A Multipronged Approach to Maximize the Potential of Collaborative Learning and Minimize Student Discontent

• In Event: 2322 - Activities and Techniques Poster Session

Abstract

While the benefits of collaborative learning for students are well-documented and proponents of this pedagogical approach suggest helpful ways to address group work issues among undergraduates, a comprehensive approach to deal with student concerns regarding collaborative learning is wanting. This presentation addresses the need for a more inclusive framework to promote positive group work outcomes by discussing a multifaceted approach to collaborative learning. In particular, the presentation refers to several strategies used in tandem successfully in research methods classes. These strategies to address the free-rider problem and other student concerns with regard to their group projects include the following: (1) systematic placement of students into groups by the instructor to balance groups according to multiple indicators, (2) having a significant portion of the course grade based on quantitative and qualitative peer evaluation, (3) completing separate individual and group grades for assignments, (4) requiring that members specify their contributions to group assignments, (5) close monitoring of group activities and facilitating dialogue among group members, and (6) deliberate structuring of class time to accommodate group work. Student assessment of this multipronged approach reflects their appreciation for this design, while evaluation of student assignments reveals marked improvement when compared to work submitted in classes with more narrowly developed strategies. Although this presentation focuses upon group-based research projects in an introductory methods course capped at 20 students, the innovative strategies and comprehensive approach can be adopted for use in other classes of varying content, level, and enrollment. As such, this design can allow students in many types of classes to take advantage of the benefits of collaborative learning without the grumbling among students that often accompanies group work.

Author

• Fletcher Winston, Mercer University