Transcript 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,

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)
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.
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)
Creighton University
• National Liberal Arts
University
• Private, Catholic,
Jesuit
• 8,019 total students
– 4,076 undergraduates
– 3,943 graduate and
professional students
Three Undergraduate
Divisions

College of Arts & Sciences

College of Business

College of Nursing
Undergrad Student Body



Middle 50% ACT 24-30 SAT 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
Professional and
Graduate Schools







Graduate
Dentistry
Law
Medicine
Pharmacy
Physical Therapy
Occupational Therapy
Accelerated Nursing Program
(ANC)
•
•
•
•
•
12-month BSN second degree program
3 semesters
18-20 credit hours/semester
Average age: 26 years
Non-traditional
Traditional:
Tuition for 2014-2015
academic year:
$33,796
Combined with fees,
room, and board:
$49,969
Accelerated 2014-2015:
$47,976
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
Ice Breaker
Draw a card
Role assignment:
Recorder: -records points for team
Folder Monitor: -collects cards
Discussion Leader: -reads cards
Spokesperson: -report team score
Ice Breaker - Points for Correctly
Identifying Group Members
• First attempt = 4 points
Second attempt = 3 points
• Third attempt = 2 points
• Fourth attempt = 1 point
●
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
Pedagogical Rationale
• Cognitive Learning Theory
– Students actively engaged in learning
– Making connections -rehearsing,
restructuring, scaffolding (Johnson,
Johnson, & Smith, 1998)
• Behavioral Learning Theory
Pedagogical Rationale
• Social Interdependence Theory
(Johnson, Johnson, & Smith, 1998)
– Collaboration on a common goal
– Promotive interaction vs. competitive
interaction
Research
• Group learning contributes to:
– Content mastery
– Critical thinking
– Problem solving
– Interpersonal skill development
– (Johnson, Johnson, & Smith, 1998)
“To teach is to learn twice.”
Joseph Joubert 1754-1824
Who benefits?
•
•
•
•
•
Underprepared students
Well-prepared students
Female students
Minority students
International students
(Slavin, 1996; Cabrera, 1998 as cited in Barkley,
Cross, & Major, 2005)
The process
•
•
•
•
•
Orient students
Form groups
Structure the learning task
Facilitate collaboration
Evaluate
– (Barkley, Cross, & Major, 2005)
Orienting students
•
•
•
•
•
Icebreakers
Procedures: Syllabus review
Group ground rules
Explain rationale
Learning contracts
Forming groups
Informal
• Formal:
– Based on major/interest
– Ability
• Optimal size: 3-4
• Assign roles:
–
–
–
–
Recorder
Reporter
Discussion leader/facilitator
Folder monitor
Structuring the task
• What is your purpose?
– Discussion
– Problem solving
– Writing
Facilitating collaboration
You have a new role!
Evaluation
•
•
•
•
Group self-evaluation
Collaborative Quizzes
Collaborative Testing
Student Surveys
We Need Change
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)
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)
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
Activity
• Role Assignment:
– Recorder: 
– Folder Monitor: 
– Discussion Leader: 
– Spokesperson: 
• Scenario
• Collaboration: Answer your group’s question
(5 minutes)
• Groups Present (10 minutes)
Multiple Choice Question
The person most at fault in the above scenario is
a.Shari, she asked a friend to act unethically
b.Jane, she did not need to agree to this
misrepresentation of information
c.The instructor, after all, Shari was intimidated
and needed to falsify information
d.Shari and Jane are equally at fault
Methodology
Full
Implementation
Pilot
• Collaboration
approach
developed
• In class
discussion
ANC Group 1
(Fall 2011)
• Lecture
• Collaboration
• In class
discussion
ANC Group 2
Pilot (Fall 2010)
(Spring 2012)
Traditional
Students
Comparison
ANC Group 3
Traditional Group
2 (Fall 2012)
• Collaboration
• Wiki on-line
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
Univariate Analysis (ANOVA)
Type 3 Tests of Fixed Effects
Effect
Num DF
Den DF
F Value
Pr > F
Age
1
151
0.01
0.9136
Semester
2
150
3.58
0.0304
Gender
1
151
5.75
0.0177
Degree
2
150
1.79
0.1699
Enter
GPA
1
150
5.18
0.0243
(Exam run against each explanatory variable separately)
Best Model
Type 3 Tests of Fixed Effects
Effect
Num DF
Den DF
F Value
Pr > F
