Early identification of ineffective cooperative learning teams

Abstract

Cooperative learning has many pedagogical benefits. However, if the cooperative learning teams become ineffective, these benefits are lost. Accordingly, this study developed a computer-aided assessment method for identifying ineffective teams at their early stage of dysfunction by using the Mahalanobis distance metric to examine the difference between the sequential test scores of the unknown team and the test scores of a reference group of functioning teams. The effectiveness of the proposed method was verified by conducting field experiments over an 18-week engineering course in Taiwan. Forty-eight students were randomly assigned to cooperative learning teams. The students' learning performance was evaluated by means of unit tests and homework tests. The functioning of the cooperative teams was examined at seven different points during the course of the study. The ineffective teams were identified with quantified type I errors. It was found that some teams failed persistently. Such teams require some form of external intervention to remedy the group dynamics. The results also showed that teams can become ineffective at any stage of the cooperative learning process. Thus, continuous monitoring is required to ensure that appropriate remedial actions are taken in a timely manner.

MTF database: A repository of students' academic performance measurements for the development of techniques for evaluating team functioning

“…(Note that the MD values are provided in the 14th column of the dataset.) In addition, various procedures have been proposed for identifying ineffective teams at an early stage of their development (Hsiung, Luo & Chung, ). Importantly, the proposed techniques complement traditional survey‐based methods and provide a viable basis for the development of computer‐aided solutions for monitoring and assessing team functioning (Hsiung et al , ).…”

Co‐creating a program for teams to maintain and reflect on their flexibility

“…This consists of the quick identification of early warning signals and a rapid response to prevent a problem escalating. This is based on studies on crisis management and team development which emphasize the importance of the early recognition of unwanted developments and early warning signs of conflict . In the program, this is operationalized by the team in a meeting at which they formulate indicators of the early warning signs of rigidity.…”

“…It starts with phase 1 in which the team members, on the basis of their team goals, define their team questionnaire covering their indicators of flexibility. Monitoring these indicators in phase II by repeated use of the questionnaire supports the recognition of early signs of rigidity . The reports are input for team meetings in which the members reflect on the insights and feedback.…”

Cooperative Learning in Rural Mathematics Classrooms: Interactions of Instructional Coaching, and Achievement

“…While the overwhelming body of literature supporting Cooperative Learning as a framework is positive (Johnson & Johnson, 1994;Slavin, 1980Slavin, , 1989Slavin, , 1996Slavin, , 1999Slavin, , 2012, deeper analyses paint a more nuanced picture of the conditions that must be met to realize positive benefits through this approach. Without a carefully monitored and implemented approach, learning teams can become ineffective and outcomes suffer as a result (Hsiung, 2014, Golub & Buchs, 2014. For example, Hsuing's (2014) study of cooperative grouping in undergraduate engineering courses found that teams can become ineffective at any stage of the learning process, and require careful monitoring.…”

“…The graph of the mean benchmark scores over time at each school (See Figure 1) reveals interesting trends that support the SBSA results, as well as my sense, as a frequent observer and instructional coach, of more student-centered cooperative learning happening at School 2. The literature on maximizing the efficacy of cooperative learning emphasized that teachers ought to make deep initial investment in group structures and strategies (Hsiung, 2014, Golub & Buchs, 2014. Mrs. B started the school year with great focus on cooperative strategies and emphasized students learning cooperative routines.…”