An Examination of Collaborative Learning Assessment through Dialogue (CLAD) in Traditional and Hybrid Human Development Courses

Autor/inn/en	McCarthy, Wanda C.; Green, Peter J.; Fitch, Trey
Titel	An Examination of Collaborative Learning Assessment through Dialogue (CLAD) in Traditional and Hybrid Human Development Courses
Quelle	In: Mid-Western Educational Researcher, 23 (2010) 2, S.59-67 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-3997
Schlagwörter	Undergraduate Study; Cooperative Learning; Group Dynamics; Group Discussion; Conventional Instruction; Direct Instruction; Blended Learning; Distance Education; Cooperation; Active Learning; Teacher Role; Educational Change; Individual Development; Course Content; Teaching Methods; Student Attitudes + Suchen Sie Ihr Suchwort? Grundstudium; Kooperatives Lernen; Gruppendynamik; Gruppendiskussion; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Distance study; Distance learning; Fernunterricht; Co-operation; Kooperation; Aktives Lernen; Lehrerrolle; Bildungsreform; Individuelle Entwicklung; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten
Abstract	This investigation assessed the effectiveness of using Collaborative Learning Assessment through Dialogue (CLAD) (Fitch & Hulgin, 2007) with students in undergraduate human development courses. The key parts of CLAD are student collaboration, active learning, and altering the role of the instructor to a guide who enhances learning opportunities. The effectiveness of this approach was explored in both hybrid formats where classes reduce face-to-face meeting time by incorporating on-line activities and traditional course formats, such as lecture. A sample of 169 students completed courses in human development either using CLAD or using traditional techniques that provided more direct instruction. In addition, some of the classes were taught in a hybrid format. In two of the comparison group subsets, students in the CLAD group demonstrated significantly higher final grades. Hybrid course formats resulted in higher student achievement as well. These results provide preliminary support for the use of CLAD and hybrid formats in higher education settings. (Contains 6 tables.) (As Provided).
Anmerkungen	Mid-Western Educational Research Association. P.O. Box 34421, Chicago, IL 60634-0421. Tel: 419-372-7401; Fax: 419-372-2828; e-mail: mer@bgsu.edu; Web site: http://www.mwera.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10