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Learning Communities (1991) CT
Learners working in communities or teams expand their knowledge and grow their learning skills
through collaborating, cooperating, communicating, peer-assessing, and peer-mentoring.
Cooperative and Collaborative Learning incorporating cooperative learning are shared in the
module Cooperative Learning (Van Der Ker & Burke,
In 1985 when we were running POINT FIVE 2007; see Figure 1). The module Teamwork Methodology
workshops, there were often a limited number (Smith, Baehr, & Krumsieg, 2007) helps faculty facilitate
of computers, so the workshop facilitators often the team building process, with Designing Teams and
paired two faculty members on a single computer. Assigning Roles (Smith, 2007) providing more narrowly
We observed that faculty moved more quickly and focused information about the use of roles in teaming
effectively through the workshop content when activities. Finally, Team Reflection (Hare, 2007) provides
they worked in pairs than when they worked methods that faculty can use to help increase productivity
alone because in pairs, they taught each other. for learning teams.
In student demonstrations, the results were much
more positive when students worked in teams of Figure 1 Steps for Incorporating a Cooperative Learning
three or four than in pairs. A specific instance Activity
springs to mind: At Albertson's College in Idaho,
we scheduled a student workshop on a Saturday 1. Provide background information and content that
morning with about 10 faculty members watching is necessary for discussing the activity.
an experiment. We grouped the 11 students into four
teams (three 3-person teams and a single 2-person 2. Form groups in meaningful ways and identify
team). After ten minutes, the 2-person team was physical space for each group.
significantly behind the other teams in points so
we moved a person from the top performing team 3. Present the activity.
to the 2-person team. Within about 10 minutes, the
new 2-person team went from first place to last 4. Determine group roles.
place. This off-the-cuff experiment was repeated
several times, and always gave the same results. 5. Facilitate during and after the activity.
This led to the decision that Pacific Crest would
strive to consistently use cooperative learning 6. Process the experience with the students.
in its workshops and institutes so that faculty
could experience the positive impact of working Learning Communities (Student & Professional)
cooperatively. (Dan Apple, personal recollection).
Learning communities, defined as an intentional
The knowledge and experience gained from the restructuring of curriculum around a cohort of courses or
second annual Problem Solving Across the Curriculum a context in which students engage in cooperative learning
Conference helped to strengthen the understanding of activities, all tend to demonstrate cohesion of a group with
and commitment to collaborative learning practices for commitment to a collaborative environment and shared
many attendees especially after Karl Smith’s plenary learning outcomes (Gabelnick, MacGregor, Matthews,
session on cooperative learning (PSAC, 1991). Shortly & Smith, 1990; Ashe & Romero, 2007). While we most
thereafter, a cooperative learning model was presented in often think of learning communities as being comprised of
Cooperative Learning (Duncan-Hewitt, Mount & Apple students, there are highly effective professional learning
1994), highlighting both the strengths and drawbacks communities consisting of faculty and staff who also reap
of practicing cooperative learning for all potential the benefits of commitment to collaboration and shared
stakeholders: learners, learning teams, facilitators, and learning outcomes.
an educational system. In A Handbook on Cooperative
Learning, the same authors focus on how to design teams At Kirkwood Community College, for example, a three-
and team activities, the role of journal writing, and tips year project focused on using process learning together
for facilitating cooperative learning (1996). The Faculty with cooperative learning involved the creation of a
Guidebook also offers a set of cooperative learning professional learning community of faculty members.
resources. The fundamental principles of and steps for The members of this community helped one another
improve their performances in the areas of active learning,
cooperative learning, assessment, and curriculum design.
This project is effectively described in Taking the Helm:
Targeting Student Learning (Klopp, 1996). Similarly, the
University of Idaho, supported by an NSF grant, developed
International Journal of Process Education (February 2016, Volume 8 Issue 1) 35
