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A Collaborative Learning Lab: Does The Form Matter?

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  • Taggert J. Brooks
  • A. Wahhab Khandker

Abstract

A recent paper found that adding a collaborative learning lab (CLL) component to a traditional introductory microeconomics class significantly improved students' scores on a standardized final exam. Here, the authors reconsider these results in two fundamental ways. First, this article is able to include student‐specific factors, such as standardized test scores and age, to control for a student's desire and ability to perform. These results suggest that they slightly underestimate the gains from CLL classes. The second question addressed concerns the implementation of the CLL component. In the original work, the CLL class contained only 24 students in class (small‐CLL). This paper introduces the CLL component into a class with 48 students (largE‐CLL). The authors found students attending a large in‐class CLL failed to perform significantly better on a standardized test than students attending classes without an in‐class CLL. They also performed significantly worse than students in a small‐CLL environment. This article suggests that a CLL can improve scores if care is taken to both maintain an environment that maximizes student–instructor interaction and monitors student collaboration.

Suggested Citation

  • Taggert J. Brooks & A. Wahhab Khandker, 2002. "A Collaborative Learning Lab: Does The Form Matter?," Contemporary Economic Policy, Western Economic Association International, vol. 20(3), pages 330-338, July.
    • Handle: RePEc:bla:coecpo:v:20:y:2002:i:3:p:330-338
    DOI: 10.1093/cep/20.3.330
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    References listed on IDEAS

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    1. Roberta Edgecombe Robb & A. Leslie Robb, 1999. "Gender and the Study of Economics: The Role of Gender of the Instructor," The Journal of Economic Education, Taylor & Francis Journals, vol. 30(1), pages 3-19, January.
    2. Wahhab Khandker & Abdulaziz Elfessi, 2000. "Teaching Introductory Microeconomics with an In-Class Collaborative Learning Lab Component," Journal of Economic Insight, Missouri Valley Economic Association, vol. 26(2), pages 59-71.
    3. William E. Becker, 1997. "Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, vol. 35(3), pages 1347-1373, September.
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    Cited by:

    1. A. Arrighetti & A. Lasagni, 2018. "Insegnare Economia Industriale ‘in a digital age’," Economics Department Working Papers 2018-EP06, Department of Economics, Parma University (Italy).
    2. Josephson, Anna & DeBoer, Lawrence & Nelson, David & Zissimopoulos, Angelika, 2016. "Reshaped for Higher Order Learning: Student Outcomes in the Redesign of an Undergraduate Macroeconomics Course," 2016 Annual Meeting, July 31-August 2, Boston, Massachusetts 235765, Agricultural and Applied Economics Association.

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