Meta-Analysis of Group Learning Activities: Empirically Based Teaching Recommendations
Abstract
Teaching researchers commonly employ group-based collaborative learning approaches in Teaching of Psychology teaching activities. However, the authors know relatively little about the effectiveness of group-based activities in relation to known psychological processes associated with group dynamics. Therefore, the authors conducted a meta-analytic examination of whether learning outcomes are moderated by aspects of group process and collaborative learning. Results indicated that (a) group duration of a brief period (one to three classes) was more effective than group duration lasting more than one-half semester, (b) high levels of participant interdependence were associated with greater learning outcomes, and (c) group activities incorporating a formal group project presentation evidenced significantly less robust learning outcomes than activities that did not include a formal group presentation. Based on the findings, the authors provide teaching suggestions that reflect how group processes may impact learning effectiveness.
Faculty Members
- Rob Foels - Department of Psychology, University of Connecticut, Storrs, CT, USA
- Thomas J. Tomcho - Department of Psychology, Salisbury University, Salisbury, MD, USA
Themes
- Learning Outcomes in Education
- Group Dynamics
- Collaborative Learning
- Teaching Effectiveness
Categories
- Counseling and applied psychology
- Education research
- Research and experimental psychology
- Experimental psychology
- Education
- Educational assessment, evaluation, and research methods
- Educational psychology
- Teacher education
- Cognitive psychology and psycholinguistics
- Curriculum and instruction
- Teacher education, specific subject areas
- Counseling and applied psychology nec
- Education research nec
- Psychology