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ERIC Number: EJ1004928
Record Type: Journal
Publication Date: 2012-Jul
Pages: 11
Abstractor: As Provided
Reference Count: 115
ISSN: ISSN-0098-6283
Meta-Analysis of Group Learning Activities: Empirically Based Teaching Recommendations
Tomcho, Thomas J.; Foels, Rob
Teaching of Psychology, v39 n3 p159-169 Jul 2012
Teaching researchers commonly employ group-based collaborative learning approaches in Teaching of Psychology teaching activities. However, the authors know relatively little about the effectiveness of group-based activities in relation to known psychological processes associated with group dynamics. Therefore, the authors conducted a meta-analytic examination of whether learning outcomes are moderated by aspects of group process and collaborative learning. Results indicated that (a) group duration of a brief period (one to three classes) was more effective than group duration lasting more than one-half semester, (b) high levels of participant interdependence were associated with greater learning outcomes, and (c) group activities incorporating a formal group project presentation evidenced significantly less robust learning outcomes than activities that did not include a formal group presentation. Based on the findings, the authors provide teaching suggestions that reflect how group processes may impact learning effectiveness. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A