Humanizing the College Classroom: Collaborative Learning and Social Organization among Students

Rau, William; Heyl, Barbara Sherman

doi:10.2307/1318484

Cited by 165 publications

(94 citation statements)

References 15 publications

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“…Each learning group may discuss what they accomplished or, in whole-class processing, the teacher may give the class feedback with students sharing specific examples from their own groups. For more on group processing, readers are referred to Smith (1991a, 1991b), Rau andHeyl (1990), andWalvoord (1986).…”

Section: Implementing Cooperative Learningmentioning

confidence: 99%

Collaboration in Learning and Teaching Statistics

Roseth

Garfield

Ben‐Zvi

2008

Journal of Statistics Education

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This paper provides practical examples of how statistics educators may apply a cooperative framework to classroom teaching and teacher collaboration. Building on the premise that statistics instruction ought to resemble statistical practice, an inherently cooperative enterprise, our purpose is to highlight specific ways in which cooperative methods may translate to statistics education. So doing, we hope to address the concerns of those statistics educators who are reluctant to adopt more student-centered teaching strategies, as well as those educators who have tried these methods but ultimately returned to more traditional, teacher-centered instruction.

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Section: Implementing Cooperative Learningmentioning

confidence: 99%

Collaboration in Learning and Teaching Statistics

Roseth

Garfield

Ben‐Zvi

2008

Journal of Statistics Education

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“…The extant literature establishes the benefits of collaborative learning on undergraduates' growth in such areas as their interpersonal skills (Cabrera et al, 2002) and active learning (e.g., Rau & Heyl, 1990;Umbach & Wawrzynski, 2005). We implemented collaborative activities and assignments to gauge students' satisfaction with this approach for learning about developmental theories.…”

Section: Collaborative Learning Activities In Lifespan Courses To Suimentioning

confidence: 99%

Undergraduates’ Satisfaction with Peer Collaborative Activities about Developmental Theories

Walsh

Cromer²,

Park³

et al. 2012

FSR

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ABSTRACT. Four collaborative learning activities were implemented in a lifespan development course. We explored 35 undergraduates' experiences with collaborative activities designed to promote breadth and depth of students' understanding of developmental theories. The findings of this study attest to students' satisfaction with collaborative learning experiences. Five themes emerged from the study: application of theory, learning/teaching one another, personal growth, engagement, and theory acquisition. The undergraduates' positive accounts suggest that they applied theory to practice, strengthened their own understanding of theory, experienced personal growth, and were engaged in the class as a result of the collaborative learning activities focused on developmental theories.

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“…Much research is available on setting up successful group work that can be utilized in setting up a discussion-based course [16][17][18][19][20]. In my experience, students working with their peers are more effective in disseminating information, feel less inhibited, and have more confidence.…”

Section: Group Workmentioning

confidence: 99%

How to create successful discussions in science classrooms

Grover

2007

Biochem Molecular Bio Educ

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Professors often expect students to have the skills that are necessary to participate in discussions. Students, on the other hand, have been trained to glean information from the lecture format; their prior experiences in discussions are likely to be limited to personal opinions on topics such as stem-cell research or evolution. Sudden changes in expectations are jarring and unwelcome at any stage of life but especially when it affects our performance. Thus, bringing any new pedagogy into the classroom has to come with proper preparation for both the students and the faculty. Here, I present my guidelines for bringing discussions into small classrooms. A great deal of structure and preparation are needed to make a discussion-based class successful. To teach using a discussion-based format requires creating pedagogical links to every aspect of the course. It requires changing not only what we teach but also what we value. Various components that are needed for a successful discussion-based course are outlined here.

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Humanizing the College Classroom: Collaborative Learning and Social Organization among Students

Cited by 165 publications

References 15 publications

Collaboration in Learning and Teaching Statistics

Collaboration in Learning and Teaching Statistics

Undergraduates’ Satisfaction with Peer Collaborative Activities about Developmental Theories

How to create successful discussions in science classrooms

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