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Assessing the Effect of Bilateral Collaborations on Learning Outcomes

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  • Joshua M. Duke
  • Titus O. Awokuse

Abstract

Despite recent interest in the effects of student-driven collaborations on learning outcomes, little or no empirical investigations examine the potential benefits from collaboration between instructors of separate, but related, courses. This study proposes a learning intervention that explicitly accounts for interdependencies across courses and extends the traditional definition of collaborative learning to include the synthesis of teaching and learning in four courses through bilateral, group activities between instructors and among students. A student-performance measure assesses the intervention. Statistical results suggest that the collaborative learning intervention improved student-writing performance.

Suggested Citation

  • Joshua M. Duke & Titus O. Awokuse, 2009. "Assessing the Effect of Bilateral Collaborations on Learning Outcomes," Review of Agricultural Economics, Agricultural and Applied Economics Association, vol. 31(2), pages 344-358.
    • Handle: RePEc:oup:revage:v:31:y:2009:i:2:p:344-358.
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    File URL: http://hdl.handle.net/10.1111/j.1467-9353.2009.01441.x
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    References listed on IDEAS

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    1. Stephen Devadoss & John Foltz, 1996. "Evaluation of Factors Influencing Student Class Attendance and Performance," American Journal of Agricultural Economics, Agricultural and Applied Economics Association, vol. 78(3), pages 499-507.
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    4. Carol G. Johnston & Richard H. James & Jenny N. Lye & Ian M. McDonald, 2000. "An Evaluation of Collaborative Problem Solving for Learning Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 31(1), pages 13-29, December.
    5. Siegfried, John J, et al, 1996. "Teaching Tools: How Is Introductory Economics Taught in America?," Economic Inquiry, Western Economic Association International, vol. 34(1), pages 182-192, January.
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    Cited by:

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    2. Ray, Mona, 2018. "Teaching economics using ‘Cases’ – Going beyond the ‘Chalk-And-Talk’ method," International Review of Economics Education, Elsevier, vol. 27(C), pages 1-9.

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