Meta-Analysis of Group Learning Activities: Empirically Based Teaching Recommendations

Abstract

Teaching researchers commonly employ group-based collaborative learning approaches in Teaching of Psychology teaching activities. However, the authors know relatively little about the effectiveness of group-based activities in relation to known psychological processes associated with group dynamics. Therefore, the authors conducted a meta-analytic examination of whether learning outcomes are moderated by aspects of group process and collaborative learning. Results indicated that (a) group duration of a brief period (one to three classes) was more effective than group duration lasting more than one-half semester, (b) high levels of participant interdependence were associated with greater learning outcomes, and (c) group activities incorporating a formal group project presentation evidenced significantly less robust learning outcomes than activities that did not include a formal group presentation. Based on the findings, the authors provide teaching suggestions that reflect how group processes may impact learning effectiveness.

Open journey theory: Intersection of journeying with students and opening up to learning

“…Collaborative or cooperative learning is a major focus among today's students, both with peers and teachers [22] , though there is evidence that it is the collaborative nature of the work, not the assignment itself that is so effective [26] . A current meta-analysis of research on student learning supports this focus on group reflection and collaborative learning for optimizing student learning integration into practice [23] .…”

“…With Open Journey Theory, the learning experience is launched in the first stage with a focus on student engagement and group collaboration, which is an evidence-based educational strategy [23] . Selected readings on difficult concepts are introduced early to raise student awareness to the idea of caring for the spirit; research on nursing education in spiritual care has shown this to be very effective [4,38] .…”

“…Many of these strategies, such as jigsaw, circle of voices, and peer partnerships, revolve around collaborative learning [22,23] . Examination of current research reveals many studies in the area of e-learning [21,24,25] ; technological advances are having a profound impact on education as students turn to online learning experiences in preference over face-to-face opportunities [24,26] .…”

Technology enhanced collaborative learning using a project-based learning management system

“…Collaborative learners may acquire knowledge as a consequence of being exposed to various perspectives as well as new insights (Cohen, 1994). Interaction as well as discussion can lead to deeper cognitive processing of information (Webb, 1992) and thus, increased student learning (Tomcho and Foels, 2012;Johnson and Johnson, 1979) as well as augmented persistence and higher quality of relationships (Smith et al, 2005). Collaborative learning involves at least two dimensions: an epistemic and a social mode (Fischer, 2001;Fischer et al, 2002).…”

Designing innovative learning environments to foster communities of learners for students in initial vocational education

“…Heuristics for the design of a shared learning environment can be found in the principles of cooperative learning (SL1) (Johnson and Johnson 2002;Tomcho and Foels 2012): stimulate positive interdependence, individual accountability, and dialogue, and pay explicit attention to the skills needed for successful cooperation and the group process. These heuristics have been found to be operative and effective in instructional methods such as jigsaw and reciprocal teaching aimed at working as a community of learners that fosters students' introduction in academic disciplines (e.g.…”