Collaborative Learning Groups Research Articles

Meta-Analysis of Group Learning Activities: Empirically Based Teaching Recommendations

Teaching researchers commonly employ group-based collaborative learning approaches in Teaching of Psychology teaching activities. However, the authors know relatively little about the effectiveness of group-based activities in relation to known psychological processes associated with group dynamics. Therefore, the authors conducted a meta-analytic examination of whether learning outcomes are moderated by aspects of group process and collaborative learning. Results indicated that (a) group duration of a brief period (one to three classes) was more effective than group duration lasting more than one-half semester, (b) high levels of participant interdependence were associated with greater learning outcomes, and (c) group activities incorporating a formal group project presentation evidenced significantly less robust learning outcomes than activities that did not include a formal group presentation. Based on the findings, the authors provide teaching suggestions that reflect how group processes may impact learning effectiveness.

“We're Off to Replace the Wizard”: Lessons from a Collaborative Group Project Assignment

AbstractThis article examines the effectiveness of a collaborative group learning project for teaching a core competency in comparative politics: constitutional structures. We use a quasi-experimental design and propensity score matching to assess the value of a constitutional writing group project and presentation. The results provide strong evidence that these learning tools are highly valuable for teaching abstract concepts. Students who participated in the project scored significantly higher on a short series of questions in final exams given several weeks after the completion of the group project. Somewhat paradoxically, the project increased competency but did not affect student self-reported interest in the subject matter. The challenges and improvements that can be made for the use these types of learning tools concludes the article.

Classroom talk: Are we listening to teachers’ voices?

This paper aims to begin a discussion about why teachers may face some dilemmas when they try to set up talk and small group collaborative learning in the classroom. This is a preliminary evaluation of some of the published literature and the issues arising from my own perspective as a school teacher and a teacher educator.The discussion is part of a wider study of teachers’ dilemmas with classroom talk. I am also investigating what teachers say about classroom talk through interviews to find out what they consider to be the challenges. But, in this paper, I am simply aiming to set the scene and outline some initial issues. For the purpose of this discussion I have decided to present the paper into two parts. The first part highlights some of the issues identified by writers and researchers on talk in the academic literature. The second part considers areas that teachers and beginning teachers tend to raise when discussing this issue informally from a professional perspective. Obviously a fusion of these concerns is desirable and the final part of the paper looks at a piece of research that begins to bridge the divide between these two.

Learning to listen and listening to learn: one student’s experience of small group collaborative learning

The dialogic nature of small group collaborative learning requires verbal contributions from students to progress individual and group learning. Speaking can become privileged over listening as a collaborative act, and an imbalance in these values can become embedded in the classroom culture to the degree that the core value of listening can be invisible to students new to the learning contexts. The focus of this paper is a single case study of the experience of an international Asian-background student (Korean), learning in a Western (Australian) problem-based learning (PBL) physiotherapy context. Video data and interviews highlight his difficulty with learning to listen and listening to learn, and his privileging of speaking over listening. We question whether failure to signal the importance of listening is the result of the current shift in emphasis to learning through speaking, leading to a subsequent loss of attention to the role of listening in collaborative learning. Further, we question the cultural inclusivity of the PBL educational paradigm and recommend specific tutor training on scaffolding students’ listening skills in this dialogic learning context.

A Multicenter Collaborative Approach to Reducing Pediatric Codes Outside the ICU

The Child Health Corporation of America formed a multicenter collaborative to decrease the rate of pediatric codes outside the ICU by 50%, double the days between these events, and improve the patient safety culture scores by 5 percentage points. A multidisciplinary pediatric advisory panel developed a comprehensive change package of process improvement strategies and measures for tracking progress. Learning sessions, conference calls, and data submission facilitated collaborative group learning and implementation. Twenty Child Health Corporation of America hospitals participated in this 12-month improvement project. Each hospital identified at least 1 noncritical care target unit in which to implement selected elements of the change package. Strategies to improve prevention, detection, and correction of the deteriorating patient ranged from relatively simple, foundational changes to more complex, advanced changes. Each hospital selected a broad range of change package elements for implementation using rapid-cycle methodologies. The primary outcome measure was reduction in codes per 1000 patient days. Secondary outcomes were days between codes and change in patient safety culture scores. Code rate for the collaborative did not decrease significantly (3% decrease). Twelve hospitals reported additional data after the collaborative and saw significant improvement in code rates (24% decrease). Patient safety culture scores improved by 4.5% to 8.5%. A complex process, such as patient deterioration, requires sufficient time and effort to achieve improved outcomes and create a deeply embedded culture of patient safety. The collaborative model can accelerate improvements achieved by individual institutions.

Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks

This study examined the use of collaborative interdisciplinary authentic tasks as a context in which learners develop and use self-regulated learning (SRL) processes. Participants included sixty-four students from a U.S. middle school whose residents are largely from low-income families. Students worked in groups to design and carry out an authentic, interdisciplinary project over a 9-week period. A Hierarchical Linear Modeling (HLM) analysis suggested that students’ individual SRL increased over the course of the project and that co-regulated learning (CRL) moderated this relationship. Furthermore, one group was selected as an exemplar case to provide an explanation of how co-regulation occurred and influenced SRL in this collaborative group. Theoretical and practical implications of the research are discussed.

Investigating the effectiveness of the tutorials in introductory physics in multiple instructional settings

This paper examines the educational impact of the implementation of the tutorial activity ``Changes in Energy and Momentum'' from The Tutorials in Introductory Physics in five different instructional settings. These settings include (1) a completely computer-based learning environment and (2) use of cooperative learning groups with varying levels of instructor support. Pre- and post-tests provide evidence that a computer-based implementation falls significantly short of classroom implementations which involve both collaborative learning groups and interactions with a teaching assistance. Other findings provide insight into the importance of certain elements of instructor training and the appropriate use of the tutorial as an initial introduction to a new concept.

Theories of learning and the Teacher Educator

Teacher Educators in the Further Education (FE) sector are charged with ensuring that trainees understand and are able to apply learning theory. Their own development needs in this regard are unknown. The overall objective of a two stage project undertaken for the Huddersfield University Distributed Centre for Excellence in Teacher Training (HUDCETT) was to work towards the development and utilisation of Continuing Professional Development (CPD) systems and resources for Teacher Educators. Stage 1 of the project, reported here, aimed to identify current practice within teacher education communities in terms of the delivery of learning theory, and also to identify related CPD needs. Research findings draw attention to the wide range of theory covered in teacher education for the sector, with individual trainees receiving widely varying curricula as it relates to learning theory. The majority of Teacher Educators surveyed valued both practice and research evidence in determining the choice of theory to cover in their delivery. The survey also indicated that for some of them, an awareness of research evidence exerted no influence. For several, theories were selected because they were the ones best understood by the Teacher Educator concerned. There was evidence that a minority of Teacher Educators subscribed to claims made about learning lacking a robust evidence base. A variety of CPD and support measures were valued by the Teacher Educators surveyed, with one of the measures most highly valued emphasising the importance for Teacher Educators of collaborative group learning.

Small Peer-Led Collaborative Learning Groups in Developmental Math Classes at a Tribal Community College

In this study the author examines the use of small peer-led collaborative learning groups to change students’ perceptions of mathematics and their success in developmental mathematics classes at a small tribal community college. The quasi-experimental study involved both quantitative and qualitative data. Rationale for, methods of, and outcomes from the implementation of the collaborative learning groups are discussed.

Helping design educators foster collaborative learning amongst design students

AbstractThis paper discusses the development of online teaching resources that enable design educators to foster collaborative learning amongst students in the design disciplines. These online teaching resources will be made available through the Design Collaboration website (http://www.designcollaboration.org). This website was recently set up by Northumbria University, a UK based institution, to provide an online resource for design educators wishing to develop collaborative pedagogies in design education. It currently contains case studies of collaborative student projects but lacks practical teaching resources. As a result, a research project was set up to compliment the current case studies by creating a suite of design-specific tools and resources that will help foster team management and development. Although various institutions have addressed the subject of group work and collaborative learning, there has been no online resource dedicated to the development of practical teaching tools to help des...

Forming Groups for Collaborative Learning of Introductory Computer Programming Based on Students’ Programming Skills and Learning Styles

Collaborative learning is pointed out as an effective approach to reduce apprentices’ difficulties that arise during the effort to learn computer programming. In a collaborative learning process, the formation of groups is a fundamental activity and one of the most complex, because grouping students randomly is ineffective in obtaining real collaboration. PQAS and GroupOrganizer were developed to address the lack of tools that support group formation in the context of collaborative learning of computer programming. These tools form groups based on the theories of socio-cognitive conflict and learning styles. In order to stimulate the social-cognitive conflict, PQAS groups students with significant differences in programming style. GroupOrganizer extends PQAS and forms groups also considering students’ learning styles. Two experiments involving students taking introductory programming courses provide evidences that the adopted approaches contribute to increase students’ learning both in terms of programming style and workgroup skills.

