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dc.contributor.authorHodges, Linda C.
dc.description.abstractAs the use of collaborative-learning methods such as group work in science, technology, engineering, and mathematics classes has grown, so has the research into factors impacting effectiveness, the kinds of learning engendered, and demographic differences in student response. Generalizing across the range of this research is complicated by the diversity of group-learning approaches used. In this overview, I discuss theories of how group-work formats support or hinder learning based on the ICAP (interactive, constructive, active, passive) framework of student engagement. I then use this model to analyze current issues in group learning, such as the nature of student discourse during group work, the role of group learning in making our classrooms inclusive, and how classroom spaces factor into group learning. I identify key gaps for further research and propose implications from this research for teaching practice. This analysis helps identify essential, effective, and efficient features of group learning, thus providing faculty with constructive guidelines to support their work and affirm their efforts.en_US
dc.genrejournal articlesen_US
dc.identifier.citationContemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement Linda C. Hodges and Peggy Brickman CBE—Life Sciences Education 2018 17:2en_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Faculty Development Center (FDC) Collection
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 Unported (CC BY-NC-SA 3.0)*
dc.subjectcollaborative learningen_US
dc.subjectgroup worken_US
dc.subjectstudent engagementen_US
dc.subjectscience educationen_US
dc.subjectengineering educationen_US
dc.subjectmathamatics educationen_US
dc.titleContemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagementen_US

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Attribution-NonCommercial-ShareAlike 3.0 Unported (CC BY-NC-SA 3.0)
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-ShareAlike 3.0 Unported (CC BY-NC-SA 3.0)