Semester
2
149
3.58
0.0302
Gender
1
149
5.74
0.0179
Least Squares Means
Effect SE
M
GE
N
Estimate
Standard
Error
DF
t Value
Pr > |t|
SEM
F11
87.1261
1.1005
149
79.17
<.0001
SEM
F12
84.3982
1.0175
149
82.95
<.0001
SEM
S12
83.5567
1.3727
149
60.87
<.0001
GEN
F
86.9762
0.6173
149
140.90
<.0001
GEN
M
83.0778
1.5312
149
54.26
<.0001
(Not containing extraneous factors)
Comparing Exam Sections
Semester
Overall Goodness of Fit
Chisq Fisher
Newborn
0.2629 0.2499
Nutrition
Antepartum 0.1778 0.1590
0.3902 0.3956
Newborn
Intrapartum 0.7594 0.7713
Postpartum 0.8535 0.8949
Student type
Chisq
Antepartum 0.3898
Intrapartum 0.9087
Postpartum 0.6201
0.8057
Newborn
Newborn
0.5158
Nutrition
Fisher
0.4671
1.0000
0.8154
0.8511
0.5903
Performance by Teaching Method
NUR290
Method
Lecture
Collaborative
Collaborative
+ Wiki
A
29
12
B+
6
4
17
16
Frequency
B
C+
14
3
2
4
9
8
C
1
9
D
4
2
Percentage
A
B+
B
C+
C
D
50.88 10.53 24.56 5.26 1.75 7.02
36.36 12.12 6.06 12.12 27.27 6.06
7
6
26.98
25.4
14.29
12.7
11.11 9.52
Performance by Teaching Method
NUR290 Frequency
Method Pass Fail
Lecture 53
4
Collaborative 31
2
Collaborative
57
6
+ Wiki
Percentage
Pass Fail
92.98 7.02
93.93 6.06
90.48
9.52
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.
Student Perceptions
Traditional Students: Collaborative vs Collaborative + Wiki
Estimated
Odds
Question Score Test*
Ratio
95%
Lower
Bound
95%
Upper
Bound
p-value
1
0.0609
3.812
2.013
7.219
<0.001
2
0.3261
4.101
2.153
7.814
<0.001
3
0.7842
1.666
0.891
3.115
0.1101
4
0.6487
3.522
1.853
6.696
0.0001
5
0.3697
1.429
0.783
2.610
0.2449
*Score Test for the Proportional Odds Assumption
Student Perceptions
Accelerated Students: Collaborative vs Collaborative + Wiki
Question Score Test* Estimated
Odds
Ratio
95%
Lower
Bound
95%
Upper
Bound
p-value
1
0.6707
45.840
11.122
188.923
<.0001
2
0.0227
11.48
3.54
37.17
<.0001**
3
0.7112
9.089
3.311
24.945
<.0001
4
0.5723
19.696
5.709
67.945
<.0001
5
0.0463
3.25
1.11
9.54
0.0356**
*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.
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:
Collaborative Learning
Qualitative Data Themes
•
•
•
•
Content
Content Delivery
Content Mastery
Collaborative Learning
Content
Explains the value, impact and accuracy
of the content delivered to students.
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
Content Delivery
Incorporates a variety of methods and
management of methods used to transmit
(deliver) the curriculum material (content)
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
Content Mastery
Refers to student ability to learn
independently, understand and apply
material and critically think
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
Collaborative Learning
Includes social interdependence, different
perspectives and interpersonal skills
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
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.”
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.”
Trad Fall 2010:
Content Mastery
• Positive:
– Learning: “Helped me think through issues,
not just memorize slides.”
• Negative:
– Independent Learning: “I had to teach
myself.”
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.
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.”
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.”
ANC Spring 2012:
Content Mastery
• Positive:
– Critical Thinking:
• “The ability to problem solve.
• Negative:
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.”
Trad Fall 2012:
Collaborative + Wiki
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.”
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.”
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.”
ANC Fall 2012:
Content
• Positive: None
• Negative:
– Accuracy of Information:
• “Spending time learning incorrect information –
then having to relearn the correct information.”
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…”
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…”
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.”
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
Participant Evaluation/Feedback
(5 minutes)
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?
References
•
•
•
•
•
Barkley, E., Cross, K., & Major, C. (2005). Collaborative Learning
Techniques: A Handbook for College Faculty. San Francisco: JosseyBass.
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