Group mentoring best practices

PurposeThis paper seeks to describe best practices for designing and implementing mentoring groups.Design/methodology/approachResearchers used a 12‐question survey and personal interviews to assess the relevancy and success of group mentoring. Best practices for design and implementation evolved out of this research.FindingsLearners would like more opportunities to engage in group mentoring and peer learning. This practice offers an attractive alternative to traditional training because it is fast and flexible, it is cost‐effective, and it fosters relational learning. Groups should be formed that focus on relevant topics related to learners' needs, without concern if groups meet face‐to‐face or virtually. Advisors should set the direction for the groups, create an engaging atmosphere, and provide good resources.Research limitations/implicationsFurther research with a larger survey population would be valuable, particularly as the use of group mentoring expands.Practical implicationsAllowing employees to spend more time on peer learning through group mentoring can provide organizations with a low‐cost method for sharing practical, contextualized knowledge that people can rapidly apply back on the job.Originality/valueAll content in this paper is new. Readers will discover best practices based on the latest research in group mentoring and collaborative learning.

Factors influencing perceived usefulness of wikis for group collaborative learning by first year students

<span>This study reports the findings of an investigation of the factors influencing the use and usefulness of wikis in an introductory, undergraduate information systems course. Informed by the media choice, technology acceptance model from information systems research, and group collaborative learning research from the education literature, a survey instrument was developed and administered across the entire course. The study found that wiki use was influenced by the student's prior expertise with wikis, with their perceived usefulness of wikis being strongly influenced by their teachers' attitudes towards the technology, and the ease of access to the wikis. The students' overall attitude towards wikis was largely influenced by the extent to which they saw wikis as helping with their assignment work, and their intention to use wikis in the future was driven by their perception of wiki's usefulness. The paper concludes with an outline of the lessons learned from the study and recommendations for instructors who are thinking of using wikis in their teaching.</span>

Group mentoring: rapid multiplication of learning

PurposeThis paper aims to evaluate group mentoring as a large‐scale form of collaborative learning.Design/methodology/approachResearchers used a 12‐question survey and personal interviews to assess the relevancy and success of group mentoring, and its impact on personal productivity/effectiveness and organizational success.FindingsA total of 93 percent said topics discussed during their group mentoring events were relevant to them and their jobs, and 96 percent reported that they could apply information gained during group mentoring directly to their role in the organization.Research limitations/implicationsFurther research with a larger survey population would be valuable, particularly as the use of group mentoring expands.Practical implicationsGroup mentoring can replace costly classroom training, allowing more people to gain useful and practical knowledge in a setting that supports large‐scale productivity and effectiveness back on the job.Originality/valueAll content in this paper is new. Readers will discover the latest research and trends in group mentoring and collaborative learning.

Application of a Learning Management System for Knowledge Management: Adoption and Cross-cultural Factors

International sales team development and support increasingly require attention to knowledge management processes and cross-cultural factors. Modern technologies for group collaboration and distance learning can be employed for increased efficiency and effectiveness to support traditional methods of classroom instruction and training. This article describes an application of a learning management system (ANGEL) (ANGEL Learning, Indianapolis, IN, USA) in a global professional services and software solutions firm with headquarters in the US and presence in over 70 countries. Data was collected to assess the acceptance and successful application of the new learning management system (LMS) in a wide-scale international environment. For analytical purposes, this study utilized the Technology Acceptance Model (TAM) to examine factors that influence employee acceptance of the system. The research questions that were addressed in the investigation included (i) whether an LMS is an effective platform for commercial application as a knowledge management system in an international environment; and (ii) whether the TAM holds up in assessing the acceptance of a knowledge management system in an international context. The results indicated very favorable acceptance and use of the LMS for sales team training and support. Although traditional relationships of the TAM were upheld, results indicated that the relationship between perceived ease of use and perceived usefulness was moderated by whether users were located in the head offices or in various international locations. Copyright © 2011 John Wiley & Sons, Ltd.

