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Assessing the Effect of Bilateral Collaborations on Learning Outcomes


  • Joshua M. Duke
  • Titus O. Awokuse


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

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, June.
  • Handle: RePEc:oup:revage:v:31:y:2009:i:2:p:344-358

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    References listed on IDEAS

    1. Kurt Stephenson & Anya McGuirk & Tricia Zeh & Dixie Watts Reaves, 2005. "Comparisons of the Educational Value of Distance Delivered versus Traditional Classroom Instruction in Introductory Agricultural Economics," Review of Agricultural Economics, Agricultural and Applied Economics Association, vol. 27(4), pages 605-620.
    2. 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.
    3. Scott P. Simkins, 1999. "Promoting Active-Student Learning Using the World Wide Web in Economics Courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 30(3), pages 278-287, January.
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    Cited by:

    1. Joshua D. Miller & Robert P. Rebelein, 2011. "Research on the Effectiveness of Non-Traditional Pedagogies," Chapters, in: Gail M. Hoyt & KimMarie McGoldrick (ed.), International Handbook on Teaching and Learning Economics, chapter 30, Edward Elgar Publishing.
    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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