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The social sciences invite active involvement, collaboration, and cooperation in postsecondary classrooms. Creating and nurturing a collaborative environment, however, does not occur by chance. Postsecondary students often remain passive during classes and isolated from other students. In some classes, a few students can dominate class discussions, discouraging participation from less confident students.
Many students cringe and groan when told that they will need to work in a group. However , group work has been found to be good for students and good for teachers. Employers want college graduates to have developed teamwork skills. Additionally, students who participate in collaborative learning get better grades, are more satisfied with their education, and are more likely to remain in college. This paper will discuss the use of group work in higher education. Teaching and learning in higher education are changing. Active learning has become an important focus in this time of pedagogical change. While the term encompasses a broad array of practices, collaborative learning, or small group work, remains an important element of active learning theory and practice. Research suggests that students learn best when they are actively involved in the process (Davis, 1993). According to Wasley (2006), " Students who participate in collaborative learning and educational activities outside the classroom and who interact more with faculty members get better grades, are more satisfied with their education, and are more likely to remain in college " (p. A39). A collaborative learning environment, as opposed to a passive learning environment, helps students learn more actively and effectively (Murphy, Mahoney, Chen, Mendoza-Diaz & Yang, 2005). Additionally, research also shows that employers want college graduates to possess the ability to work in groups and have developed suitable teamwork skills (Blowers , 2000). This paper is designed to offer suggestions on how to use small groups in order to facilitate learning and instructional diversity in face to face classes. It will begin with an overview of the advantages and disadvantages of working in a group and then discuss some of the methods available to enhance group learning and communication. It will also provide some suggestions for evaluating and assessing group work. While many people detest the mere suggestion of group work, it can be an effective tool if used appropriately.
2015 •
5When I signed up for this class, my counselor (who is a woman) told me that I shouldn’t have to worry, that it wasn’t a “male bashing class. ” I wasn’t worried at all but this just reveals the attitude that society has toward classes like this. (Quote from a male student, 15th week of the semester) Over the last several years, I have come to the realization that teach-ing a class that challenges the basis of students ’ fundamental socializa-tion must incorporate pedagogical techniques specifically designed to help students reconcile these “old ” and “new ” views of the world. This is especially crucial as multi-cultural elements are incorporated into core curriculums in our colleges and universities. For example, with the advent of a revised core curriculum, my lower division gender course (Women, Politics, and Public Policy), which had been an elective, became one of a dozen gender courses that could fulfill the new gender requirement. The course, which had been populated by stude...
To improve the academy
Designing effective group activities: Lessons for classroom teaching and faculty development1997 •
Abstract: The primary objective of this article is to provide readers with guidance for designing effective group assignments and activities for classes and workshops. In doing so, we examine the forces that foster social loafing (uneven participation) in learning groups and identify ...
Educational Psychology Review
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After a brief review of integrative small group learning models that have appeared in the educational psychology literature, this article then looks into the group dynamics literature and describes one of that field’s most well-documented findings: that interactions among group members change somewhat predictably over time. How theorists from various traditions within educational psychology might explain and explore the phenomenon of “group development” is proposed, followed by a description of the theoretical and practical features of an increasingly popular post-secondary instructional strategy designed to stimulate group development and leverage it to instructional ends. This strategy is a very specific form of collaborative learning called Team-Based Learning (TBL), and is considered as a promising context for future research into learning group development.
EDULEARN18 Proceedings
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The aim of this study is to investigate the effect of different group activities, based on the constructivist approach, on the social studies course of fifth grade students in an elementary school. This study was carried out with 54 students participating in social studies course. The experimental group was exposed to the constructivist approach with traditional methods being used on the other group. Achievement test and attitude toward social studies scale, academic self concept scale, observations and interviews were used with both groups. Quantitative data were analyzed through a Multivariate Analysis of Covariance (MANCOVA). As a result of the MANCOVA, there was a significant mean difference between students ’ achievement and attitude toward social studies after the treatment when pre-achievement and academic self-concepts scores were statistically controlled. The result of the MANCOVA analyses is supported by classroom observations and interviews with the teacher and the studen...
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Collaborative teaching of a social studies methods course: Intimidation and change1997 •
We began our co-teaching experience as members of a Professional Development School (PDS) project. In this PDS, university faculty, graduate associates, school principals, and class, room teachers work closely to construct and evaluate the redesign of the ...
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