Collaborative Learning vs. Lecture/Discussion: Students' Reported Learning Gains *

By P. Terenzini, A. Cabrera, C. Colbeck, John M. Parente, S. A. Bjorklund. 2001

432 citations recorded by the source corpus.

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The Effectiveness of Cooperative Learning (2012, methodology): “While cooperative learning has many different implementation models in the engineering education context (Felder & Brent, 2003; Mourtos, 1997; Pimmel, 2001; Terenzini, 2001), this study closely follows the well-structured model proposed by Johnson and Johnson (Felder & Brent, 1994, 2001; Johnson & J”
Differentiated Overt Learning Activities for Effective Instruction in Engineering Classrooms (2013, methodology): “…versus deductive reasoning (Lott, 1983; Prince & Felder, 2006), inquiry-based instruction versus direct instruction (Minner, Levy, & Century, 2010), discovery learning versus traditional methods (Klahr & Nigam, 2004), and collaborative learning versus learning from lecture (Terenzini et al., 2001).”
Collaborative Learning and Critical Thinking: Testing the Link (2017, methodology): “This measure is analogous to the collaborative-learning scale used by Terenzini et al. (2001) in their analysis on the effects of collaborative-learning activities among engineering students.”