Social effects of collaborative learning in primary schools

Andrew K. Tolmie, Keith J. Topping, D. Christie, Caroline Donaldson, Christine Howe, Emma Jessiman, Kay Livingston, Allen Thurston

Research output: Contribution to journalArticle

82 Citations (Scopus)

Abstract

There is conflicting evidence on whether collaborative group work leads to improved classroom relations, and if so how. A before and after design was used to measure the impact on work and play relations of a collaborative learning programme involving 575 students 9-12 years old in single- and mixed-age classes across urban and rural schools. Data were also collected on student interactions and teacher ratings of their group-work skills. Analysis of variance revealed significant gains for both types of relation. Multilevel modelling indicated that better work relations were the product of improving group skills, which offset tensions produced by transactive dialogue, and this effect fed through in turn to play relations. Although before intervention rural children were familiar with each other neither this nor age mix affected outcomes. The results suggest the social benefits of collaborative learning are a separate outcome of group work, rather than being either a pre-condition for, or a direct consequence of successful activity, but that initial training in group skills may serve to enhance these benefits.
Original languageEnglish
Pages (from-to)177-191
Number of pages15
JournalLearning and Instruction
Volume20
Issue number3
Early online date23 Feb 2009
DOIs
Publication statusPublished - Jun 2010

Fingerprint

group work
social effects
primary school
Learning
learning
teacher rating
rural school
social benefits
analysis of variance
Students
Group
student
dialogue
classroom
interaction
Analysis of Variance
Teaching
evidence

Keywords

  • collaborative learning
  • group work
  • classroom relations
  • work relations
  • transactive dialogue

Cite this

Tolmie, A. K., Topping, K. J., Christie, D., Donaldson, C., Howe, C., Jessiman, E., ... Thurston, A. (2010). Social effects of collaborative learning in primary schools. Learning and Instruction, 20(3), 177-191. https://doi.org/10.1016/j.learninstruc.2009.01.005
Tolmie, Andrew K. ; Topping, Keith J. ; Christie, D. ; Donaldson, Caroline ; Howe, Christine ; Jessiman, Emma ; Livingston, Kay ; Thurston, Allen. / Social effects of collaborative learning in primary schools. In: Learning and Instruction. 2010 ; Vol. 20, No. 3. pp. 177-191.
@article{c1043f17dd004774aa4e035ddad4dd6b,
title = "Social effects of collaborative learning in primary schools",
abstract = "There is conflicting evidence on whether collaborative group work leads to improved classroom relations, and if so how. A before and after design was used to measure the impact on work and play relations of a collaborative learning programme involving 575 students 9-12 years old in single- and mixed-age classes across urban and rural schools. Data were also collected on student interactions and teacher ratings of their group-work skills. Analysis of variance revealed significant gains for both types of relation. Multilevel modelling indicated that better work relations were the product of improving group skills, which offset tensions produced by transactive dialogue, and this effect fed through in turn to play relations. Although before intervention rural children were familiar with each other neither this nor age mix affected outcomes. The results suggest the social benefits of collaborative learning are a separate outcome of group work, rather than being either a pre-condition for, or a direct consequence of successful activity, but that initial training in group skills may serve to enhance these benefits.",
keywords = "collaborative learning, group work, classroom relations, work relations, transactive dialogue",
author = "Tolmie, {Andrew K.} and Topping, {Keith J.} and D. Christie and Caroline Donaldson and Christine Howe and Emma Jessiman and Kay Livingston and Allen Thurston",
year = "2010",
month = "6",
doi = "10.1016/j.learninstruc.2009.01.005",
language = "English",
volume = "20",
pages = "177--191",
journal = "Learning and Instruction",
issn = "0959-4752",
number = "3",

}

Tolmie, AK, Topping, KJ, Christie, D, Donaldson, C, Howe, C, Jessiman, E, Livingston, K & Thurston, A 2010, 'Social effects of collaborative learning in primary schools', Learning and Instruction, vol. 20, no. 3, pp. 177-191. https://doi.org/10.1016/j.learninstruc.2009.01.005

Social effects of collaborative learning in primary schools. / Tolmie, Andrew K.; Topping, Keith J.; Christie, D.; Donaldson, Caroline; Howe, Christine; Jessiman, Emma; Livingston, Kay; Thurston, Allen.

In: Learning and Instruction, Vol. 20, No. 3, 06.2010, p. 177-191.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Social effects of collaborative learning in primary schools

AU - Tolmie, Andrew K.

AU - Topping, Keith J.

AU - Christie, D.

AU - Donaldson, Caroline

AU - Howe, Christine

AU - Jessiman, Emma

AU - Livingston, Kay

AU - Thurston, Allen

PY - 2010/6

Y1 - 2010/6

N2 - There is conflicting evidence on whether collaborative group work leads to improved classroom relations, and if so how. A before and after design was used to measure the impact on work and play relations of a collaborative learning programme involving 575 students 9-12 years old in single- and mixed-age classes across urban and rural schools. Data were also collected on student interactions and teacher ratings of their group-work skills. Analysis of variance revealed significant gains for both types of relation. Multilevel modelling indicated that better work relations were the product of improving group skills, which offset tensions produced by transactive dialogue, and this effect fed through in turn to play relations. Although before intervention rural children were familiar with each other neither this nor age mix affected outcomes. The results suggest the social benefits of collaborative learning are a separate outcome of group work, rather than being either a pre-condition for, or a direct consequence of successful activity, but that initial training in group skills may serve to enhance these benefits.

AB - There is conflicting evidence on whether collaborative group work leads to improved classroom relations, and if so how. A before and after design was used to measure the impact on work and play relations of a collaborative learning programme involving 575 students 9-12 years old in single- and mixed-age classes across urban and rural schools. Data were also collected on student interactions and teacher ratings of their group-work skills. Analysis of variance revealed significant gains for both types of relation. Multilevel modelling indicated that better work relations were the product of improving group skills, which offset tensions produced by transactive dialogue, and this effect fed through in turn to play relations. Although before intervention rural children were familiar with each other neither this nor age mix affected outcomes. The results suggest the social benefits of collaborative learning are a separate outcome of group work, rather than being either a pre-condition for, or a direct consequence of successful activity, but that initial training in group skills may serve to enhance these benefits.

KW - collaborative learning

KW - group work

KW - classroom relations

KW - work relations

KW - transactive dialogue

UR - http://www.journals.elsevier.com/learning-and-instruction

U2 - 10.1016/j.learninstruc.2009.01.005

DO - 10.1016/j.learninstruc.2009.01.005

M3 - Article

VL - 20

SP - 177

EP - 191

JO - Learning and Instruction

JF - Learning and Instruction

SN - 0959-4752

IS - 3

ER -