Linda Brown, Ph

Collaborative Learning: Definition, Rationale for Implementation, Challenges, Strategies for Implementation, and Assessment Considerations

Linda Brown, Ph.D. Academy for Instructional Excellence, Coordinator Texas Collaborative For Teaching Excellence

Table of Contents

I. Purpose The purpose of this learning module is to identify the rationale, benefits, and challenges of collaborative learning in short- and long-term small-group activities, and to provide faculty with tools to effectively develop, integrate, assess and evaluate collaborative activities

II. Objectives  Define collaborative learning  Identify the rationale for using collaborative learning activities  Identify challenges and benefits for faculty and students in the application of collaborative learning approaches  Provide faculty with tools to effectively develop, integrate, assess and evaluate short and long-term small group collaborative activities  Identify resources for faculty use in researching collaborative learning

III. Key concepts  Collaborative Learning: Learning approach in which students at various performance levels work together in small groups toward a common goal. The students are responsible for one another’s learning as well as their own. The success of one student helps others students be successful. (http://scholar.lib.vt.edu/ejournals/JTE/jte-v7n1/gokhale.jte-v7n1.html)

V. Sections Module 1: Definitions, Rationale, Benefits and Challenges of Collaborative Learning Activities Module 2: The Effective Development, Integration, Assessment, and Evaluation of Collaborative Learning Activities

VI. Reflection Self-assessment and reflection instrument included. nine instructors will share their successful teaching/learning practices. Collaborative Learning

Common questions and concerns that are addressed in this module and identified links include:

 What’s in it for me and/or my students to learn these skills or concepts?

 What is the cost-benefit ratio in learning and applying these skills or concepts?

 How will students benefit? Why will they be motivated to learn these skills or concepts?

 How much structure should I provide in small group assignments?

 What is more important, the process or the product?

 Is it feasible to assign semester-long group projects considering student attendance and drops?

 Do I allow groups to self-select or do I identify the groups?

 Do I allow groups to drop nonproductive members? If so, what do I do then?

 How do I grade group work?

 How does group size and diversity impact group performance?

 How do I know if everyone participated and contributed?

 Should I have students evaluate each other’s contributions?

 How much extra time do I have to devote to developing and integrating activities?

 How much time will I lose in class if I incorporate group works?

 What do I do if someone is adamant about not participating in a group project?

 How will I know if application of these skills or concepts has benefited my students or me? How will I measure success? Module 1 Definitions, Rationale, Benefits and Challenges of Collaborative Learning Activities

 Learning Community: linking of several courses so that students have opportunities for deeper understanding and integration of the material they are learning and more interaction with one another and their teachers. This includes five models: linked courses, clusters, freshman interest groups, federated learning communities, and coordinated studies. http://www.temple.edu/LC/general-info.html

 Small groups-learning communities: to help overcome feelings of isolation, build a sense of group identity, cohesiveness, and uniqueness; to encourage continuity and the integration of diverse curricular and co-curricular experiences. (Levine citing Astin, 1985). Levine, J. H. (2002). Beyond a definition of learning communities. July 8, 2002, http://www.temple.edu/LC/general-info.html

 Cooperative Learning includes five essential elements: Positive interdependence, face-to-face interaction, individual accountability with personal responsibility, structured activity, teamwork skills and group processing. “Group members often receive designated roles, groups are given structured tasks to perform, and the completion of the group task requires that group members work interdependently. Both the group as a whole and individual members are held accountable for completing the activities and demonstrating a satisfactory level of learning.” Individual students might be asked to read a different set of readings in order to complete a group task. Each member has an assigned responsibility. Collaborative learning activities can provide students the opportunity to think for themselves, compare their thinking with others, conduct research projects, and confront their own beliefs and the logic of their own thinking. http://www.id.ucsb.edu/IC/Resources/Collab-L/xxx.html

 Another definition of cooperative learning includes similar elements: positive interdependence, face-to-face promotive interaction, individual and group accountability, interpersonal and small group skills, and group processing (Johnson, Johnson, & Holubec, 1993). The elements of this definition and related materials can be found at the following cite. http://www.clcrc.com/pages/cl.html#interdependence Additional resources cited by the author include:

Deutsch, M. (1962). Cooperation and trust: Some theoretical notes. In M. R. Jones (Ed.), Nebraska symposium on motivation, 275-319. Lincoln, NE: University of Nebraska Press.

Johnson, D. W. (1991). Human relations and your career (3rd. ed.). Englewood Cliffs, NJ: Prentice-Hall.

