From Diversifying Economic Quality: A Wiki for Instructors and Departments
Comments/Questions: The goal of this study was to "invert the classroom," or to incorporate events that 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; a result that may be an indicator for how ethnic minorities will respond to this approach.
Overall Rating [1 (worst source) - 10 (best source)]: 8
Robin L. Bartlett - link to her works or possible page of her credentials ect.
Difference between collaborative learning and active learning?
An Evaluation of Collaborative Problem Solving for Learning Economics Carol G. Johnston, Richard H. James, Jenny N. Lye and Ian M. McDonald The Journal of Economic Education Vol. 31, No. 1 (Winter, 2000), pp. 13-29 Published by: Taylor & Francis, Ltd. Article Stable URL: http://www.jstor.org/stable/1183337