Love ’em or hate ’em, student evaluations of teaching (SETs) are here to stay. Parts <a href="https://www.teachingprofessor.com/free-article/its-time-to-discuss-student-evaluations-bias-with-our-students-seriously/" target="_blank"...
Many of us know by now that didactic lecture is incongruent with student learning: receiving information passively tends to disengage students, which is likely to result in undesirable learning outcomes. Even though lecture remains the predominant form of teaching, collaborative learning has been a popular educational approach representing a significant shift away from the traditional lecture-centered setting in college classrooms. In collaborative learning, students work in groups, focus on exploring the course materials, and search for understandings and solutions, all of which are effective ways to motivate and help students engage in effortful thinking and active learning (Laal & Ghodsi, 2012). But it is also common that students in collaborative learning may have off-topic discussions, frustrate themselves, and even feel like they’re wasting their time. To overcome such drawbacks, the instructor can step away from the lectern and move around the classroom during collaborative learning.
While many faculty may already do this and might see it as their responsibility to circulate among groups, some might still stand back and leave groups alone, afraid of interfering group functioning. If you prefer a more hands-off approach, you can devote some time for students to work on their own before getting involved, giving them some instructions or hints as needed to accomplish the task, without providing answers right away.
Involvement in learning, involvement with other students, and involvement with the instructor are key factors that make an overwhelming difference in student retention and success in college. By circulating through the classroom during collaborative learning, instructors involve students more actively in the learning process, which also invites students to build closer connections to their peers and the instructor. The classroom becomes more of an interdependent community for students in which everyone is welcome to join, participate and grow, and this can boost students’ participation, engagement, and achievement.
Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia—Social and Behavioral Sciences, 31, 486–90. https://doi.org/10.1016/j.sbspro.2011.12.091
Yunteng He, PhD, is a chemistry instructor at Central Community College in Kearney, Nebraska.