Collaborative Work and the Future of Humanities Teaching

Autor/inn/en	Ullyot, Michael; O'Neill, Kate E.
Titel	Collaborative Work and the Future of Humanities Teaching
Quelle	In: Canadian Journal for the Scholarship of Teaching and Learning, 7 (2016) 2, Artikel 3 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-2902
Schlagwörter	Cooperative Learning; Student Research; Research Projects; Writing Assignments; Outcomes of Education; Humanities; Undergraduate Students; Research Skills; Writing Skills; Revision (Written Composition); Expertise; Skill Development; Feedback (Response); Advanced Students; Learner Engagement; Teamwork; Data Analysis; Student Attitudes; Student Surveys; Group Unity; Group Dynamics; Role Perception; Attitude Change; Essays; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Studentenforschung; Forschungsvorhaben; Lernleistung; Schulerfolg; Geisteswissenschaften; Humanwissenschaften; Forschungsleistung; Writing skill; Schreibfertigkeit; Korrektur; Expert appraisal; Kompetenzentwicklung; Qualifikationsentwicklung; Fortgeschrittener; Auswertung; Schülerverhalten; Schülerbefragung; Gruppenidentität; Gruppendynamik; Role conception; Rollenverständnis; Attitudinal change; Einstellungsänderung; Essay; Aufsatzunterricht; Ausland; Kanada
Abstract	This article explores the degree to which student collaborations on research and writing assignments can effectively realize learning outcomes. The assignment, in this case, encouraged students to contribute discrete parts of a research project in order to develop their complementary abilities: researching, consulting, drafting, and revising. The outcomes for students included appreciation for their individual expertise, and experience combining discrete contributions into a result that surpasses the sum of its parts. In the course, we gave students preliminary guidance for establishing team objectives and roles for the duration of this assignment and asked them to evaluate their learning experience at the end. In this paper, we analyze the students' quantitative and qualitative feedback, and suggest ways to structure and supervise collaborative assignments so that students develop their expertise and complementary skills. We suggest that collaborative work such as this is essential for advanced undergraduates in the humanities, where collaborations are less common than in other disciplines. Moreover, we conclude that future humanities instructors should be open to the benefits of collaborative research and writing. This article will be of interest to instructors who wish to develop collaborative assignments that improve students' disciplinary expertise, engagement with course materials, and outreach to audiences beyond the academy. (As Provided).
Anmerkungen	University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01