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Collaborative Learning: a Sourcebook for Higher Education DOCUMENT RESUME ED 357 705 HE 026 455 AUTHOR Goodsell, Anne S.; And Others TITLE Collaborative Learning: A Sourcebook for Higher Education. INSTITUTION National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 92 CONTRACT R117G10037 NOTE 175p.; Areas of very faint type appear sporadically. PUB TYPE Guides Non-Classroom Use (055) Collected Works General (020) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Annotated Bibliographies; Class Activities; *College Instruction; *Cooperative Learning; Educational Methods; Elementary Secondary Education; Higher Education; Instructional Improvement; *Instructional Innovation; Learning Strategies; *Program Development; Program Evaluation; Program Implementation; Student Evaluation; Undergraduate Study ABSTRACT This sourcebook contains nine papers on various aspects of collaborative learning for students with emphasison college level instruction (though some material relevant to secondary elementary education is also included). Contributors address what collaborative learning is, how is it implemented, how toassess it, and where it is used. Each section of the sourcebook containsan annotated bibliography, as well as a general bibliography containing the references cited in the articles reprinted in that section. Articles and their authors are as follows: "What Is Collaborative Learning?" (Barbara Leigh Smith, Jean T. MacGregor); "Collaborative Learning and the 'Conversation of Mankind" (Kenneth A. Bruffee); "Collaborative Learning and Positive Change in Higher Education" (Karl A. Smith, David W. Johnson, Roger T. Johnson); "Collaborative Learning: Reframing the Classroom" (Jean T. MacGregor); "Teachers and Learning Groups: Dissolution of the Atlas Complex" (Donald L. Finkel, G. Stephen Monk); "Why Some Groups Fail: A Survey of Students' Experiences with Learning Groups" (Susan Brown Fiechtner, Elaine Actis Davis); "Student Involvement in Learning: Cooperative Learning and College Instruction" (Jim Cooper, Randal Mueck); "Collaborative Learning in the Classroom: A Guide to Evaluation" (Harvey S. Wiener); and "Research on Cooperative Learning: Consensus and Controversy" (Robert E. Slavin). The final section provides: (1)a listing of 50 colleges and universities implementing collaborative learning (witha program description and contact information); and (2) a listing of 5 collaborative learning networks (with descriptions and contact information). (GLR) In COLLABORATIVE LEARNING: A BOURCEBOOX FOR HIGHER EDUCATION cfiz Anne S. Goodsell, Michelle R. Maher, and Vincent Tinto Syracuse University National Center on Postsecondary Teaching, Learning, and Assessment and Barbara Leigh Smith and Jean MacGregor The Evergreen State College The Washington Center for Improving the Quality of Undergraduate Education Published by the National Center on Postsecondary Teaching, Learning, and Assessment (NCTLA)(c) 1992. jLOGO SOMEWHERE ON COVER) U.S. DEPARTMENT Of EDUCATION Office of EducahonaI Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reproduce on quality Points of new or opinions stated in this dOCu men? do not neCIISSertly eptesent official OERI position or policy Project No.: R117G10037 CFDA No.: 84.117G Collaborative Learning: A Sourcebook for Higher Education Anne S. Goodsell Michelle R. Maher Vincent Tinto Syracuse University National Center on Postsecondary Teaching, Learning, and Assessment Barbara Leigh Smith Jean MacGregor The Evergreen State College The Washington Center for Improving the Quality of Undergraduate Education Published by the National Center on Postsecondary Teaching, Learning, and Assessment (NCTLA).NCTLA is funded by the U.S. Department of Educational Research and Improvement (OERI), Grant R117G10037. The opinions herein do not necessarily reflect the position or policy of OERI, and no official endorsement should be inferred. (c) 1992 NCTLA. This sourcebook is part of a series of materials on teaching, learning, and assessment published by NCTLA. To request a complete publications list contact NCTLA The Pennsylvania State University 403 South Allen Street, Suite 104 University Park, PA16801-5252 Phone: (814) 865-5917 FAX: (814) 865-3638 Bitnet: NCTLA@PSUVM Acknowledgements It is fitting that a sourcebook on collaborative learning should itself be a collaborative enterprise, as this book certainly is. We have received assistance or many different levels, from sharing information to sharing tasks. Such assistance has made the compilation of this book an enjoyable project and reinforces for us the value of cooperation. First we wish to acknowledge the contributions of the individuals and institutions