Collaborative learning in higher education: Evoking positive interdependence
| Autor: | Scager, K., Wiegant, F.A.C., Boonstra, J., Peeters, A.J.M., Vulperhorst, J.P., Hafd Onderwijsadvies en training, Sub Onderwijsinstituut Biologie, Leerstoel van Gog, Education and Learning: Development in Interaction |
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| Přispěvatelé: | Hafd Onderwijsadvies en training, Sub Onderwijsinstituut Biologie, Leerstoel van Gog, Education and Learning: Development in Interaction |
| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
Cooperative learning
Semi-structured interview Positive interdependence Higher education Article 050105 experimental psychology General Biochemistry Genetics and Molecular Biology Education Developmental psychology Task (project management) Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION Humans Learning 0501 psychology and cognitive sciences Education Graduate Cooperative Behavior Students Curriculum business.industry 05 social sciences 050301 education Collaborative learning Focus Groups Focus group Psychology business 0503 education |
| Zdroj: | CBE Life Sciences Education, 15(4), 1. American Society for Cell Biology CBE Life Sciences Education |
| ISSN: | 1931-7913 |
| Popis: | This study focuses on factors increasing the effectiveness of collaborative learning. Results show that challenging, open, and complex group tasks that required the students to create something new and original evoked effective collaboration. Collaborative learning is a widely used instructional method, but the learning potential of this instructional method is often underused in practice. Therefore, the importance of various factors underlying effective collaborative learning should be determined. In the current study, five different life sciences undergraduate courses with successful collaborative-learning results were selected. This study focuses on factors that increased the effectiveness of collaboration in these courses, according to the students. Nine focus group interviews were conducted and analyzed. Results show that factors evoking effective collaboration were student autonomy and self-regulatory behavior, combined with a challenging, open, and complex group task that required the students to create something new and original. The design factors of these courses fostered a sense of responsibility and of shared ownership of both the collaborative process and the end product of the group assignment. In addition, students reported the absence of any free riders in these group assignments. Interestingly, it was observed that students seemed to value their sense of achievement, their learning processes, and the products they were working on more than their grades. It is concluded that collaborative learning in higher education should be designed using challenging and relevant tasks that build shared ownership with students. |
| Databáze: | OpenAIRE |
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