Presentation Transcript

1. More than Just a Game: The Ups and Downs of Implementing Collaborative Learning Anne Schoening, PhD, RN, CNE Susan Selde, MS Joyce Tow, PhD(c), APRN-WHNP-BC, RNC-OB Joely Goodman, MSN, RN Cindy Selig DNP, APRN, RNC-OB, CPLC Amy Cosimano, EdD, RN Amy Yager DNP, APRN, FNP-C Kim Galt, PharmD, PhD, FASHP, FNAP Chris Wichman, PhD (statistician)
2. Objectives At the end of the session, participants will be able to: Describe how collaborative learning strategies can be integrated into the college classroom. Discuss the potential impact of collaborative learning on critical thinking skills. Analyze faculty recommendations for implementing collaborative learning based on student perceptions.
3. Agenda Creighton University Overview (5 minutes) Ice Breaker (10 minutes) Presentation(15 minutes) Group Activity (15 minutes) Study Results (15 minutes) Group Evaluation/Feedback (5 minutes) Think-Pair-Share (5 minutes) Audience questions (5 minutes)
4. Creighton University National Liberal Arts University Private, Catholic, Jesuit 8,019 total students 4,076 undergraduates 3,943 graduate and professional students
5. Three Undergraduate Divisions College of Arts & Sciences College of Business College of Nursing
6. Undergrad Student Body Middle 50% ACT24-30SAT 1120-1350 GPA 3.5-4.0 24% ranked in the top 5% of their high school class 40% ranked in the top 10% of their high school class
7. Professional and Graduate Schools Graduate Dentistry Law Medicine Pharmacy Physical Therapy Occupational Therapy
8. Accelerated Nursing Program(ANC) 12-month BSN second degree program 3 semesters 18-20 credit hours/semester Average age: 26 years Non-traditional
9. Traditional: Tuition for 2014-2015 academic year: $33,796 Combined with fees, room, and board: $49,969 Accelerated 2014-2015: $47,976
10. Ice Breaker On the index card please write: Your name University and Discipline One or two things you do well A place you want to visit A task you want to achieve An activity you like to do
11. Ice Breaker Draw a card Role assignment: Recorder: -records points for team Folder Monitor: -collects cards Discussion Leader: -reads cards Spokesperson: -report team score
12. Ice Breaker - Points for Correctly Identifying Group Members First attempt = 4 points ● Second attempt = 3 points Third attempt = 2 points Fourth attempt = 1 point
13. What is collaborative learning? Working with others to “achieve shared learning goals” (Barkley, Cross & Major, 2005, p. 4) Intentional design Co-labor; shared workload Tasks should relate to learning objectives
14. Pedagogical Rationale Cognitive Learning Theory Students actively engaged in learning Making connections -rehearsing, restructuring, scaffolding (Johnson, Johnson, & Smith, 1998) Behavioral Learning Theory
15. Pedagogical Rationale Social Interdependence Theory (Johnson, Johnson, & Smith, 1998) Collaboration on a common goal Promotive interaction vs. competitive interaction
16. Research Group learning contributes to: Content mastery Critical thinking Problem solving Interpersonal skill development (Johnson, Johnson, & Smith, 1998)
17. “To teach is to learn twice.”Joseph Joubert 1754-1824
18. Who benefits? Underprepared students Well-prepared students Female students Minority students International students (Slavin, 1996; Cabrera, 1998 as cited in Barkley, Cross, & Major, 2005)
19. Orient students Form groups Structure the learning task Facilitate collaboration Evaluate (Barkley, Cross, & Major, 2005) The process
20. Orienting students Icebreakers Procedures: Syllabus review Group ground rules Explain rationale Learning contracts
21. Forming groups Informal Formal: Based on major/interest Ability Optimal size: 3-4 Assign roles: Recorder Reporter Discussion leader/facilitator Folder monitor
