Volume 12, Number 1, Spring 2017Great Minds Don't Think Alike, They Communicate to Collaborate AUTHOR(S):
ABSTRACT Historical and contemporary studies focusing on collaborative learning have cited benefits regarding student performance and retention of course content. However, few researchers have focused on the usage of collaborative testing in introductory courses and more specifically the perceptions of the experience as communicated by students. To help address this gap in the literature, the authors explored students’ perceptions of collaborative testing in introductory courses (communication sciences and disorders and human resource development) at two universities. Study results indicate usage of collaborative testing in introductory courses helps students to process course information at a deeper level and learn effective communication strategies to work cooperatively with peers. Implications for instructors are also addressed to aid in effective implementation of this learner-centered teaching strategy in introductory courses. DOI: DOWNLOAD FULL ARTICLE |