As with many processes within the classroom, student collaboration becomes part of an ongoing cycle. Students may not feel comfortable participating in class, so they don’t get to know their classmates, so they don’t collaborate outside of the classroom, so they don’t form a community, and therefore don’t feel comfortable participating. It’s endless! But how to intervene? To learn more about the benefits of student collaboration, Cengage Learning recently surveyed thousands of college students and instructors to see what the top benefits of collaborating in and outside the classroom are.
Collaboration inside the classroom
Creating a comfortable environment for learning and participation often begins inside the classroom. We asked students and instructors, “What benefits do students gain from collaborating with others in the classroom?” Many instructors responded that collaborating in the classroom “allows students to see other points of view and approaches.” Another popular response from instructors is that it improves “critical thinking and communication skills and active listening.” These are certainly skills that cannot be learned on one’s own.
However, some students prefer advice to come straight from their peers. One student shared that he or she enjoys collaborating in the classroom because “other classmates may have taken different notes or gotten different aspects of what the teacher may be saying than I.” Another keenly pointed out that an added bonus to working with classmates is “learning to navigate different personalities and work ethics, which is necessary in the workplace.”
Collaboration outside the classroom
When students feel connected inside the classroom, collaborating outside the classroom may come more naturally. We asked students and instructors, “What benefits do students gain from collaborating with others outside the classroom?” Of those instructors surveyed, one reported a variety of benefits that cropped up among many respondents. This instructor said that students stand to gain “networking, feeling of inclusion, positive feelings about themselves and the college, higher retention rates” — all from doing a little group work outside the classroom! Another instructor reminded us that “teaching another is the best way to learn. I try to promote this outside of class as well.”
Our student respondents explained that, for some, collaboration outside the classroom fits right into their learning preferences. One student shared that “verbally processing information helps me learn best.” We were also pleased to hear that other students feel collaborating outside the classroom “creates more comfort in the classroom to discuss material.” This creates a perfect opportunity to break the cycle of students’ lack of engagement in the classroom. Students who are comfortable collaborating outside the classroom may have an easier time during class discussions.
Over the coming weeks, we’ll be sharing more insights from our student and instructor surveys that reveal how instructors around the country are boosting collaboration. We’ll also be sharing hints from the students themselves on how they engage with their classmates.
What are your suggestions for breaking the cycle? Do your students enjoy collaborating in and outside of the classroom, or could they use the above encouragement from their peers? Share your thoughts with us below.
I teach English as a Second Language at the InterAmerican Campus of the MIami Dade College.. For the past 34 years, I have used the National Geographic Magazine in my classes. There are a milion ways to use them to motivate the students and to help them learn to work in teams. For example, I might distribute the magazines and ask them to select a partner.Then I give them a time limit to read together and take notes.(no cellulars permitted). I have developed several forms for different courses and levels. If it is a 60 minute class , I give the about half an hour to read. They, of course , love the magazines and the pictures. They must write the tiitle of the article, the name of the author, the page number and their names. Then I collect the magazines and ask them to write a summary of the article using their own words . I tell tem that I am not going to grade their summaries based on grammar or punctuation errors. What I want from them is to produce sentences and ellaborate, to analyze , and cooperate with each other.There are many other activities that can be done. Up to now, using this technique has been a sucess. Just recently , the publishing compannies have discovered what I have known for a long time, and many companies are publishing textbooks with pictures from the magazine. Very Interesting !
Thank you for sharing your terrific ideas, America! National Geographic seems to feature such fascinating content that it’s hard not to find it engaging. We’re big fans as well.