Examining the Influence of Structured Collaborative Learning Experiences for Graduate Students

Autor/in	Jones, Elizabeth A.
Titel	Examining the Influence of Structured Collaborative Learning Experiences for Graduate Students
Quelle	In: Journal on Excellence in College Teaching, 25 (2014) 3-4, S.163-175 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-4800
Schlagwörter	Cooperative Learning; College Instruction; Graduate Students; Learning Experience; Teaching Methods; Student Experience; Instructional Effectiveness; Small Group Instruction; Student Projects; Skill Development; Assignments + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Hochschullehre; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Studienerfahrung; Unterrichtserfolg; Schulprojekt; Kompetenzentwicklung; Qualifikationsentwicklung; Assignment; Auftrag; Zuweisung
Abstract	Classroom experiences influence a diverse array of student outcomes, such as academic and cognitive development, interpersonal skills, and the amount of time students engage in academic activities. Collaborative learning is an important pedagogy that is particularly meaningful for graduate students, who are often adults returning to college. This instructional approach can lead to stronger outcomes for graduate students. Instructors re-structure the classroom away from traditional lectures to small-group collaborative projects, where students work together and with faculty on complex projects. Through collaborative projects, graduate students build upon their previous personal experiences as they advance their learning and development. (As Provided).
Anmerkungen	Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site: http://www.muohuo.edu/ject
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10