Cooperative Learning in Industrial-sized Biology Classes
Year: 2007
Type: article
Abstract: This study examined the impact of cooperative learning activities on student achievement and attitudes in large-enrollment (>250) introductory biology classes. We found that students taught using a cooperative learning approach showed greater improvement in their knowledge of course material compared with students taught using a traditional lecture format. In addition, students viewed cooperative learning activities highly favorably. These findings suggest that encouraging students to work in small groups and improving feedback between the instructor and the students can help to improve student outcomes even in very large classes. These results should be viewed cautiously, however, until this experiment can be replicated with additional faculty. Strategies for potentially improving the impact of cooperative learning on student achievement in large courses are discussed.
Source: CBE—Life Sciences Education
Authors: Norris Armstrong, Shu-Mei Chang, Marguerite Brickman
Institution: University of Georgia
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1998743062