Collaboration and Learning In College Education Book Project April 14 th, 2004

Members Jun Chen Sarah Kim-Warren William Beachley Scott Zweig Huda Khan

Broad Questions Issues –Role of Collaboration in Aiding Learning –Benefits and Drawbacks of Collaboration –Barriers to Collaboration Survey –Comparison of two classes –Extent of Collaboration in and out of class –Satisfaction or Dissatisfaction factors

Reading List Reading –Book: Bennis, W. & Biederman, P. W. (1997) Organizing Genius: The Secrets of Creative Collaboration, Perseus Books, Cambridge, MA.

Reading List (Cont.) Reading –Articles that Covered: Traditional education vs./incorporating the use of collaboration Benefits and Drawbacks of using collaborative learning methods in college education Instructional techniques and environments for using collaboration in-class Surveys and Evaluation of collaborative groups with regard to academic performance

Traditional Methods Knowledge transferred from teacher to students Examples: –Lecture-style classes –Limited Interaction Students: –Passive –Solve problems and study course material in isolation Isolated to allow for individual grade-based evaluation

Traditional Methods (Cont.) Disadvantages –Material learned to take tests, not because of personal interest Deep understanding not supported After test taken, material forgotten or not retained –Collaborating with others discouraged Information emphasized but not understanding process of where to find relevant information Skills for working with others not built –Do not understand each others’ strengths and weaknesses –Not accustomed to solving problems of real-world complexity

Benefits of Collaboration Solving real-world complex problems, “wicked” problems –Requires different areas of knowledge and expertise –Achieve more than working in isolation Learners engaged in the construction of their own knowledge –Knowledge Retention –Deep Understanding –Personal Relevance and Interest –“Cognitive Elaboration”

Benefits of Collaboration (Cont.) Social and Teamwork Skills –Interpersonal Communication –How to work with diverse people and opinions –Needed in Personal and Professional Lives Attitudes towards Learning –Students more actively engaged –Enjoy process more Academic Performance –Seen to improve with the use of collaborative groups –Test scores higher

Drawbacks Undercontribution or Free-Riders –Not all members contribute equally –Frustration with process Time Management –Finding Meeting Times for Group Organizational Overhead –Creating timeline –Maintaining and supervising responsibilities

Barriers to Collaboration Focus on Isolated Work in Traditional Education Unfamiliar or Unused to Group Work Processes Must learn how to work in group Must understand why group work beneficial –Overcome negative experiences or lack of experience Reflect on value to personal learning

Survey Broad Questions –What is the extent of collaboration in our chosen college classes? Homework, Tests, Study In-Class or Out-of-Class –What are students’ perceptions regarding collaboration? Helpful in learning Positive outcomes or experiences Negative experiences Motivated to collaborate

Classes CSCI 2270CSCI Description –Title: Intro to Data Structures –Instructor: Prof. Michael Main –Size: 89 Students Description –Title: Discovery, Learning, and Collaboration –Instructors: Profs. Gerhard Fischer and Hal Eden –Size: 13 Students Teaching Style: –Collaboration in-class infrequent –Website for assignment posting by instructor –Projects to be done individually and plagiarism punished Teaching Style: –Collaboration encouraged in-class and out-of class –Swiki site used collaboratively by students and instructors –Projects done in groups

Survey Results CSCI 2270CSCI Group Study12/13 Project 9/12 Homework 47/79 Project 32/79 Homework In-Class9/12 >= 1/Week35.2% 1/Month Out-of Class50% 1/Week33% 1/Week Motivation11/12 Teacher 7/12 Achievement 47/85 Teacher 56/85 Achievement Observations > 50% Constructive < 50% Equal Contr. 42/87 Constructive 21/87 Equal Contr.