 |
|
Collaborative learning techniques: A handbook for college faculty
Reviewed by Adam Persky, Clinical Associate Professor, Eshelman School of Pharmacy
Barkley, E. F., Cross, K.P., & Major, C.H. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass. Price $30.00 | 288 pages.
While other books on collaborative learning focus more on the ‘why use collaborative learning’ and the research supporting this approach, Barkley, Cross and Major have used those resources to develop a ‘how to’ handbook.
Collaborative Learning Techniques: A handbook for college faculty is a practical, how-to guide for implementing collaborative learning techniques (CoLTs) for both the traditional classroom setting and online environment. The book is designed much like the popular Angelo and Cross Classroom Assessment Techniques handbook. The introductory chapters of the book make the case of why to use collaborative learning techniques and discuss some of the foundations of collaborative learning such as how to form groups and structure tasks, how faculty should facilitate the process, and how to assess the learning. These introductory chapters are easy to read and are supplied with references and examples. The majority of the book is an in-depth description of various CoLTs. The CoLTs are separated into 5 categories with each category containing 5 to 7 individual techniques. The categories are focused around techniques to help student exchange ideas and opinion, peer-teaching, developing problem solving abilities, organizing information graphically, and developing writing skills. Each CoLT starts with summary table for group size, time needed for the activity, whether this is for a single or multiple class sessions and if the technique is amendable to online learning. Details for each CoLT are provided and include a description and purpose, how to prepare to use the technique, a step-by-step procedure for executing the technique, at least 2 examples from various disciplines, how the technique can be implemented in an online environment, variations of the technique, some advice and finally a reference list of resources.
This book may be one of the essential books that an instructor should have on their book shelf. It is a quick and easy guide to CoLTs that allows an instructor to understand and implement collaborative learning techniques. While some references are provided, for those who would want more of the evidence for collaborative learning, other books would be recommended. Overall the book does a very good job in providing practical advice and an almost recipe-like approach to using these techniques.
