Talk:Collaborative Learning/Best Practices

Contraindications

What if any contraindications are there for collaborative learning? Are there instances or examples when a non-collaborative approach is more beneficial? Thanks! --Lbeaumont (discuss • contribs) 12:21, 24 February 2016 (UTC)

The first instance that comes to mind is that a collaborative approach is not an effective measure of individual ability. We typically do not allow students to take tests in a team approach, because we are trying to assess each student's individual mastery of the content.

The second issue is related, but focuses on learning rather than assessment. There are parts of a collaborative learning approach that lead to situations where students who want to succeed are willing to do the work of others in order to succeed themselves. When evenly matched, this works very well. When a student who wants to excel is matched up with one or more students who is willing to be carried, this is less effective.

I try to structure my collaborative learning assignments so that there is too much work for any one person to do, and with very clear instructions that students are to do everything possible to help each other contribute, but under no circumstances are they to do their partner's work. Grading is weighted heavily on the collaboration effort, not on the product. Doing too much work is penalized just as much as doing too little. Doing your share, and doing everything possible so that someone else can do their share is the goal.

The shorter answer to the question is, collaborative learning is great when you want people to be able to work together to solve problems. It isn't appropriate when you want individuals to excel based on their own abilities. A good course design combines these aspects so that students are able to work together and excel on their own.

Dave Braunschweig (discuss • contribs) 13:41, 24 February 2016 (UTC)