Why more teachers do not use collaborative learning techniques

This item was written by Ted Panitz (1996) to generate discussion on a listserv on collaborative learning. Subsequent comments from readers on the listserv are divided into the following categories:

• Generic issues involved in adopting collaborative learning
• Issues raised for teachers in implementing collaborative learning
• Issues raised for students in implementing collaborative learning

Why more teachers do not use collaborative learning techniques

Considering the overwhelming number of benefits created by the use of collaborative learning methods, it is surprising that so few teachers use this paradigm. The cause lies in the current educational system which emphasizes content memorization and individual student performance through competition.

Few teachers or students have had any exposure to the CL teaching/learning technique. Teachers are not trained during their certification processes in collaborative methods and those that are often receive incomplete training. If teachers are taught by the lecture method while at teachers' college, then it is hardly surprising that this will be the method of choice when their turn arrives to take over the classroom. And the fact that most students have been exposed only to the competitive, individualistic approach used in our school systems today at all levels constitutes a major problem. Students are not likely to change their attitudes from one class to another unless they are trained in CL techniques.

Welcome listers to the Fall of 96. Summer is officially over and most of us are well into the new term. I would like to initiate a series of discussions about collaborative learning (CL) techniques starting with the question of why more teachers do not use CL and ending with suggestions for policies which will encourage CL.

I just returned from a wonderful Lilly New England conference on teaching excellence and was pleased to see at least one session dealing with CL during each time slot and many presenters used CL as part of their session procedure.

One thing struck me however, there was a great deal of hesitation from participants toward adopting CL techniques in their classes, especially among the science and engineering teachers and many questions were raised about how to start.

The material which follows comes from a book chapter which my wife and I have written entitled Encouraging Collaborative Learning in Higher Education. I would like to use some sections as a basis for our discussions.

Topic 1 - Introduction and overview

Topic 2 - Teachers

• Loss of control in the classroom
• Lack of self confidence by teachers

Topic 3 - Fear of the loss of content coverage

• Lack of prepared materials for use in class
• Teachers' egos
• Lack of familiarity with alternate assessment

Topic 4 - Techniques

• Concern with teacher evaluation and personal advancement

Topic 5

• Students' resistance to collaborative learning techniques
• Lack of familiarity with CL techniques and class management

Topic 6

• Lack of Teacher training in collaborative teaching methods

Topic 7 - Administrators

• Lack of training of exposure to collaborative learning
• Lack of familiarity with alternate student assessment techniques

Topic 8 - Students

• Students' lack of familiarity with collaborative techniques
• Fear of content and ability to achieve high grades

Topic 9 - Parents

• Lack of parent understanding of collaborative learning

Topic 10

• Policies needed to implement CL

For comments from readers in the discussion list on some of the above topics, see below:

• Generic issues involved in adopting collaborative learning
• Issues raised for teachers in implementing collaborative learning
• Issues raised for students in implementing collaborative learning