22. Structuring the task What is your purpose? Discussion Problem solving Writing
23. Facilitating collaboration You have a new role!
24. Evaluation Group self-evaluation Collaborative Quizzes Collaborative Testing Student Surveys
25. We Need Change
26. Our Study Unfolding PBL case study Formal groups over one month Low risk obstetric content in undergraduate nursing course Playing Card Method (Hilton, Millis, & Kopera-Frye, 2006)
27. Problem-Based Learning (PBL) Students presented with a real world “problem” Students responsible for “solving” the problem Students collaborate Active learning Teacher as facilitator (Savery, 2006)
28. Meet your patient Laura Smith is a 28 year-old G1P0 who presents to the antepartum clinic stating that she had a positive home pregnancy test 5 days ago. Laura is married to Tom, who accompanies her to the clinic. Laura is a first-grade teacher and spends most of the day on her feet. She is excited about this pregnancy, which was planned. Laura states she is experiencing occasional nausea and vomiting, breast tenderness, and fatigue. The first day of her LMP was August 20
29. Activity Role Assignment: Recorder:  Folder Monitor:  Discussion Leader:  Spokesperson:  Scenario Collaboration: Answer your group’s question (5 minutes) Groups Present (10 minutes)
30. Multiple Choice Question The person most at fault in the above scenario is Shari, she asked a friend to act unethically Jane, she did not need to agree to this misrepresentation of information The instructor, after all, Shari was intimidated and needed to falsify information Shari and Jane are equally at fault
31. Methodology Full Implementation Pilot Comparison
32. Three phases Phase 1 Pilot: Fall, 2010 n=103 Traditional students Phase 2 Comparison 2011-2012 Accelerated nursing students Fall: Lecture n= 57 Spring: Collaborative learning n= 33 Phase 3 Full Implementation: Fall, 2012 Traditional: n=90 Accelerated: n=63
33. Univariate Analysis (ANOVA) (Exam run against each explanatory variable separately)
34. Best Model (Not containing extraneous factors)
35. Comparing Exam Sections Semester Student type
36. Performance by Teaching Method
37. Performance by Teaching Method
38. Student Perceptions (5-point Likert Scale) Q1: Working in learning teams enhanced my learning. Q2: Working in learning teams enhanced my ability to explain nursing rationale. Q3: I felt that the collaborative quiz helped to prepare me for the unit exam. Q4: Working in a team helped me enhance my conflict resolution skills when the group did not initially agree. Q5: Being assigned to a team helped me to work with individuals that I would not normally choose to work with.
39. Student Perceptions *Score Test for the Proportional Odds Assumption
40. Student Perceptions *Score Test for the Proportional Odds Assumption. **Data was dichotomized into categories “favored” (Agree and Strongly Agree) and “Not Favored” (Neutral, Disagree, and Strongly Disagree); p-value is based on Fisher’s Exact Test.
41. Qualitative Data The best thing about working with learning teams during this unit was: The worst thing about working with learning teams during this unit was:
42. Collaborative LearningQualitative Data Themes Content Content Delivery Content Mastery Collaborative Learning
43. Content Explains the value, impact and accuracy of the content delivered to students.
44. Content Sub-themes Exam Content - Content worthy of examination purposes. Information Overload – Excessive amount to material presented to class. Accuracy of Information- The correctness of information presented
45. Content Delivery Incorporates a variety of methods and management of methods used to transmit (deliver) the curriculum material (content)
46. Content Delivery Sub-themes Logistics – Includes instructor management of time, use of PowerPoint slides, acoustics, resources, facilitation and structure of lesson Lecture- Comparing collaborative learning with traditional lecture* Active Learning- A technique used whereby students are doing hands -on activities. Students talk/discuss in groups and group presents to class. Wiki- A technique used whereby students post information to an online site. + for lecture is – for collaborative learning
47. Content Mastery Refers to student ability to learn independently, understand and apply material and critically think
48. Content Mastery Sub-themes Independent Learning – The ability to self regulate learning. Learning – The effect of this study’s teaching strategies on student understanding. Critical Thinking – Problem solving skills
49. Collaborative Learning Includes social interdependence, different perspectives and interpersonal skills
50. Collaborative Learning: Sub-themes Social Interdependence – A group with a shared goal, work together for the overall success of the group. (Johnson, 1999) Different Perspectives – Variety of viewpoints regarding the same concept Interpersonal Skills – Skills needed to build relationships with others
51. Trad Fall 2010: Pilot-Content Positive: Accuracy of Information: “Clarifying all the questions I had.” Negative: Exam Content: “Not knowing exactly what I needed to know.”
