Collaborative Learning Outside of the Classroom

Rachael Cohn, Sydney Golden, Elizabeth HargisScience 297C, Eberly College of Science

The Pennsylvania State University, University Park, PA 16802

Introduction“Collaborative learning refers to an instruction method in which students at various performance levels work together in small groups toward a common goal.” ¹

Figure 1. Penn State CHEM 227 group homework session

References 1. Gokhale, A. A. J. Technol. Educ. 1995, 7, 1.2. Hernández, R. Web. Collaborative Learning: Increasing

Students’ Engagement Outside the Classroom. US-China Education Review. http://conference.pixel-online.net/edu_future2012/common/download/Paper_pdf/184-ITL32-FP-Hernandez-FOE2012. (Accessed April 2015).

3. Towns, M. H.; Kreke, K.; Fields, A. J. Chem. Ed. 2000, 77, 111-115.

Collaborative vs. Individual Learning¹A study was done at Western Illinois University, Macomb,

Illinois, to examine the effectiveness of individual versus collaborative learning. The subject matter taught to the students during the study was series and parallel DC circuits.• Each group had 30 minutes to work on a worksheet• They were given 15 minutes to review the worked out solutions• A post-test was given to each studentCollaborative learning group:• 4 members per team• Each group member encouraged to voice their opinions• 50% of post-test grade based upon group performanceResults• Mean scores on “drill and practice” questions: 13.56, 11.89

(collaborative, individual)• Mean scores on “critical thinking” questions: 12.21, 8.63

(collaborative, individual)

Figure 2. Penn State CHEM 227 group homework session

Student Perspectives on Small-Group Learning³This study looked at student perspectives on small-

group learning. Physical chemistry students were placed into groups at the beginning of the semester and worked with the same groups on all in-class activities.

Students reported feeling a sense of community among the class members, and they felt as if the support system from this community had a great impact on their success in the course. Mutual commitment to the material and mutual goals in succeeding were seen as the driving factors for this community and success.

Positive Experiences of Group Work ²A cohort study was conducted at the University of

Dublin, Ireland over multiple semesters with 5 different groups or “Mods” of students, to examine the benefits of collaborative work outside of the classroom. This study examined language-based courses and how students benefited from group work vs. independent work. • Five groups of students (Mods A, B, C, D, E) over 3

semesters • Each semester was different instruction: teachers gave

out mostly independent work for the first semester, mostly group work the second semester, and a mix of group and independent in the third semester

• After each semester, a survey was sent out to each student to assess the benefits of the work they conducted over that time period

Results • Overall, no group had a positive benefit or experience

with independent work• Mods B and E had overwhelmingly positive experiences

and benefits in a group• Mods A and C had a mildly positive experience, and still

found benefits in a group• Mod D had a negative experience with group work and

did not improve in learning (hassle of meeting up and working together was a confound)

• Positive benefits for interpersonal and public speaking skills

Figure 4. Interaction of commitment and community in small-group work that promotes learning.³

ConclusionIn summary, multiple studies have shown that

collaborative learning is more beneficial than individual learning. These benefits were shown both quantitatively through assessments as well as qualitatively through student reports.

Figure 3. Percentage of students who reported benefitting from group work²