Annotated Bibliography Introduction - by James Cooper and Pamela Robinson
Introduction
In constructing this bibliography we had rather specific readers in mind: faculty members or administrators involved in science, mathematics, engineering and/or technology (SMET) who are interested in teaching and learning issues. Specifically, these persons would be interested in research, theory and/or practice in small-group instruction focusing on SMET disciplines in higher education.
This document is not an exhaustive description of research, practice and theory in small-group instruction relating to SMET or the individual disciplines which SMET encompasses. Rather, we intend to give readers a sense of the field of cooperative and collaborative learning in SMET disciplines, without constructing an overly technical document. We want to give readers a snapshot of historical and contemporary work in cooperative learning that furnishes a context from which to view the field. Readers may choose from a number of resources, depending on interests and needs.
Organizational Plan
We have organized this bibliography into two major sections, one dealing with Research and Theory and the other dealing with Applications. Each of the two major sections is subdivided into two portions, one related to General Cooperative-Learning Issues and one that is specifically focused on SMET-Related Cooperative-Learning Issues. Preliminary work on this document was supported, in part, by the Los Angeles Collaborative for Teacher Excellence (LACTE).
Our reasoning for including a number of general cooperative-learning resources in this bibliography is that SMET-related research on cooperative learning in higher education is a relatively new and undeveloped area of inquiry. Many of the authors in the SMET sections of this bibliography were influenced by others who have published work dealing with general applications of cooperative and collaborative learning. For readers to have a more complete understanding of cooperative learning in higher education and help set a context for the SMET-related contributions, a number of significant historical and contemporary general contributions to teaching and learning are included.
Section 1.A. This section in the bibliography addresses general cooperative-learning issues dealing with research, theory and practice. The definition of cooperative learning, and how it is similar to and different from other forms of active-learning strategies are among the issues treated. We identify sources documenting the empirical base for cooperative learning and place it in a general theoretical setting.
Section 1.B. This section identifies sources which document theoretical and empirical support for the power of cooperative learning as it is used in SMET disciplines. Resources are described which assess the impact of cooperative learning on several student outcome measures. The majority of these sources have been published in the 1990s.
Section 2.A. This section focuses on general applications of cooperative learning to the classroom. There are many types of cooperative learning. Spencer Kagan (Citation 66 in this document) reports that there may be over 100 different forms. The intent of this section is to identify resources which may help readers get a sense of the broad range of structures implemented by some of the leaders in the field, structures which have been used at all levels of education, with many disciplines and many student populations. Some SMET-practitioners may be unaware of the rich variety of techniques available, which are often field-tested by those working with more generic applications of cooperative learning.
Section 2.B. This section which addresses SMET-related applications of cooperative learning gives readers a sense of the variety of applications of cooperative learning in a number of SMET-related fields.
Guiding Questions
Faculty and administrators often ask the same fundamental questions about cooperative learning. We identify those questions which many readers of this report may also have and suggest specific resources in the bibliography that will address each question or concern.
What is cooperative learning and how does it differ from other forms of small-group instruction such as lab groups, study groups, collaborative learning and problem-based learning? Matthews, Cooper, Davidson and Hawkes (10) have written a short piece using non-technical terminology that describes differences between cooperative and collaborative learning. For more detailed treatments of a number of small-group procedures readers may be interested in an article by Jean MacGregor and Barbara Leigh Smith in the Goodsell et al. book (62) or the fairly detailed taxonomy provided by Joe Cuseo (5). A number of other authors included in this document also address the distinctions between cooperative learning and other forms of small-group and active-learning strategies.
Is there research and theory which supports the use of cooperative learning? Is there supporting research at the college level? In SMET disciplines generally? In my discipline? The short answer is that there is considerable evidence that cooperative learning is effective in fostering a number of cognitive, affective and other outcomes. Much of the work has been done at the pre-collegiate level, as documented by the 1981 meta-analysis performed by David and Roger Johnson (9) and by their 1989 research and theory text (8). They also include research performed at the college level, as do Cooper (13) and his associates in three annotated bibliographies published in 1989, 1991 and 1995. Some of the citations from these bibliographies are included in the current annotated bibliography.
