Qualitative Analysis of Collaborative Learning Groups in Large Enrollment Introductory Astronomy

Abstract

Large-lecture introductory astronomy courses for undergraduate, non-science majors present numerous problems for faculty. As part of a systematic effort to improve the course learning environment, a series of small-group, collaborative learning activities were implemented in an otherwise conventional lecture astronomy survey course. These activities were used once each week during the regularly scheduled lecture period. After eight weeks, ten focus group interviews were conducted to qualitatively assess the impact and dynamics of these small group learning activities. Overall, the data strongly suggest that students enjoy participating in the in-class learning activities in learning teams of three to four students. These students firmly believe that they are learning more than they would from lectures alone. Inductive analysis of the transcripts revealed five major themes prevalent among the students' perspectives: (1) self-formed, cooperative group composition and formation should be more regulated by the instructor; (2) team members' assigned rolls should be less formally structured by the instructors; (3) cooperative groups helped in learning the course content; (4) time constraints on lectures and activities need to be more carefully aligned; and (5) gender issues can exist within the groups. These themes serve as a guide for instructors who are developing instructional interventions for large lecture courses.

The role of cultural diversity and leadership in computer-supported collaborative learning: a content analysis

“…Second in the process level, a leader may resolve process related issues by alternating between synchronous and asynchronous activities of the members and thus better pace the discussion [50]. Third in the group development, a leader can also facilitate the group formation by ensuring evenly distributed participation [51] and cultivating mutual understanding among the members. And lastly, group dynamics become more positive through leaders' effort to support and encourage effective and positive group behaviors [9,10].…”

A Review of Astronomy Education Research

“…Continuing the original study over several additional semesters, Adams and Slater carefully examined the workings of collaborative groups in this setting. They probed the extent to which these groups help students learn (Skala, Slater, & Adams 2000). An exploration of group dynamics and behaviors showed that female students interact differently in all-female groups as compared to mixed groups .…”

Recent advances in classroom physics

“…Some of the instruments discussed in section 6.1, as well as some instruments designed and used only at a particular location and have been used to assess students taught traditionally and students taught by new or redesigned curricula, courses or methods. This research [208][209][210][211][212][213][214][215][216] and the research discussed in indicate that students taught by courses, curricula and methods that incorporate the results of research in physics learning, have a better conceptual understanding of physics and that their ability to solve quantitative problems is at least as good as students taught traditionally. This assessment is ongoing and is being continually evaluated [217][218][219][220][221][222][223].…”