Effect of worksheet scaffolds on student learning in problem-based learning

The purpose of this study was to investigate the effect of worksheets as a scaffolding tool on students’ learning achievement in a problem-based learning (PBL) environment. Seventeen PBL classes (N = 241) were randomly assigned to two experimental groups—one with a worksheet provided and the other without. Students’ learning of the topic at hand was evaluated by comparing results from pre- and post-lesson concept recall tests. We also obtained information about students’ perceptions of factors impacting their learning using a Learning Impact Questionnaire. The data was analyzed by means of analyses of variance. Results of the study indicated that there was no statistically significant difference between the levels of understanding for both groups of students. In addition, survey results revealed that the strongest factor perceived by students to impact their learning in a PBL context is the tutor followed by team and class dynamics, while the influence of the worksheet was rated lowest. These findings suggest that scaffolds such as worksheets may not play a significant role in enhancing students’ learning within the social constructivist framework of problem-based learning. On the other hand, the importance of the role of tutor and collaborative small group learning which are key features of PBL is reinforced.

Socially Constructed Self-Regulated Learning and Motivation Regulation in Collaborative Learning Groups

Background/Context Most of the earlier empirical findings deal with motivation regulation in individual learning situations. This study identifies higher education students’ socially constructed motivation regulation in collaborative learning and stresses that regulation of motivation is crucial in socially self-regulated learning because motivation is constantly shaped and reshaped as the activity unfolds. Purpose of Study The purpose of the study is to identity higher education students’ socially constructed motivation regulation in collaborative learning This was studied by collecting data about the students’ (N = 16) experiences of situation-specific social challenges in collaborative learning groups and observing what the students do to overcome these challenges. Research Design The study is a qualitative, multimethod study. Three methods—namely, adaptive instrument, video-tapings, and group interviews—were used to assess the individual- and group-level perspectives on those situations that the students felt were challenging and thus possibly activated joint regulation of motivation. Conclusions Motivation regulation can be identified as a socially constructed activity, and the importance of regulation of motivation in socially self-regulated learning is discussed.

Temporality matters: Advancing a method for analyzing problem-solving processes in a computer-supported collaborative environment

This paper argues for a need to develop methods for examining temporal patterns in computer-supported collaborative learning (CSCL) groups. It advances one such quantitative method—Lag-sequential Analysis (LsA)—and instantiates it in a study of problem-solving interactions of collaborative groups in an online, synchronous environment. LsA revealed significant temporal patterns in CSCL group discussions that the commonly used “coding and counting” method could not reveal. More importantly, analysis demonstrated how variation in temporal patterns was significantly related to variation in group performance, thereby bolstering the case for developing and testing temporal methods and measures in CSCL research. Findings are discussed, including issues of reliability, validity, and limitations of the proposed method.

MBTI활용 소집단 협력 학습프로그램이 간호학생의 간호전문직 자아개념과 진로성숙에 미치는 효과

Purpose: The purpose of this study was to investigate the effects of a small group collaboration learning program through MBTI on nursing professional self-concept and career maturity of nursing college students. Method: A randomized control pre-post test experimental research design was used. There were 30 sophomore nursing students in the experimental group and 30 in the control group randomly assigned and randomly selected from the nursing program of T University in Daegu, Korea. The program through MBTI was developed by Kwon (2002) using a program by Shim and Kim (1997) as treatment. The experimental group received the program through MBTI for 30 hours (2 times a week for 15 weeks) while the control group received no treatment except a series of tests. Measures were the MBTI test, nursing professional self-concept scale, and career maturity scale. The data were analyzed with SPSS Win 17.0 program, chi-square test, and t-test. Result: The experimental group which received the program through MBTI had a higher score of nursing professional self-concept and career maturity change than the control group. Conclusion: A small group collaboration learning program through MBTI was effective in increasing nursing professional self-concept and career maturity of nursing college students.

Research on Personalized Learning Service Based on Collaborative Filtering Method

In this paper, we discussed various personalized learning recommendation service and their advantages and disadvantages. On the basis of these methods, we proposed the similarity degree computing algorithm and user community discover algorithm. After verifying, analyzing and evaluating these algorithms and the recommendation model, we applied it as a recommendation service in SGCL (Social Group Collaborative Learning) System. Using the model in SGCL system, the system can recommend user personalized information and practical data proves that it can improve the learning quality effectively.