Collaborative learning in small groups is commonly implemented as a part of student-centered curricula. In large-enrollment courses, details of the interactions among students as a consequence of working in collaborative groups are often unknown but are important because how students interact influences the effectiveness of peer learning. We monitored the interactions of students during a semester in a large-enrollment evolutionary biology class using social network analysis.
Details
Type Journal ArticlePub Date 1/1/2017Stock # jcst17_046_03_90Volume 046Issue 03