Johnson, D. W. (1993). Reaching out: Interpersonal effectiveness and self- actualization (6th ed.). Needham Heights, MA: Allyn & Bacon.

Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.

Johnson, D. W., & Johnson, R. T. (1995). Teaching students to be peacemakers (3rd ed.). Edina, MN: Interaction Book Company.

Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1993). Cooperation in the Classroom (6th ed.). Edina, MN: Interaction Book Company.

 Collaborative learning: Students at various performance levels work together in small groups toward a common goal. The students are responsible for one another’s learning as well as their own. The success of one student helps others students be successful. Gokhale cites Johnson and Johnson (1986) and Totten, Sills, Digby & Russ, (1991) who claim that cooperative learning promotes critical thinking and that cooperative learning teams achieve higher levels of thought and retain information longer than students who work individually

Gokhale, A. A. (2002). Collaborative learning enhances critical thinking. July 3, 2002, http://scholar.lib.vt.edu/ejournals/JTE/jte-v7n1/gokhale.jte-v7n1.html

Johnson, R. T., & Johnson, D. W. (1986). Action research: Cooperative learning in the science classroom. Science and Children, 24, 31-32.

Totten, S., Sills, T., Digby, A., & Russ, P. (1991). Cooperative learning: A guide to research. New York: Garland.

Rationale for Using Collaborative Learning  “Research has consistently found that students who gain most from cooperative work are those who give and receive elaborated explanations” (Gokhale, 1995, citing Webb, 1985).  “Students are capable of performing at higher intellectual levels when asked to work in collaborative situations than when asked to work individually. Group diversity in terms of knowledge and experience contributes positively to the learning process (Gokhale, 1995, citing Vygotsky, 1978).  “Bruner (1985) contends that cooperative learning methods improve problem- solving strategies because the students are confronted with different interpretations of the given situation. The peer support system makes it possible for the learner to internalize both external knowledge and critical thinking skills and to convert them into tools for intellectual functioning (Gokhale, 1995).  Group interaction helps students learn from each other’s scholarship, skills, and experiences. Students report that the benefits of learning in small groups include increased understanding, getting helpful feedback, the benefits of pooled knowledge and experience, stimulated thinking, gaining of new perspectives, more relaxed atmosphere which made problem-solving easier, a fun experience, new friends, and a greater sense of responsibility. Gokhale reported that if the purpose of instruction is to enhance critical thinking and problem-solving skills, rather than gaining factual knowledge, that collaborative learning is more beneficial (Gokhale, 1995).  For collaborative learning to be effective, the instructor must view teaching as a process of developing and enhancing students’ ability to learn. The instructor’s role in not to transmit information, but to serve as a facilitator for learning (Gokhale, 1995).

Gokhale, A. A. (2002). Collaborative learning enhances critical thinking. July 3, 2002, http://scholar.lib.vt.edu/ejournals/JTE/jte-v7n1/gokhale.jte-v7n1.html

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.

Webb, N. (1985). Student interaction and learning in small groups: A research summary. Learning to Cooperate, Cooperating to Learn, 148-172.

What are my instructional goals? How would collaborative learning activities support each of the following instructional goals? Socialization Critical Thinking/Problem Solving Effective Communication Personal Responsibility Development of a productive work ethic Values Clarification Self-awareness Retention Memorization Challenges and benefits for faculty and students in using collaborative learning approaches

At this site, David and Roger Johnson at the Cooperative Learning Center in Minneapolis MN provide answers to commonly asked questions about collaborative learning: http://www.clcrc.com/pages/qanda.html

In An Overview Of Cooperative Learning, Roger T. and David W. Johnson discuss accountability, group processing, interdependence, competition, interpersonal relationships, self-esteem and related collaborative learning considerations: http://www.clcrc.com/pages/overviewpaper.html

In New Learning and Thinking Curricula Require Collaboration, Tinzmann, Fennimore, Jones, Bakker, and Pierce provide a thorough discussion of characteristics of a collaborative classroom, student and teacher roles, challenges and conflicts, and the research basis for collaborative learning. http://www.ncrel.org/sdrs/areas/rpl_esys/collab.htm

Faculty Challenges in Integrating Collaborative Learning Activities Time to develop activities Time to teach group dynamics Time to implement collaborative learning activities Time in class for students to work on small group projects Irregular student attendance Uncertainty regarding how to grade group projects Concern with possible failure of an “experimental” activity assigned for the first time.

