1. Collaborative Learning Outside of the Classroom Rachael Cohn, Sydney Golden, Elizabeth Hargis Science 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 Learning ¹ A 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 student Collaborative learning group: 4 members per team Each group member encouraged to voice their opinions 50% of post-test grade based upon group performance Results 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 Learning ³ This 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 ² A 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 Conclusion In 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 work ²