Download Rationale for Using Collaborative Learning

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 selfactualization (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).


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“Bruner (1985) contends that cooperative learning methods improve problemsolving 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?

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


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

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, 141155.
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, 141155.
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
DISADVANTAGES OF LARGE
GROUPS
More ideas generated
ADVANTAGES AND DISADVANTAGES OF
SMALL GROUPS
Greater diversity of ideas
Greater variety of skills available
Greater opportunity for conflict among
members
More time required in decision-making
More people to complete the job
More equal participation likely
Fewer skills available
Conflict can be detrimental with few members to
rely on to complete the project
Less time required in decision-making
Greater time and performance demands on
each person
Easier to meet due to fewer schedule
considerations
Retention of group members is important based
on the demands of the project
More opportunity for members to
“connect” with others
More opportunities for subgroups to
form
Greater demands on the leader
More difficulty achieving consensus
More opportunities for anonymity
More opportunity for each person to contribute
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 problemsolving
 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

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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?