Assessing the Effect of Bilateral Collaborations on Learning Outcomes
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. Copyright 2009 Agricultural and Applied Economics Association
Volume (Year): 31 (2009)
Issue (Month): 2 (06)
|Contact details of provider:|| Postal: |
Phone: (414) 918-3190
Fax: 01865 267 985
Web page: http://www.aaea.org/
More information through EDIRC
|Order Information:||Web: http://www.oup.co.uk/journals|
When requesting a correction, please mention this item's handle: RePEc:oup:revage:v:31:y:2009:i:2:p:344-358. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Oxford University Press)or (Christopher F. Baum)
If references are entirely missing, you can add them using this form.