Haller and Cooperative Learning

This article caught my attention for two reasons. First, it was done at NC State, which doesn't mean a whole lot but it does add a nice touch. Second, Haller describes how the same scenario resulted in two different methods of cooperative learning problem solving.

I found the results somewhat troubling, as I would expect college students to be able to manage better in a group environment. At the same time, I understand how the interactional difficulties can occur. In fact, I believe some type of difficulties can be expected out of groups of any age or sex demographic. Most importantly, I now have a much clearer idea of what to look for when I assign my students activities to work on in groups.

As a teacher, I have seen both the Transfer of Knowledge and Cooperative Sequence scenarios take place. Although Haller is quick to point out that the sample sizes are not large enough to pinpoint any statistical conclusions, the Cooperative Sequence was most popular among female groups. My observations in my classroom have also pointed to this. Within a mixed group or a group of males, the Transfer of Knowledge method usually wins out, with one dominant participant taking the role of "teacher." It is usually in the groups of girls that true group collaboration takes place. However, it is important to note that each method has its strengths.

Haller's tips for minimizing problems with cooperative learning are very useful. Although this article speaks towards engineering education, the guidelines that Haller presents are useful in the high school setting as well.

As educators, we are taught from the beginning that group environments and cooperative learning are very beneficial in ensuring that a maximum number of students become proficient in the course of study. However, creating a successful cooperative learning environment is not easy and it does require planning, effort and responsiveness on the part of the instructor. Failure to do so can result in an unpleasant experience and minimal gains in student achievement. As Haller lists methods for improving collaborative learning, she is also quick to point out how interactional problems can detract from the learning that should be taking place.

References: Haller, C. R., Gallagher, V. J., Weldon, T. L., & Felder, R. M. (2000). Dynamics of peer education in cooperative learning workgroups. Journal of Engineering Education 89(3), 285-293.