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Collaborative Learning and Critical Thinking: Testing the Link

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  • Chad N. Loes
  • Ernest T. Pascarella

Abstract

In this study, we investigated whether exposure to collaborative-learning activities during the 1st year of college influences the development of critical-thinking skills. To explore this issue, we analyzed longitudinal data from 1,455 freshmen at 19 institutions throughout the United States. With statistical controls in place for a host of potential confounders, including a parallel pretest critical-thinking measure, we found that exposure to collaborative-learning activities was associated with gains in critical thinking at the end of the freshman year of college, but only for White students and those who were the least well prepared academically for college. Lastly, the results of a 3-way interaction suggested that exposure to collaborative learning among Whites who also have relatively low levels of tested precollege academic preparation is positively associated with gains in critical-thinking skills.

Suggested Citation

  • Chad N. Loes & Ernest T. Pascarella, 2017. "Collaborative Learning and Critical Thinking: Testing the Link," The Journal of Higher Education, Taylor & Francis Journals, vol. 88(5), pages 726-753, September.
    • Handle: RePEc:taf:uhejxx:v:88:y:2017:i:5:p:726-753
    DOI: 10.1080/00221546.2017.1291257
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    Cited by:

    1. Elisabeth Sinnewe & Daifei (Troy) Yao & Laura De Zwaan, 2023. "Developing critical thinking: An examination of contemporary practices in accounting," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 63(1), pages 403-425, March.
    2. Teniell L. Trolian & Eugene T. Parker, 2022. "Shaping Students’ Attitudes Toward Diversity: Do Faculty Practices and Interactions With Students Matter?," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(5), pages 849-870, August.

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