NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ942901
Record Type: Journal
Publication Date: 2010
Pages: 9
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1056-3997
An Examination of Collaborative Learning Assessment through Dialogue (CLAD) in Traditional and Hybrid Human Development Courses
McCarthy, Wanda C.; Green, Peter J.; Fitch, Trey
Mid-Western Educational Researcher, v23 n2 p59-67 Spr 2010
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.)
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A