Phillip Flamm teaches in the ISQS Department at Texas Tech University. This is his 4th Guest Post on tools for teaching OM. His 1st post was on how he handles large sections, 2nd on the use of “clickers”, and most recent on lab components.
Studies suggest that students can comprehend and retain information more quickly when studying in a group environment (collaborative learning). In large class sections (>100) a collaborative learning environment is difficult to create. I have added voluntary “focus groups” to my large sections of Introduction to Operations Management in an effort to create a supplemental collaborative learning environment. Students attend these “focus groups” regularly at a scheduled time after each lecture. Exam grades for members of these groups run 10 to 15 points higher than the average exam score.
At the first of the semester I ask for volunteers to lead the groups. I meet with these students directly after each class and spend 10 to 15 minutes summarizing lecture concepts. Then the group leaders meet later with the members of their respective “focus groups” and guide them through the material (usually one hour). Members are encouraged to ask questions and add comments as needed. This collaborative learning environment allows group leaders as well as group members to increase comprehension of lecture material in a very time effective manner.
I believe in an effort-based grading system and I try to reward students who give extra effort. Students who are willing to put forth extra effort by attending “focus group” meetings are rewarded with a better understanding of course material and ultimately higher grades. Students that don’t attend meetings generally are pushed farther down the grade pecking order. The lesson here for the group leaders is that teaching a topic is the best way to learn that topic. For students in general the lesson is that the effort required to take advantage of collaborative learning pays off both in comprehension and grade performance.