Impediments to developing collaborative learning strategies: The input vs. output conflict

Abstract

The brightest instructional ideas in higher education center around strategies emphasizing collaborative learning. Although the case for collaborative learning is strong, convincing faculty to change undergraduate education to include collaborative learning is proving to be difficult. The impediments to change in large public research universities are systemic and powerful. This essay uses an input/output perspective to analyze the nature of the hindrances that are characteristic of the systemic inertia found in academic cultures (Kuh and Whitt, 1988; Peterson and Spencer, 1990). In addition, suggestions are provided for overcoming inertia and facilitating appropriate change. Although the data and results presented here pertain most directly to science departments in large research universities, the belief system represented is widespread across the whole of academia (since most academics were trained in research universities). Large American research universities have contributed immeasurably to the intellectual, moral, and economic development of our country and of many other countries around the world. They should therefore continue both their research and teaching missions. However, a new priority for teaching and learning should be established, which recognizes that most of the larger culture has moved into the information age. Old concepts and modes of thought are no longer viable. Teaching should emphasize the education of students to be critical thinkers and productive citizens in the information age. Collaborative learning strategies are effective formats for developing the thinking skills necessary for the problems we face now. In addition, they are ideal formats for training students in teamwork and verbal communiation skills, both of which are highly valued in an information society (Reich, 1991). The traditional approach to teaching large enrollment science classes has followed the industrial