying Economic Quality: A Wiki for Instructors and Departments

Jump to: navigation, search
(Examples of Collaborative Learning)
 
(86 intermediate revisions by 3 users not shown)
Line 1: Line 1:
Collaborative learning is an educational approach which promotes interaction among students, as well as between students and teachers.  
+
'''Collaborative learning''' is an educational approach that promotes interaction among students in the classroom. This technique is highly similar to [[cooperative learning]], although when collaborative learning techniques are used the end result of the activities are unknown to students. Also in this case instructors take the role more as facilitators rather than instructors. This technique has shown to increase the motivation of students in the field of economics.  
  
 +
== Examples of Collaborative Learning ==
  
Lage, Platt, and Tregalia found that incorporating collaborative learning in an introductory economics course resulted in positive feedback from both student and instructor. Instructors integrated collaborative learning by conducting economic experiments, by starting class asking if the students had any questions, and by allowing students to get into groups, discuss material, and then present their material to the class. After the course, a survey was conducted where students rated various aspects of the course on a scale from 1 (strongly disagree) to 5 (strongly agree). "The statement "The experiments illustrated basic economic concepts" received an average score of 4.2 (35)." In addition to this, the students' feedback comments included the following statements:
+
'''Who:''' Maureen J. Lage, associate professor of economics at Miami University (Ohio),
 +
Glenn J. Platt, associate professor of economics at Miami University (Ohio)
 +
Michael Treglia, Eli Lilly & Co. Indianapolis
  
"I really liked the demonstrations and the group work - they helped me to really ''see'' the concepts, much better than a lecture would, and I could better visualize something I'd seen rather than heard-that was a big plus for tests(35)."
+
'''What:''' A study showing the effects of incorporating various activities into the economics classroom which do not typically occur there.  
  
"As for the class itself, I loved the way it was run! The groups were very effective-it helped to have your peers explain things to you in a different way that sometimes made more sense. Also, it was easier to get to know your classmates and made for a very comfortable environment. I liked the "hands on" approach (35)."
+
'''How:''' Incorporated [[economic experiments]], promoted group work, and integrated student presentations on economic topics in an introductory microeconomics course.
  
Instructors also provided posititve feedback during the study. "Both instructors also noted that students generally enjoyed working together and seemed to learn from having other students explain concepts in different ways...In general, students were more comfortable asking questions in class, probably because of teh many opportunites for one-on-one interaction with the instructore...From the insturcotrs' perspective, the course was considerably more stimulating to teach...(37).
+
'''Where:''' The study conducted by Lage, Platt and Tregalia can be found [http://www.jstor.org/stable/1183338/ here]
  
A key aspect of  this study  was the difference in results between male and female students. "For female the students, the mean scores on the statements "I believe I learned more in this format," and "The experiments illustrated basic economic concepts" were higher than for men in our sample. In addition, on the average, female students self-reported greater satisfaction with the worksheets and in-class experiments. Both instructors also noted that women were clearly more active participants in class than in the traditional classroom (37)."
 
  
  
 +
'''Who:''' Robert L. Moore, a professor of economics at Occidental College.
 +
 +
'''What:''' A study showing the effects of incorporating a [[collaborative learning lab (CLL)]] into an introductory economics course.
 +
 +
'''How:''' Moore created a [[collaborative learning lab (CLL)]] where students learned economic concepts through group work and presentation.
 +
 +
'''Where:''' The study conducted by Robert L. Moore can be found [http://www.jstor.org/stable/1182922/ here]
 +
 +
 +
'''Both studies can be found in the [[The Journal of Economic Education]].'''
 +
 +
==How to Incorporate Collaborative Learning==
 +
 +
[[File:Class Presentation Image1.jpeg|left]]
 +
 +
* '''Conduct [[economic experiments]] in class.''' Lage, Platt, and Treglia incorporated one economic experiment which consisted of the following: "For instance, a simple experiment consisted of holding an auction for a can of cola. Bidding began at five cents and increased in five-cent increments; count was taken of how many people wanted to buy the can at each price (33)."
 +
 +
* '''Promote group work.''' Encourage students to work in groups both inside and outside of the classroom.
 +
 +
* ''' Integrate student presentations.''' Allocate a portion of class time to student presentations either concerning assigned material, such as worksheets and problem sets, or to specific economic topics related to the material taught in class.
 +
 +
 +
 +
 +
 +
 +
 +
 +
==Evidence==
 +
 +
The study conducted by Lage, Platt, and Tregalia produced positive results.
 +
 +
'''The students' feedback comments included the following statements:'''
 +
 +
"I really liked the demonstrations and the group work - they helped me to really ''see'' the concepts, much better than a lecture would, and I could better visualize something I'd seen rather than  heard-that was a big plus for tests (35).
 +
 +
"As for the class itself, I loved the way it was run! The groups were very effective-it helped to have your peers explain things to you in a different way that sometimes made more sense. Also, it was easier to get to know your classmates and made for a very comfortable environment. I liked the "hands on" approach (35)."
 +
 +
'''
 +
'''Instructors also provided positive feedback after the study:''''''
 +
 +
"Both instructors also noted that students generally enjoyed working together and seemed to learn from having other students explain concepts in different ways...In general, students were more comfortable asking questions in class, probably because of the many opportunities for one-on-one interaction with the instructor...From the instructors' perspective, the course was considerably more stimulating to teach...(37).
 +
 +
'''A key aspect of this study was the difference in results between ''male'' and ''female'' students.''' "For female students, the mean scores on the statements "I believe I learned more in this format," and "The experiments illustrated basic economic concepts" were higher than for men in our sample. In addition, on the average, female students self-reported greater satisfaction with the worksheets and in-class experiments. Both instructors also noted that women were clearly more active participants in class than in the traditional classroom (37)."
 +
 +
 +
The study conducted by Robert L. Moore also produced positive [[Moore Evidence Table|results]]
 +
 +
== Conclusion ==
 +
Collaborative learning is a technique which, if used in the economics classroom, can improve the the participation and academic achievement of underrepresented students.
 +
 +
{{hidden|Sources|
 
Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment
 
Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment
 
Maureen J. Lage, Glenn J. Platt and Michael Treglia
 
Maureen J. Lage, Glenn J. Platt and Michael Treglia
Line 20: Line 74:
 
Article Stable URL: http://www.jstor.org/stable/1183338
 
Article Stable URL: http://www.jstor.org/stable/1183338
  
Name: Chelsea
+
 
Comments/Questions: The goal of this study was to  "invert the classroom," or to incorporate events which usually occur outside the classroom, inside the classroom. Therefore the study integrated not only collaborative learning but also access to technological resources (video lectures, web sites, PowerPoint presentations, ect.) This study was conducted at Miami University where "The typical undergraduate student is Caucasian, is upper-middle class and resides either on campus or in a nearby off-campus housing (34)." Therefore, the results do not directly reflect how collaborative learning may impact ethnic minorities. Although, the results do reflect that women have a positive response to collaborative learning which may be an indicator for the response which ethnic minorities may have.
+
Teaching Introductory Economics with a Collaborative Learning Lab Component
Overall Rating [1 (worst source) - 10 (best source)] : 8
+
Robert L. Moore
 +
The Journal of Economic Education
 +
Vol. 29, No. 4 (Autumn, 1998), pp. 321-329
 +
Published by: Taylor & Francis, Ltd.
 +
Article Stable URL: http://www.jstor.org/stable/1182922
 +
 
 +
 
 +
Active and Cooperative Learning Using Web-Based Simulations
 +
Stephen J. Schmidt
 +
The Journal of Economic Education
 +
Vol. 34, No. 2 (Spring, 2003), pp. 151-167
 +
Published by: Taylor & Francis, Ltd.
 +
Article Stable URL: http://www.jstor.org/stable/30042535}}

Latest revision as of 17:48, 27 October 2011

Collaborative learning is an educational approach that promotes interaction among students in the classroom. This technique is highly similar to cooperative learning, although when collaborative learning techniques are used the end result of the activities are unknown to students. Also in this case instructors take the role more as facilitators rather than instructors. This technique has shown to increase the motivation of students in the field of economics.

Examples of Collaborative Learning

Who: Maureen J. Lage, associate professor of economics at Miami University (Ohio), Glenn J. Platt, associate professor of economics at Miami University (Ohio) Michael Treglia, Eli Lilly & Co. Indianapolis

What: A study showing the effects of incorporating various activities into the economics classroom which do not typically occur there.

How: Incorporated economic experiments, promoted group work, and integrated student presentations on economic topics in an introductory microeconomics course.

Where: The study conducted by Lage, Platt and Tregalia can be found here


Who: Robert L. Moore, a professor of economics at Occidental College.

What: A study showing the effects of incorporating a collaborative learning lab (CLL) into an introductory economics course.

How: Moore created a collaborative learning lab (CLL) where students learned economic concepts through group work and presentation.

Where: The study conducted by Robert L. Moore can be found here


Both studies can be found in the The Journal of Economic Education.

How to Incorporate Collaborative Learning

Class Presentation Image1.jpeg
  • Conduct economic experiments in class. Lage, Platt, and Treglia incorporated one economic experiment which consisted of the following: "For instance, a simple experiment consisted of holding an auction for a can of cola. Bidding began at five cents and increased in five-cent increments; count was taken of how many people wanted to buy the can at each price (33)."
  • Promote group work. Encourage students to work in groups both inside and outside of the classroom.
  • Integrate student presentations. Allocate a portion of class time to student presentations either concerning assigned material, such as worksheets and problem sets, or to specific economic topics related to the material taught in class.





Evidence

The study conducted by Lage, Platt, and Tregalia produced positive results.

The students' feedback comments included the following statements:

"I really liked the demonstrations and the group work - they helped me to really see the concepts, much better than a lecture would, and I could better visualize something I'd seen rather than heard-that was a big plus for tests (35).

"As for the class itself, I loved the way it was run! The groups were very effective-it helped to have your peers explain things to you in a different way that sometimes made more sense. Also, it was easier to get to know your classmates and made for a very comfortable environment. I liked the "hands on" approach (35)."

Instructors also provided positive feedback after the study:'

"Both instructors also noted that students generally enjoyed working together and seemed to learn from having other students explain concepts in different ways...In general, students were more comfortable asking questions in class, probably because of the many opportunities for one-on-one interaction with the instructor...From the instructors' perspective, the course was considerably more stimulating to teach...(37).

A key aspect of this study was the difference in results between male and female students. "For female students, the mean scores on the statements "I believe I learned more in this format," and "The experiments illustrated basic economic concepts" were higher than for men in our sample. In addition, on the average, female students self-reported greater satisfaction with the worksheets and in-class experiments. Both instructors also noted that women were clearly more active participants in class than in the traditional classroom (37)."


The study conducted by Robert L. Moore also produced positive results

Conclusion

Collaborative learning is a technique which, if used in the economics classroom, can improve the the participation and academic achievement of underrepresented students.