The best documentation that cooperative learning is effective in SMET disciplines in higher education can be found in the meta-analysis recently completed for NISE by Leonard Springer, Marybeth Stanne and Samuel Donovan (49). The NISE group found that SMET classes taught using cooperative learning achieved robust effect sizes when measuring the impact of cooperative learning on student achievement, student persistence and student attitudes. They have identified an ambitious line of future research which will address questions relating to the impact of cooperative learning on a number of student outcomes, types of students, and disciplinary areas.
Regarding the impact of cooperative learning on specific SMET-disciplinary areas, the college-level research is still relatively new and has yet to be systematically organized. Treismann (52) in mathematics, Felder (76, 77) in engineering, Heller (34) in physics and Cooper (23, 24) in chemistry have led colleagues within disciplinary groups demonstrating that small-group work can have a powerful impact on achievement, attrition and attitudes among students, particularly women and minorities.
The research and theory section of this bibliography identifies a number of qualitative and quantitative studies which are beginning steps in what we hope will be a long-term commitment by NISE, NSF and others to further assess the impact of cooperative learning within and across disciplines, and to organize this information in order to stimulate additional research and applied work.
Where can I find specific information regarding how to implement cooperative learning? I am specifically interested in college-level applications, preferably ones that are specific to my field. There are a number of workbooks that are useful. Spencer Kagan (66) has written a very applied text that identifies nearly 100 cooperative-learning techniques. The book is designed for K-12 personnel though it can be useful to higher-education practitioners. Philip Abrami and his colleagues (56) have written a general sourcebook which is designed for both collegiate and precollegiate audiences and combines a good mix of research, theory and practice. David and Roger Johnson and Karl Smith (64) have written an excellent workbook that is very popular. Designed for college teachers, it focuses on general applications of cooperative learning. Susan Nurrenbern has recently published a very useful cooperative-learning workbook (92) specifically designed for chemistry teachers. McNeill and Bellamy (89) have written a very applied workbook describing how cooperative learning can be used in engineering classes. Hegelgans, et al. in 1995 wrote a good workbook designed for college-level math teachers. Readers will want to consult the general and the SMET-related applied sections of the bibliography for many additional applications of cooperative learning.
I'm new at this--what is a good reference to begin with if I want to try cooperative learning in my class? I am particularly interested in seeing college-level examples from my own discipline. For those in chemistry, the Nurrenbern workbook (92) is probably the best single source; those in mathematics will want to start with the Hegelgans et al. math workbook; for those in engineering the McNeill and Bellamy workbook (89) is probably the best reference with which to begin. The best general sourcebook for the beginner wishing to start using small-group instruction is the Johnson, Johnson and Smith workbook (64). It contains an introduction to the history of cooperative learning and addresses the research and theory base for the technique. It identifies a variety of small-group techniques in clear terms and treats assessment and grading issues. It even contains a sample syllabus. For brief, readable general overviews of cooperative learning, the resources written by Barbara Millis are recommended.
The index for this bibliography identifies sources within specific disciplinary areas. The citations in italics identify resources within each discipline that we believe may be particularly useful for the person new to small-group instruction who is interested in very applied materials.
In Summary
This collection of resources dealing with cooperative learning in college-level SMET disciplines has been a challenge to assemble. We examined hundreds of documents in selecting the resources contained in this report. As noted earlier, this bibliography is a work in progress that will change and grow as the work in cooperative learning continues to grow. We would like to hear from readers who wish to suggest materials for inclusion in future bibliographies.
Our intent with this document is to give readers a snapshot of the field at a point in time. It is incomplete and not entirely consistent, just as the research, theory and application of cooperative learning in SMET are incomplete and, at times, inconsistent. The work of NISE, NSF and other groups will ultimately provide more focus for this developing body of knowledge. But we believe that an interim report on the state of cooperative learning in SMET disciplines in higher education may serve to stimulate interest in more work which may bring greater coherence to this very young field.
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