Challenges Bibliography

These authors write about resistance to collaborative learning. Prior theorists have overtly overlooked how collaboration is affected by race, class, culture and gender.

Ellis analyzes a basic writing course at Montana State University that uses computer technology in the classroom and includes the results of a thirty-four item student questionnaire which shows that students value using computers in the classroom.

Fox explains that the goal of beginning composition courses should be to teach students collaboration and writing process. These two principles are essential in helping students become active members in academic conversations.

Hillebrand describes a successful collaborative assignment she used in her classroom. She explores both the negative and positive outcomes as well as how this assignment changed her role in the class.

In a Q &A session, the author answers questions about small groups. She addresses the role of the teacher in classroom group work and offers suggestions for when problems arise.

Roskelly contends that teachers need to look at how they entered the academy and realize that the education system is cultural. When starting group work, the first things students need to do is to situate themselves within that culture.

The act of collaboration can affect students’ moral development, and it should be used to teach students to work towards larger social change. Collaboration also allows students to analyze different social contexts.

Smit argues that even though many theorists have championed the benefits of collaboration, teachers need to adopt a critical attitude when preparing collaborative teaching strategies. More needs to be done to know what constitutes effective collaboration and how it affects students’ individuality.

Stewart states that there is a lack of a clear definition of the term “collaboration” and that collaborative theorists have not fully considered the political implications behind collaboration.

Trimbur agues, unlike other theorists, that collaboration and consensus do not necessarily have to lead to forced accommodation. Students, together, can examine and recognize their differences, allowing for greater academic conversations.

Wolf examines the political and institutional contexts of collaboration. Students and teachers need to participate in a “collaborative praxis” that utilizes conflict in the classroom productively.

Yamane identifies barriers to successful collaboration and offers three steps to overcome these barriers. Instructors need to take the necessary steps to make the benefits of collaborative activities outweigh the potential issues.

Yin argues that instructors are responsible for providing students the necessary skills for collaborative work. Yin lists possible problems with collaboration—personality of the students, text control, and “groupthink”—and ultimately decides that collaboration is beneficial because the creation of knowledge is a social act.