Advantages of Collaborative Learning

• Individual and group problem-solving, questioning, and explanatory skills can be strengthened.
  
• Different exchange of knowledge and increased understanding from multiple perspectives is gained.
  
• Increased understanding of the subject matter, particularly if you can explain what you know to others in way in which they will understand it. McKeachie (1994) emphasizes that, "cognitively it provides an opportunity for  elaboration--putting material into one’s own words-- as well as a chance to begin using the language of the discipline" (p. 149).
  
• Regular and constructive collaborative study groups can assist you with mastery of material, exam preparation, and better performance on tests.
  
• Check out our Supplemental Instruction (SI) Program.

How to Form a Study Group

• Ask a few classmates to join you in reviewing and discussing lecture notes or the readings.
  
• If your class is “too large” and you don't know anyone, ask a student next to you if she understands the material, and would be willing to study with you.
  
• Select peers who might have a similar class or work schedule.
  
• Ask the professor or teaching assistant (TA) to suggest a person or two who you can contact. Don't be shy or nervous about making a connection with someone new. You can always establish your first contact via a “get acquainted” non-threatening email message. Penn State has an email directory.
  
• Check to see if a study group currently exists within the academic department in which your course is offered.
  
• Visit the University Learning Center to find out if supplemental instruction is offered or ask your professor.
  
• Check within student organizations such as service or academic societies or honors clubs to see if study groups exist.

How to Study & Learn in Groups

• Establish mutually agreed upon meeting times.
  
• Encourage group members to come prepared.
  
• Create goals for each session and keep your group on track. For example, “On Thursday, let's spend a 1/2 hour reviewing and discussing lecture material from this past week, and an hour working on the homework problems numbered 27-35.”
  
• Meet in a place that works best for your group members. For some, this place could be in an empty classroom or a study lounge in the dorm. Others might prefer a local coffeehouse, an active or social area in the library or student union building. Wherever you choose to meet, make this location your regular meeting place and be sure to set a regular meeting time.
  
• Take turns facilitating or leading the study group session.
  
• Maintain a friendly exchange of information. Remember: It's okay if someone doesn't have an answer. Allow some wait time between questions, or work through the material together.
  
• Establish guidelines to maintain a focus on the subject matter. Allow yourselves ten minutes in the beginning of your session for casual discussion. After those ten minutes, the facilitator for that session must get the group on task.

Collaborative Advice

Don't make your group too large. There is no set number on how many you should have in your group. However, we encourage you to start off small. If you can adhere to your group goals, you might want to increase your number. Keep your group size manageable! Don't complain or bad-mouth the professor, TA, etc. Do what you can do to help each other learn the material.

Additional Resources

• McKeachie, W. J. (Ed.), (1994). Peer learning, collaborative learning, cooperative learning.  In W. J. McKeachie (ed.), Teaching tips: Strategies, research and theory for college and university teachers (9th ed.) (pp. 143 - 151). Lexington, MA: D.C. Heath and Company.

• Weinstein, C. E., Meyer, D. K., & Van Mater Stone, G. (1994). Teaching students how to learn. In W. J. McKeachie (Ed.), Teaching tips: Strategies, research and theory for college and university teachers (9th ed.) (pp. 359 367). Lexington, MA: D.C. Heath and Company.