Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis

Springer, Leonard; Stanne, Mary Elizabeth; Donovan, Sam S

doi:10.3102/00346543069001021

Cited by 1,439 publications

(759 citation statements)

References 40 publications

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“…Several studies indicate that people involved in cooperative learning demonstrate greater effort to achieve than people learning on their own (Roseth, Johnson & Johnson 2008;Springer, Stanne & Donovan 1999). From research, it is clear that cooperative learning should meet certain criteria in order for it to contribute to selfdirected learning ).…”

Section: Discussion: the Affordances Of Case-based Teaching For Fostementioning

confidence: 99%

Self-directed learning research: An imperative for transforming the educational landscape

Mentz¹,

Oosthuizen²

2016

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Section: Discussion: the Affordances Of Case-based Teaching For Fostementioning

confidence: 99%

Self-directed learning research: An imperative for transforming the educational landscape

Mentz¹,

Oosthuizen²

2016

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“…These researchers identify five principles to guide effective groups (a) positive interdependence, (b) face-to-face promotive interaction, (c) individual accountability, (d) interpersonal skill development, and (e) group processing of activities. Meta-analysis studies validate the value of small group learning for students of predicted high and low academic preparation levels (Springer, Stanne, & Donovan, 1999). The PAL program follows these principles and implements many of the specific small group learning activities recommended by them.…”

Section: Acquiring Knowledge a Classic Approach To Learning Is The Imentioning

confidence: 99%

Understanding the Peer Assisted Learning Model: Student Study Groups in Challenging College Courses

Arendale

2014

IJHE

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The Peer Assisted Learning (PAL) program at the University of Minnesota is a primary academic support program for historically difficult, introductory college courses that serve as gatekeepers to academic degree programs. Based upon operating principles of other academic support programs and educational theories, PAL is integrated into the courses it serves. The PAL groups review essential course content, model cognitive learning strategies to deepen understanding, and promote metacognitive awareness so students are autonomous learners in courses without academic support services. The PAL approach operates at the confluence of collaborative learning, cooperative learning groups, and learning communities. This article provides a detailed overview of the PAL model, educational theories upon which it is based, and how variations of it are implemented at the institution. Quantitative and qualitative studies reveal academic and personal benefits for participating students and those serving as PAL facilitators. The studies validate the role of PAL with closing the achievement gap between students of different ethnicities and levels of academic preparedness for rigorous college courses in mathematics and science.

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“…Collaborative learning is when students work in groups and engage in exploration on a topic (Bruffee, 1999). Benefits of engaging in collaborative learning include increasing cognitive processing (Kirschner, Paas, & Kirschner, 2009), improving student engagement in learning material (Shimazoe & Aldrich, 2010), fostering open-minded thinking (Chen, 2014), and subsequently encouraging critical thinking (Springer, Stanne, & Donovan, 1999). The literature on students' roles in collaborative learning has been well-documented, and its success can be attributed to two broad reasons: peers motivating and supporting each other, and peers learning from each other.…”

Section: Obvious Role: Collaborative Learning In Groupsmentioning

confidence: 99%

From Distraction to Contribution: A Preliminary Study on How Peers Outside the Group Can Contribute to Students’ Learning

Chen

2015

cjsotl-rcacea

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Active Learning Classrooms are new learning spaces that allow collaborative learning activities to take place easily over the traditional classroom. However, some features of these rooms could be viewed as “distracting” to students’ learning such as the multiple interactive screens. The purpose of this paper is to begin the conversation on how subtle roles in the learning environment could impact learning. Using a case study approach, an activity from one course was chosen that exemplified how peers outside students’ immediate group can influence their learning. Based on the preliminary findings, it is suggested that being aware of these subtle roles peers outside the group can have on students and making them explicit in the pedagogical design of the course can lead to maximizing the usage of the space to potentially foster greater learning. Les salles de classe où l’on pratique l’apprentissage actif sont de nouveaux espaces d’apprentissage qui permettent d’organiser des activités d’apprentissage collaboratif plutôt que de pratiquer l’enseignement traditionnel. Toutefois, certains aspects de ces salles de classe peuvent être considérés comme « gênants » pour l’apprentissage des étudiants, par exemple les multiples écrans interactifs. L’objectif de cette communication est d’ouvrir le débat sur la manière dont les rôles subtils de l’environnement d’apprentissage peuvent avoir des effets sur l’apprentissage. En utilisant l’approche qui consiste à faire une étude de cas, une activité d’un cours donné a été choisie pour exemplifier comment les pairs qui se trouvent à l’extérieur du groupe immédiat des étudiants peuvent influencer leur apprentissage. Selon les résultats préliminaires, il semblerait que le fait d’être conscient de ces rôles subtils que les pairs qui se trouvent à l’extérieur du groupe peuvent avoir sur les étudiants et le fait de les rendre explicites dans la conception pédagogique du cours peuvent mener à maximiser l’usage de l’espace en vue de favoriser un meilleur apprentissage.

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Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis

Cited by 1,439 publications

References 40 publications

Self-directed learning research: An imperative for transforming the educational landscape

Self-directed learning research: An imperative for transforming the educational landscape

Understanding the Peer Assisted Learning Model: Student Study Groups in Challenging College Courses

From Distraction to Contribution: A Preliminary Study on How Peers Outside the Group Can Contribute to Students’ Learning

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