Collaborative Learning: comments archive

Subject: Collaborative learning in Art & Design
Date: Fri, 19 Jun 1998 20:59:26 GMT
From: cgibson@whanganui.ac.nz (Chris Gibson)

Re Nancy de Freitas' comments [see below] on "individual contribution" during collaborative learning: my first year computer graphic design students are "encouraged" to work in groups as preparation for the real world.

Their initial research, generation of ideas and possibilities are contributable resources, but then they each take this away and produce their own responses. These are then brought back to the group for feedback, revised, re-designed and then presented to another group for further critque. The group then presents an oral presentation and they receive individual assessments on Process Work (weighted highly and includes a self-appraisal), Craftsmanship (media, handskills and production), and Solution. (The "contributable resource" is broader than they could produce by themselves and opportunities for the improvement of communication skills are increased in a small group).

I am working on a solution for a "group grade" to be given by me, then, if required, negotiated in the group to reward the chief contibutors and discourage the free-loaders.

Subject: Perseverance in using collaborative learning
Date: Sun, 8 Feb 1998
From: stagich@hawaii.edu (Tim Stagich)

Collaborative learning has great potential as an alternative to traditional teaching methods. However, it requires considerable group learning experience by teachers as well as students to implement successfully. My personal experience has been positive with considerable previous group learning experience. To those teachers without a lot of previous experience, I would advise to persevere. There are solutions to problems of large classes and diversity in class can be the source of greater learning and creativity.

Subject: Groupwork Contracts
Date: Tue, 30 Dec 1997
From: joyh@sierratel.com (Joy Heisig)

My colleague and I have been team-teaching (we moderate discussions and lecture together each session) a course for University seniors in which students self-select topics to cooperatively study and produce a thirty minute presentation to the class. These groups work together for six weeks of the 16 week semester. At the close of the semester we have asked students to provide responses (anonymously) to several questions in order to improve the quality of the course. Out of 60 students in each of two sections there are favorable comments from the majority of students..so most of our plans are going well.

Now we are developing a way to create a 'contract' for the groupwork portion. Although nearly all groups honor their efforts with one another, in a few cases some individuals don't produce their share.

Any ideas out there? Feel free to post me directly if you prefer. And thanks for your consideration.

Subject: Collaborative group work in Art & Design
Date: Wed Mar 12, 1997
From: nancy.defreitas@ait.ac.nz (Nancy DeFreitas)

The ability to work collaboratively is a collection of vital but difficult skills to learn. The most important paradigm shift that has to be made is the view of collaboration as a way of people sharing tasks, 'leaning on each other' and somehow, the whole process being made easier. On the contrary, a collaboration is often bugged by difficulties, personalities(ego), communication blocks and logistical problems. But the outcomes have the potential to be richer and more complex than otherwise. Don't we need more real complexity in our solutions as opposed to thin and quick fixes. Artists and designers working collaboratively have to bring to the partnership, which is rarely equal, their own strengths and personalities. The need to be strong and independent in both thinking and work habits, but must also learn to concede, to flow with dialogue instead of only having their say, etc.

Student projects that encourage collaboration need to recognise the two facets of colaboration and set up assessment proceedures that require some sharing of work and some independent contributions. Freeloaders need to be discouraged.

Subject: Use of Collaborative Learning with International Students
Date: Sat 7 Dec, 1997
From: merrittj@pilot.msu.edu (Greg Merritt)

I have been doing some research on the implications of collaborative teaching and learning on international students (that meaning for my purposes at Michigan State, non-native English speakers in the U.S.) I've found very little research in the literature related to the topic, though clearly one of the difficulties of using collaborative work is the ability to communicate well with one another. Further complicating this issue are cultural differences amongst U.S. students and international students. For many international students (particularly from Asian countries) the thought of challenging or even equating power and authority of the teacher is unheard of (As one Korean student explained when sharing an old Korean Proverb--- "one shouldn't even step on even a teacher's shadow"

Let me make clear, I am a firm believer and advocate of collaborative teaching and learning, but as we (at least in the U.S. at major research universities) continue to attract students from across the globe, I find this issue an important one to raise. For my part, I am in the process of completing a very modest research paper where I've interviewed 6 international students about their experience using collaborative teaching/learning methods in a course that I helped to devise. The course entitled "culture and schooling" pairs international students with U.S. students and uses groups (both informal during class and over the semester), partners, collaborative papers, journals and simulations to explore 4 topics related to cross-cultural study-- friendship/family, schooling, religion, and international human rights. My initial reactions to the interviews has produced what I believe to be predictable kinds of responses like "the class is much better because I get to share my opinion, time goes by so much faster, I enjoy expressing my views" as well as problems with the language barriers.. "I'd like to discuss more but I have a problem keeping up with the pace of speaking by the Americans" or "The American students are not always patient with my language"

These issues are important ones to address and discuss, I believe, particularly in fields like the sciences, math and engineering at colleges and U's where their tend to be high international student populations.