Student Challenges in Working in Collaborative Learning Situations Hitch-hikers: students who attempt to take advantage of other students’ work Introversion: Some students are introverted. Communication apprehension: Many students may not have the confidence or communication skills to interact effectively with a group. Time: Due to work, class, and personal obligations and schedules, students may have difficulty meeting outside class. Irregular student attendance Concern about their grade due to reliance on group participation

Faculty: Benefits of Using Collaborative Learning Strategies Increased retention Creative student results Increased student success Students: Benefits of Using Collaborative Learning Strategies Inclusion Learn required workplace skills Learn leadership skills There is no such thing as a bad example. We can learn from every experience. An understanding that the process is as important as the product Increased comprehension and understanding of concepts

Points to Ponder… How might collaborative learning result in increased student success in my class? What is the difference between a group and a team? How do you turn a group into a team? What additional challenges and benefits do I foresee in adopting collaborative learning approaches?

SELF ASSESSMENT  How do I define collaborative learning?  Why should I use this teaching/learning approach?  What are my teaching goals?  How will students benefit?  Why might this be a better approach to use in teaching one of the concepts or skills I teach?  Am I willing to invest the time it takes to develop a collaborative learning activity?  Am I willing to experiment, with the realization that some adjustments to the activity will probably be necessary?  What additional information do I need in developing a collaborative learning assignment for my class?

ADDITIONAL RESOURCES Angelo, T. A. and Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers, 2nd edition, San Francisco, Jossey-Bass.

Goodsell, A. S., Maher, M. R., and Tinto, V., Eds., (1992). Collaborative learning: A sourcebook for higher education. National Center on Postsecondary Teaching, Learning, & Assessment, Syracuse University. http://www.id.ucsb.edu/IC/Resources/Collab-L/xxx.html)

Rau, W. & Heyl, B. S. (1990). Humanizing the college classroom: Collaborative learning and social organization among students. Teching Sociology, 18, 141- 155. Module 2 The Effective Development, Integration, Assessment, and Evaluation of Collaborative Learning Activities

The purpose of this module is to  Provide faculty with the tools to effectively develop, integrate, assess and evaluate short and long-term small group collaborative activities  Identify resources for faculty use in researching collaborative learning

The Effective Development, Integration, Assessment, and Evaluation of Collaborative Learning Activities

What Is the Ideal Size For A Collaborative Learning Group Activity? Group size: “…smaller groups (of three) contain less diversity and may lack divergent thinking styles and varied expertise that help to animate collective decision making. Conversely, in larger groups it is difficult to ensure that all members participate” (Gokhale, 1995, citing Rau and Heyl,1990).

Gokehale: http://scholar.lib.vt.edu/ejournals/JTE/jte-v7n1/gokhale.jte-v7n1.html

Rau, W. & Heyl, B. S. (1990). Humanizing the college classroom: Collaborative learning and social organization among students. Teaching Sociology, 18, 141- 155.

In Key Points Concerning Group Assignments Bernard Erven and Carl Zulauf provide tips on how to form and manage groups. http://www.osu.edu/education/ftad/Publications/keypoints.html

Groupthink: “A phenomenon that occurs in highly cohesive groups where members ignore evidence and opinions contrary to their views, and disregard alternative choices, in order to preserve their feeling of unity” (Janis and Mann, cited by Wilson, 1998, p. 260). Groupthink is a negative characteristic.

Points to Ponder… Why does groupthink occur in groups? How can groupthink be avoided? Why is the understanding or groupthink important? What is the ideal size for group activities in my course? ADVANTAGES AND ADVANTAGES AND DISADVANTAGES OF DISADVANTAGES OF LARGE SMALL GROUPS GROUPS More ideas generated More opportunity for each person to contribute

Greater diversity of ideas More equal participation likely Greater variety of skills available Fewer skills available Greater opportunity for conflict among Conflict can be detrimental with few members to members rely on to complete the project More time required in decision-making Less time required in decision-making More people to complete the job Greater time and performance demands on each person More opportunity for members to Easier to meet due to fewer schedule “connect” with others considerations More opportunities for subgroups to Retention of group members is important based form on the demands of the project Greater demands on the leader More difficulty achieving consensus More opportunities for anonymity

Group Member Roles and Needs

Group Member Roles Groups that include multiple personality types provide all students ways to feel successful: Task oriented, relationship oriented, action oriented, research/vision oriented. Those that need control, inclusion, affection, and to create have an opportunity. When a group member’s needs are not met, they may engage in non-productive behaviors…resistance, interruptions, nonattendance

