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ERIC Number: EJ1041375
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
Reference Count: 27
ISSN: ISSN-1052-4800
Examining the Influence of Structured Collaborative Learning Experiences for Graduate Students
Jones, Elizabeth A.
Journal on Excellence in College Teaching, v25 n3-4 p163-175 2014
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.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A