52. Trad Fall 2010: Content Delivery Positive: Active Learning: “It was more active and hands-on learning which was very beneficial.” Negative: Logistics: “We had to print the power point two times and it was hard to write down notes in class and I wasn’t able to keep focused during class.”
53. Trad Fall 2010: Content Mastery Positive: Learning: “Helped me think through issues, not just memorize slides.” Negative: Independent Learning: “I had to teach myself.”
54. Trad Fall 2010:Collaborative Learning Positive: Social Interdependence: “Being held responsible for being prepared for class because if I wasn’t prepared I’d let down my whole team.” Negative: Social Interdependence: “Some members worked to answer problems more than others, so work distribution wasn’t even.
55. ANC Spring 2012:Content Positive: None Negative: Exam Content: “When the collaborative learning moves too fast and doesn’t give us a good idea or what to focus on for the exam.”
56. ANC Spring 2012:Content Delivery Positive: Active Learning: “Working through the scenarios and explaining answers to the class really helped solidify the information for me. Talking through the scenarios and questions was super beneficial.” Negative: Lecture: “Sometimes I had a hard time following the lectures compared to when we have a power point lecture.”
57. ANC Spring 2012:Content Mastery Positive: Critical Thinking: “The ability to problem solve. Negative:
58. ANC Spring 2012:Collaborative Learning Positive: Different Perspectives: “Hearing other opinions and different ways of thinking about things.” Negative: Interpersonal Skills: “I really do not enjoy working with some people.”
59. Trad Fall 2012:Collaborative + Wiki
60. Trad Fall 2012:Content Positive: None Negative: Information Overload: “I spent a lot of time going through excessive info posted online to figure out what to study.”
61. Trad Fall 2012:Content Delivery Positive: Active Learning: “Interaction with other peers and talking about the content.” Negative: Lecture: “We have been taught so consistently for two years off of power points and a certain type of study habits/style. It’s very unfair to ask us to change our skills so completely for three weeks.”
62. Trad Fall 2012:Content Mastery Positive: Learning: “Teaching class helps you understand.” Negative: Learning: “I LOVED the enthusiastic attitudes of the instructors, but I found it much more difficult to learn when students were teaching.”
63. ANC Fall 2012:Content Positive: None Negative: Accuracy of Information: “Spending time learning incorrect information – then having to relearn the correct information.”
64. ANC Fall 2012:Content Delivery Positive: Logistics: “Forced us to use textbook to find info.” Negative: Logistics: “I felt like the group work would’ve been more beneficial if each individual group worked on all parts of the case study, we basically just got out of doing a majority of the work and only needed to focus on our part…”
65. ANC Fall 2012:Content Mastery Positive: Independent Learning: “I had to look the information up before class.” Negative: Positive: “In class people just sped read through the material and I didn’t learn anything…”
66. ANC Fall 2012:Collaborative Learning Positive: Social Interdependence: “Allows or makes participation possible for students that would not otherwise participate or contribute.” Negative: Social Interdependence: “Part of our group did not do any work.”
67. Lessons Learned Take time to orient students and faculty to the process Share the rationale for using collaborative learning Culture change: consistency Collaborate in class
68. Participant Evaluation/Feedback(5 minutes)
69. Summary: “Take-Away” (5 min) Think-pair-share: Why is collaborative learning important to your discipline? Give an example of how you will create a collaborative learning opportunity for your class. What will be your greatest challenges of implementing collaborative learning? How will you creatively resolve this challenge?
70. References Barkley, E., Cross, K., & Major, C. (2005). Collaborative Learning Techniques: A Handbook for College Faculty. San Francisco: Jossey-Bass. Hilton, J. M., & Millis, B. (2006). Techniques for student engagement and classroom management in large (and small) classes. Journal of Teaching in Marriage and Family, 6, 490-505. Johnson, D.W., Johnson, R.T., & Smith, K.A. (1998). Cooperative learning returns to college: What evidence is there that it works? Change, 30 (4), 26-35. Johnson, D.W. , & Johnson, R.T. (1999). Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning. Englewood Cliffs, NJ: Allyn & Bacon. Savery, John R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based Learning,1(3), 9-20. Retrieved from: http://docs.lib.purdue.edu/ijpbl/vol1/iss1/3