Tribes or Nomads: A Comparative Study of Collaborative Learning Frameworks

Abstract

This paper explores the relative value of "permanent" working groups versus "ad hoc" groups in large introductory level anthropology courses. The aim is to manage tutor workload while simultaneously enhancing students’ attainment of the learning objectives. In addition, a main learning objective was for students to practice critical thinking and develop an understanding of cultural relativism. We argue that one effective experiential approach to teaching such concepts is collaborative learning with others in diverse learning groups. We explore the factors enhancing such learning experiences. Based on our survey research we conclude that ad hoc groups are better for exposing students to diverse perspectives and permanent working groups are better for fostering an intimate learning experience within a large class. Although our original goals for using groups were mainly pragmatic, our research on teaching methods shows that it exposes students to diverse perspectives. We find this particularly appropriate for courses in anthropology aiming to teach the meaning of diversity and other related concepts. Therefore, we recommend that tutors/instructors choose their collaborative learning strategy based both on their intended learning outcomes and their learning environments.

Covid-19 and (re)learning teaching: Never let a crisis go to waste

“…Still, some of the adaptations described throughout this article, like the increased use of student response tools, could also productively inform education at those institutions. Although pedagogical research has long argued that no single teaching style or tool addresses all types of students and that there is no eierlegende Wollmilchsau able to solve all our pedagogical problems (e.g., Dunn, 2000;Griffith et al, 2015), the Covid crisis appears to have brought that message home, at least with regard to distance education. This leads us to argue that adaptations that we made to invigorate online learning spaces might also help to address pedagogical issues that exist in campus classrooms.…”

“…Rather than relying on Zoom to randomly assemble small groups, these teachers pre-organised small groups for students, typically in Canvas, informing students that these were their "permanent" discussion groups for half or the whole course. In the pedagogical literature on teaching and learning, this mode of collaborative learning, sometimes called "tribes" (versus "nomads"), has been shown to foster intimate learning in large classes by promoting a sense of community in the small groups (Griffith et al, 2015). Used online, breakout "tribes" allowed the students to get to know their fellow small group members fairly well, which solved the challenges of holding discussions with "random" unknown classmates.…”

Covid-19 and (re)learning teaching: Never let a crisis go to waste

“…Still, some of the adaptations described throughout this article, like the increased use of student response tools, could also productively inform education at those institutions. Although pedagogical research has long argued that no single teaching style or tool addresses all types of students and that there is no eierlegende Wollmilchsau able to solve all our pedagogical problems (e.g., Dunn, 2000;Griffith et al, 2015), the Covid crisis appears to have brought that message home, at least with regard to distance education. This leads us to argue that adaptations that we made to invigorate online learning spaces might also help to address pedagogical issues that exist in campus classrooms.…”

“…Rather than relying on Zoom to randomly assemble small groups, these teachers pre-organised small groups for students, typically in Canvas, informing students that these were their "permanent" discussion groups for half or the whole course. In the pedagogical literature on teaching and learning, this mode of collaborative learning, sometimes called "tribes" (versus "nomads"), has been shown to foster intimate learning in large classes by promoting a sense of community in the small groups (Griffith et al, 2015). Used online, breakout "tribes" allowed the students to get to know their fellow small group members fairly well, which solved the challenges of holding discussions with "random" unknown classmates.…”