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Why do students not engage in Collaborative Learning outside of class
| Content Provider | Semantic Scholar |
|---|---|
| Author | Rutherford, Stephen M. Limorenko, Galina Shore, Andrew |
| Copyright Year | 2016 |
| Abstract | Abstract: Collaborative learning (CL) can be a powerful pedagogy. By encouraging learners to discuss ideas and develop a shared understanding of a problem, learning can be made more-efficient and more-powerful. However, most evidence for the impact of CL focuses on the classroom. We have developed an approach, termed Shadow Modules, which uses principles of CL to support student-directed learning outside of class. However, engagement with these CL activities is low, and so this study aims to identify student attitudes towards CL, and whether there is a link between views of CL and learning strategies (deep, surface or strategic). Using a mixed-methods approach we have investigated students’ perceptions of CL, and potential reasons why they may not engage fully with such learning activities of their own accord. The data suggest that students are generally skeptical of CL, although surface learners to show a mild, but significant, preference for it. Student concerns of CL are mainly that it might lead to a reduced-efficiency of studying, or be distracting. Even though many recognized the benefits of CL, still this general suspicion of sharing learning activities was pervasive. These findings have implications for the management of student-study and revision groups. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://orca-mwe.cf.ac.uk/101351/2/RutherfordResearch.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
