ERIC Number: ED448444
Record Type: RIE
Publication Date: 1999-Dec
The Case for Student Centered Instruction via Collaborative Learning Paradigms.
This article, which details the benefits of collaborative learning, is intended to promote human interactions through cooperation as the favored educational paradigm. The first part of this article presents four major categories of benefits created by collaborative learning methods: academic, social, psychological, and assessment. Each of these areas is subdivided further to help the reader focus on specific themes within each category. Paragraph headings are used to highlight specific results of cooperative learning techniques. Academic benefits include promoting critical thinking skills, involving students actively in the learning process, improving classroom results, modeling appropriate student problem solving techniques, personalizing large lectures, and motivating students in specific curricula. Social benefits include developing a social support system for students, building diversity understanding among students and staff, establishing a positive atmosphere for modeling and practicing cooperation, and developing learning communities. Psychological benefits of student-centered instruction include increasing students' self-esteem, reducing anxiety, and developing positive attitudes towards teachers. Assessment benefits involve alternate student and teacher assessment techniques as collaborative teaching techniques utilize a variety of assessments. The second section of this report describes each of 67 benefits without regard to any ordering. An outline of the 67 benefits is provided prior to the extended descriptions. Contains 162 references. (RS)
Descriptors: Cooperative Learning, Educational Benefits, Group Activities, Higher Education, Instructional Effectiveness, Learning Strategies, Outcomes of Education, Student Centered Curriculum, Student Participation, Teaching Methods
For full text: http://www.capecod.net/~TPanitz/Tedspage.
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: N/A