I'm not certain that this fits well within the dialogue that I've been following on the listservs that I belong to, but hoped that you might find it so.

By the bye, I have very much enjoyed the discussions to date surrounding collaborative learning and appreciate the efforts put forth to have an international dialogs on the topic across levels of education. Put more simply, Thanks.

J. Greg Merritt, 101 Student Services Building,
Higher Adult and Lifelong Education, Michigan State University, East Lansing, MI 48824
Phone (517) 355-8286 (Office), Home Page: http://www.msu.edu/user/merrittj/

Subject: Implementing CL
Date: Wed, 19 Mar 1997
From: l.s.myers@uel.ac.uk (lea Myers)

I have been using various forms of CL for 3/4 years and have noticed a change in student expectation since I first started. Originally students seemed to resent being asked to do any work, indeed, some commented that I was the teacher and they had come to uni. to learn from me (by hearing me lecture). Recently a colleague gave a lecture to one of my classes and the feedback was that they felt that it should have been more interactive - they didn't like the lecture style!

I was interested to read on this list of someone who is trying to foster CL in a class with fixed furniture. I understand how frustrating this is. Every semester I have to ensure that my allocated teaching rooms are large enough to accomodate groupwork, have flexible furniture and 'flat floor'. Fortunately we no longer have the notices pasted to each door stating 'THESE ROOMS ARE ARRANGED FOR EXAMINATIONS PLEASE PUT THE FURNITURE BACK AS YOU FOUND IT AFTER USE'. I never have been able to understand why straight lines are the norm and any other arrangement is considered devient.

I do find that using CL in multi-cultural, mixed experience groups (including students with disabilities) is a challenge, and would welcome discussion about this from students and teaching staff.

Subject: Student experience of collaborative learning
Date: Thu, 27 Feb 1997
From: yu126082@yorku.ca (Kate)

I am an undergraduate at York, doing my thesis on collaborative learning in groups. I am interested in hearing any comments from students who have had experience with collab learning at the university level. I am open to whatever students would like to talk about and specifically interested in what made the experience productive or unproductive for them.

Subject: Implementing CL
Date: Tue, 10 Dec 1996
From: gansl@pppl.upm.edu.my (Siowck-Lee Gan)

I think it is very important that teachers organize and structure learning activities that encourage and provide opportunities for cooperation. Please refer to a high-school example in a paper entitled " Developing and using courseware for cooperative learning activities in the classroom" at http://pppl.upm.edu.my/~gansl/gan4.html Some of the principles and theories discussed in the paper are just as relevant in HE.

Subject: Benefits of CL
Date: Thu, 6 Mar 1996
From: kzaruba@umich.edu (Karen Zaruba)

I've been trying to incorporate some collaborative learning exercises in the lab I coordinate for a doctoral-level stats course. I find that if I ask a small group of students to go over some statistical output together, they end up teaching each other a great deal as they explain what they are looking at, what conclusions it makes them draw, and why.

I really like the way this works and I enjoy circulating around the room to eavesdrop on the insights they share with one another. They are quite gifted teachers when they do it in this way.

Here's my comment/question: I have noticed that three seems to be a magic number. The dynamic when I ask them to group up in fours or fives is completely different, as well when I have them work in pairs. Three is better, at least for the types of things I am asking of them. I can come up with a few half-baked "theories" on why this may be so, but I'd be eager to hear if anyone else has noticed a "magic number" in their efforts--and to what they attribute it.

Subject: Reference for CL
Date: Mon, 10 Mar 1997
From: Debbie Smith [smithd31@pilot.msu.edu]

I saw your message on the listserv, about numbers in small groups. You might find Elizabeth Cohen's book, Designing Groupwork, to be of some use. I think she recommends a particular number for small groups, in that book, but can't recall what it is, offhand. Deb

[Cohen. E. (1994) Designing Groupwork. Strategies for the Heterogeneous Classroom. Williston VT Teachers College Press.]

Subject: How can the aspirations of students to work individually be reconciled with working in a collaborative way with others?
Date: 17 April 1996
From: Barry Jackson, Middlesex University, UK

Students often enter courses with expectations of working alone. The world is, however, not like this and we need to aid them in working together. This is difficult within a culture which praises the standalone genius. The attitude is I have the talent, give me enough resources and the time and I will do it. What do you mean - 'I have to negotiate with other people?'