Ten myths of cooperative learning in engineering education
Jacobson, D.; Davis, J.; Licklider, B.
Frontiers in Education Conference, 1998. FIE apos;98. 28th Annual
Volume 2, Issue , 4-7 Nov 1998 Page(s):790 - 794 vol.2
Digital Object Identifier 10.1109/FIE.1998.738801
Summary:The practice of using active learning as a teaching paradigm has
been a mainstay of the K-12 community for a long time. Even with
mounting evidence attesting to the efficacy of these techniques, college
faculty have generally been slow to adopt interactive teaching methods.
The authors have been involved in Project LEA/RN (Learning Enhancement
Action/Resource Network) at Iowa State University, a program created to
provide training, resources, and encouragement to faculty members who
want to improve student learning. During our own induction into the
program, and now as work group facilitators, we were surprised to hear
faculty from different disciplines cite identical reasons why active
learning wouldn't work in their classroom. Examples include: interactive
exercises won't work in large classes; students will refuse to
participate; there's no individual accountability when students work in
teams; you can't cover as much material if you use an interactive
approach, etc. In this paper, we discuss ten myths of cooperative
learning and how our Project LEA/RN groups were able to work through
them one by one
View citation and abstract |
Cart