listed in section D, "Where is Collaborative Learning Being Used?"We are grateful for their willingness to be listed as contacts and resources. More importantly, we are glad that they have tried collaborative learning strategies, found them to be rewarding, and persisted with their use. Second, we wish to thank a number of individuals who shared bibliographies, reviewed drafts of the sourcebook, and whose comments were invaluable in helping us to define andshape this book: Kenneth Bruffee, Jim Cooper, Joseph Cuseo, Faith Gabelnick, Zelda Gamson, David Johnson, Roger Johnson, Roberta Matthews, Barbara Millis, Kelly Parsley, Karen Romer, KarlSmith, Maryellen Weimer, and William Whipple. Their enthusiasm for and continued interest in the sourcebook is appreciated! We also would like to thank Susan Kelly forher help with the typing and physical construction of thebook. Anne S. Goodsell Michelle R. Maher Vincent Tinto Barbara Leigh Smith Jean MacGregor 4 CONTENTS INTRODUCTION SECTION A: COLLABORATIVE LEARNING: DESCRIPTIONS, DEFINITIONS, AND SOME HISTORY What is Collaborative Learning' Barbara Leigh Smith and Jean T. MacGregor Collaborative Learning and the "Conversation of Mankind"... Kenneth A. Bruffee Cooperative Learning and Positive Change in Higher Education Karl A. Smith, David W. Johnson, and Roger T. Johnson Collaborative Learning: Refraining the Classroom Jean T. MacGregor Annotated Bibliography General Bibliography SECTION B: HOW IS COLLABORATIVE LEARNING IMPLEMENTED' Teachers and Learning Groups: Dissolutidn of the Atlas Complex Donald L. Finkel and G. Stephen Monk Why Some Groups Fail: A Survey of Students' Experiences with Learning Groups Susan Brown Fiechtner and Elaine Actis Davis Student Involvement in Learning: Cooperative Learning and College Instruction Jim Cooper and Randal Mueck Annotated Bibliography Discipline-Specific Bibliography General Bibliography SECTION C: ASSESSING THE EFFECTS OF COLLABORATIVE LEARNING.. Collaborative Learning in the Classroom: A Guide to Evaluation Harvey S. Wiener Research on Cooperative Learning: Consensus and Controversy Robert E. Slavin Annotated Bibliography 5 General Bibliography SECTION D: WHERE IS COLLABORATIVE LEARNING USED' Who is Using Collaborative Learning' Collaborative Learning Networks ABOUT THE EDITORS ABOUT THE CENTERS INTRODUCTION Broadly defined, collaborative learning reforms classroom learning by changing students from passive recipients of information given by an expert teacher to active agents in the cmstruction of knowledge. This type of learning takes many forms and is called many names including cooperative and collaborative learning. Although cooperative and collaborative learning derive from different traditions, they both provide structured group activities for students and promote the social skills students need to work together. They differ according to the amount of structure provided for students and the degree of constructed knowledge presented. Many other terms appear in literature about collaborative learning such as: Federated Learning Communities (FLCs), Freshman Interest Groups (FIGS), learning communities, collaborative learning groups, linked courses, interdisciplinary seminars, joint student-faculty research efforts. What all these names have in common is their focus on active learning and cooperation between students and teachers. A concept as broad as collaborative learning can be packaged and labeled in myriad ways, but the fundamental principle is engagement in and ownership of learning. The principle--active engagement in learning--founds the current increase in the visibility of collaborative and cooperative learning strategies. Monographs have been published in the past year which advocate the use of collaborative learning and describe the benefits for students and faculty. A new network for cooperative learning has been formed, and existing organizations like the Washington Center for the Improvement of Undergraduate Education are experiencing increasing demands for their services. In ar environment where institutions of higher education are being challenged to improve their rates of retention and quality of student learning, colleges and universities increasingly are turning to collaborative learning strategies as an answer to those problems. And with good reason. Evidence abounds to suggest that collaborative and cooperative learning strategies can and do address problems of student passivity; that professors do gain insight about student learning; that students can gain in thinking skills, communications skills, and mastery of content; and that students become more attached to the institution and as a result
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