Difference between revisions of "Collaborative learning"

From Diversifying Economic Quality: A Wiki for Instructors and Departments

Jump to: navigation, search
(Examples of Collaborative Learning)
(Examples of Collaborative Learning)
 
(58 intermediate revisions by 3 users not shown)
Line 1: Line 1:
'''Collaborative learning''' is an educational approach that 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 ==
 
== Examples of Collaborative Learning ==
In a study conducted by Lage, Platt, and Tregalia, collaborative learning was incorporated into an introductory microeconomics course through the use of economic experiments in class (examples can be found under How to Incorporate Collaborative Learning), through the promotion of group work in and outside of class, and through the integration of student presentations on economic topics.
 
  
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
  
 +
'''What:''' A study showing the effects of incorporating various activities into the economics classroom which do not typically occur there.
  
<span style="color:#FF4500"> "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)."</span>
+
'''How:''' Incorporated [[economic experiments]], promoted group work, and integrated student presentations on economic topics in an introductory microeconomics course.
  
<span style="color:#000080">"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)."</span>
+
'''Where:''' The study conducted by Lage, Platt and Tregalia can be found [http://www.jstor.org/stable/1183338/ here]
  
  
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).
+
 
 +
'''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==
 
==How to Incorporate Collaborative Learning==
  
- '''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)." Another example of a possible economic experiment to conduct in class can be seen in the following table: 
+
[[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.
 +
 
  
  
{| border="1"
 
|-
 
| '''Game: #156''' ||
 
|-
 
| align="right" | Course: ||Micro, Health Economics, Public Economics
 
|-
 
| align="right" | Level: ||Intermediate and up
 
|-
 
| align="right" | Subject(s): ||Asymmetric information and adverse selection
 
|-
 
| align="right" | Objective: ||To illustrate that asymmetric information leads to adverse selection.
 
|-
 
| align="right" | Reference and contact: ||Mellor, Jennifer M. "Illustrating adverse selection in health insurance markets with a classroom game." Southern Economic Journal, October 2005, Vol. 72, No. 2, pp. 502–515.
 
|-
 
|align="right" | Abstract: ||Students take on the role of health insurance buyers and sellers.  In part one of the game, there are two buyer types: high-risk and low-risk.  Early periods are played under full information while later periods are played under asymmetric information conditions (in which sellers must sell their policies to all buyers at the same price).  In part two of the game sellers may offer two types of health insurance policies: moderate coverage and generous coverage.  As before, the early periods are played under full information while later periods are played under asymmetric information.
 
|-
 
|align="right" | Class Size: ||Groups of 10 to 35 students.
 
|-
 
|align="right" | Time: ||One 75-minute period to run both parts of the game
 
|-
 
|align="right" | Variations: || n/a
 
|-
 
|align="right" | See also: || Information games
 
|}
 
  
  
For more possible economic experiments go to  http://www.marietta.edu/~delemeeg/games/.
 
  
- '''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==
 
==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 ==
 
== Conclusion ==
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)."
+
Collaborative learning is a technique which, if used in the economics classroom, can improve the the participation and academic achievement of underrepresented students.
 
 
  
== Sources ==
+
{{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 64: Line 73:
 
Published by: Taylor & Francis, Ltd.
 
Published by: Taylor & Francis, Ltd.
 
Article Stable URL: http://www.jstor.org/stable/1183338
 
Article Stable URL: http://www.jstor.org/stable/1183338
 +
  
 
Teaching Introductory Economics with a Collaborative Learning Lab Component
 
Teaching Introductory Economics with a Collaborative Learning Lab Component
Line 71: Line 81:
 
Published by: Taylor & Francis, Ltd.
 
Published by: Taylor & Francis, Ltd.
 
Article Stable URL: http://www.jstor.org/stable/1182922
 
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 16:48, 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.