Collaborative learning: Elements encouraging and hindering deep approach to learning and use of elaboration strategies

Abstract

Aim

The purpose of this research was to investigate students’ approaches to learning and use of cognitive strategies in a collaborative learning environment with team-based learning.

Method

In a mixed-methods study, 263 medical students from 6 different semesters answered the R-SPQ-2F Questionnaire and MSLQ’s items that measure elaboration and rehearsal strategies. ANOVA was used to compare differences between semesters, and Pearson’s correlation to investigate how approaches to learning, cognitive strategies, and academic achievement correlate. Focus groups elucidated which elements in the collaborative learning environment enhanced or hindered deep approach to learning or elaboration strategies and why.

Results

Students took a deep approach to learning and sometimes a surface approach. They used elaboration and rehearsal strategies. First semester’s students had significantly higher deep approach than fifth and sixth semesters’ students. Elaboration strategies significantly correlated with final grade. Commitment to the group, case discussions, feeling challenged by teachers, and patients’ visits were perceived to enhance deep approach to learning and use of elaboration strategies, while overload in course activities hindered deep approach to learning.

Conclusions

Particular elements of the learning environment triggered students to take deep approach to learning and use elaboration strategies, and this positively correlated to academic achievement.

Keywords:

• Collaborative/peer-to-peer
• education environment
• general
• small group

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Glossary

Team-based learning (TBL): Team-based learning is a learner-centered, instructor-directed strategy that incorporates class-based teamwork and assessment to enhance active learning and critical thinking. Originally developed by Larry Michaelsen in a business school environment to promote the benefits of small group teaching in a large group setting, it has since been increasingly used within medical education. It can be used with large or small classes and involves dividing a class into multiple small groups of between 5-7 students in a single classroom. One content-expert can instruct 20 or more teams, and grading, peer evaluation and feedback are used to promote individual and team accountability and learning. It is recommended that teams are created by the instructor with members selected on the basis of diversity of skills and other characteristics, and that members should work together in the same teams for as long as possible. The approach is characterized by three key components:

1. Individual student preparation in advance of the class. Students receive a list of learning activities and a set of learning goals to be completed before the class.

2. Individual (iRATs) and Team readiness assurance tests (tRATs). A set of 10-20 multiple choice questions (MCQs) focusing on the concepts the students need to master in order to complete the next stage. This is completed individually, and then again as a team through consensus-building discussion and is followed by a clarification review by the instructor.

3. In class team application (tAPP) assignments. Students are presented with a significant problem, authentic to the type they will encounter in the workplace, which they must interpret and as a team select a specific response from a range of answers that they should also be able to explain and defend. All teams have the same problem and must make a simultaneous report of their answer.

A backward design, outcomes-based approach is recommended to ensure the focus remains on what learners should be able to do. As such, instructors should establish the situational factors and learning goals before the team application, readiness assurance tests and advance assignments. Students are graded on all stages of the work. Teams can appeal a question in the readiness assurance tests and team application if they think it is poorly written or have an alternative answer by providing an alternative question and a written, referenced argument to support their case.

Parmelee D, Michaelsen LK, Cook S, Hudes PD. 2012. Team-based learning: a practical guide: AMEE Guide No. 65. Med Teach. 34(5):e275–287.

Additional information

Notes on contributors

Elda Maria Stafuzza Gonçalves Pires

Elda Maria Stafuzza Gonçalves Pires, MD, MHPE, is the Vice-Dean for Academic Affairs of the School of Medicine, Faculdade Israelita de Ciências da Saúde Albert Einstein (FICSAE), São Paulo, Brazil.

Durval Anibal Daniel-Filho

Durval Anibal Daniel-Filho, MD, is in charge of the Admission Office of the School of Medicine, Faculdade Israelita de Ciências da Saúde Albert Einstein (FICSAE), São Paulo, Brazil.

Jascha de Nooijer

Jascha de Nooijer, PhD, Associate Professor, is the Director of Education for Health (Education Office), Faculty of Health, Medicine and Life Sciences (FHML), Maastricht University in the Netherlands.

Diana H. J. M. Dolmans

Diana H. J. M. Dolmans, PhD, is a Professor at School of Health Professions Education (SHE), Maastricht University in the Netherlands. Her special interest relates to teaching and learning in innovative learning environments.