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Browsing by Subject "Collaborative learning"

Now showing 1 - 2 of 2
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    Effects of cooperative, competitive, and individualistic learning structures on college student achievement and peer relationships: a series of meta-analyses
    (2013-06) Hilk, Caroline Lual
    This series of meta-analyses investigates the effects of social interdependence (cooperative, competitive, and individualistic learning structures) on achievement and peer relationships among college students. This study quantitatively synthesized the literature on the effects of social interdependence on achievement and peer relationship outcomes based on 1,204 effect sizes from 231 experimental studies involving 37,422 college and graduate-level students. The overall effects of cooperative compared to competitive and individualistic learning structures on achievement resulted in moderate effect sizes (g = .42 and .36 respectively. The estimated effects of cooperative learning on peer relationships was statistically significant and positive for the comparison to competitive structures (g = .88) and individualistic structures (g = .71). These findings are consistent with the conclusions of previous meta-analyses examining this population. Explanatory models were constructed to examine the variance in effect sizes and the potential influence of several moderating variables including: unit of measure (group vs. individual measures), level of cognitive task (high vs. low complexity), and methodological quality of primary studies (high, moderate, low quality). Only unit of measure was identified as a statistically significant contributor to the overall variance in the effect size for achievement when comparing cooperative and individualistic learning structures. Possible reasons for the remaining unexplained variance in these meta-analyses, along with implications for practice and future directions for research, are also offered.
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    Fostering transformative learning in an informal collaborative process
    (2015-01) Reichenbach, Michael Russ
    Social and collaborative learning in natural resource management has been used for more than two decades to address wicked problems, however evidence of transformational learning, the types of transformation and how participants' meaning structures and perspectives change has received little research attention. The link between learning and changes in understanding was investigated as part of the Seven Mile Creek Fuelshed Project (SMCFP). SMCFP was a transdisciplinary research project aimed at examining options for multi-functional agriculture in south central Minnesota, United States. Analysis of data from observation, interviews and focus groups were used to explore the participant experience of the SMCFP. Mezirow's (1991b) transformative learning theory was used as a lens. The study introduces the use of Wiggins and McTighe's (2006) six facets of understanding as a means to code qualitative data and to assess transformative learning. The study provides evidence of transformative learning in each of the following areas: elaboration of frames of reference, creation of new meaning schemes, transformation of meaning schemes and transformation of meaning perspectives. The results provide evidence of how people learn in a collaborative process and provide a foundation for the design of adult education and Extension education programs. The conditions that fostered transformative learning in this case study included a clear project focus, the introduction of expert knowledge, the incorporation of local knowledge, deliberation, dialogue and reflection. The SMCFP opened participants to new ideas for protecting water quality, wildlife habitat, and economic management of an agricultural landscape.