Learning From Student Perceptions of Collaborative Learning: What Instructors Need to Know

• In Event: Challenging Formality in Complex Learning Environments

Abstract

Introducing group work in college classrooms can lead to noticeable gains in student achievement, reasoning ability, and motivation. However, many faculty remain skeptical of group work, expressing concerns over how to maximize student learning by ensuring productive group interactions. We examined the differences in their use by reviewing qualitative and quantitative ratings of peers and interviews to uncover student perceptions. We found comments from anonymous peer evaluations differed only subtly between high and low performing groups, but numerical ratings correlated with overall group performance. Students in both high and low performing groups complained of unequal contributions while praising the social support provided by groups. We will discuss future research and practical suggestions for instructors teaching large enrollment courses.

Authors

• YunJeong (Eunice) Chang, University at Buffalo - SUNY

• Marguerite Brickman, University of Georgia - Athens