Needs of Group Members: Why will group members be motivated to contribute? A good grade Inclusion Power/control Status Desire to learn concepts/skills Belonging Esteem Affection Self-actualization Why Do Some Groups Fall Apart?  Lack of understanding of the relevance of the assignment—uninterested in the assignment  Lack of motivation—possibly due to concern with ability to be successful working as a group  Personality conflicts—lack of appreciation of different approaches to problem- solving  Poor leadership—uncertainty as to each person’s roles or responsibilities  Lack of organization  Unclear goals  Inability to meet due to time constraints  Lack of understanding of the goals of the assignment  Lack of understanding of decision-making options  Lack of preparation for meetings

Steps to Developing Effective Meetings for Groups Engaged in Collaborative Learning Agenda: Provide an agenda before group meetings Recorder: Identify a recorder to note decisions made at meetings and to summarize discussions. Context: Choose a meeting place that is conducive to accomplishing meeting goals. Preparation: Ask group members to prepare for meetings, i.e., gather information, read identified materials, summarize ideas. Participation: Discuss group norms and individual roles, expectations, and motivations. Encourage all group members to participate. Devil’s advocate: Assign someone the role of challenging ideas generated. Responsibilities: Clearly identity each member’s responsibilities and set timelines Follow-up: distribute meeting minutes or summaries to all group members

Points to Ponder… Is it important to discuss the elements of effective meetings with students? Should I request summaries of their small-group meetings in order to monitor their progress?

Formative Assessment and Summative Evaluation

Processing the Experience—In some cases, the collaborative learning process is as important, or more important, than the product. Assessment and evaluation of individual accountability, learning, and contributions are part of the collaborative learning process. Evaluation is done at the individual and group level.  “…for effective collaborative learning, there must ‘group goals’ and ‘individual accountability’” (Gokhale, 1995, citing Slavin, 1989). “When it is the group’s task to ensure that every group member has learned something, it is in the interest of every group member to spend time explaining concepts to groupmates” (Gokhale, 1995, citing Webb, 1985). The following resources discuss related research.

http://scholar.lib.vt.edu/ejournals/JTE/jte-v7n1/gokhale.jte-v7n1.html

Slavin, R. E. (1989). Research on cooperative learning: An international perspective. Scandinavian Journal of Educational Research, 33(4), 231-243.

Webb, N. (1985). Student interaction and learning in small groups: A research summary. Learning to Cooperate, Cooperating to Learn, 148-172.

 Approaches to facilitating a seminar approach in a collaborative learning setting and evaluation strategies are included at the following site. This site provides advice on organizing successful seminars. In addition to practical "how-to" articles, it includes evaluation/assessment worksheets and a brief bibliography. http://www.clccn.org/pdf/seminars.pdf

 In Approaches to Assessment in the Collaborative Learning Seminar, K. Ann McCartney offers several models for assessing seminar process in order to help students engage in the active ways that result in effective seminaring. http://www.evergreen.edu/washcenter/resources/acl/d1.html

 An overview of basic assessment principles is included in: Cooperative Learning And Seven Principles Of Assessment And Reporting http://www.clcrc.com/pages/assess.html

Points to Ponder… How can I ensure that all group members have contributed to the final product? Have I incorporated more than one grading approach—self-assessment, peer assessment, instructor assessment? Is the process an important of the learning experience?

Self Assessment  Am I aware of the needs of group members? How will I make my students aware of the various needs of group members? Will they know how to identify those needs and compensate for those needs?  Am I aware of the pitfalls of small-group activities and how to avoid them?  What are the most important elements to consider in the development, implementation and evaluation of a group activity?  Do I have a clear understanding of how group size and diversity impact the success of the group?  Do I have a sufficient understanding of collaborative learning grading options and considerations?

Additional Resources Beebee, A. B., Masterson, J. T. (2000). Communicating in small groups: principles and practices.

Cross, K. P. (2000). Collaborative learning 101. Educational Testing Service.

Cross, K. P. (2001). Motivation: Er…Will that be on the test? Educational Testing Service.

Cross, K. P. (2002). The role of class discussion in the learning-centered classroom. Educational Testing Service.

Engleberg, I. N., Wynn, D.R. (2000). Working in groups: Communication principles and strategies.

VI. Reflection and Review

 What have I learned?  What are my instructional goals?  What’s in it for me and/or my students to learn these skills or concepts?  A cost/benefit ratio in learning and applying these skills or concepts? What motivates me to learn and apply these skills or concepts?  Why will students be motivated to learn these skills or concepts?  How will application of these skills or concepts benefit my students or me?  How will I know if application of these skills or concepts has benefited my students or me? How will I measure success?