Abstract
During the 2020-2021 school year, many changes to coursework were necessary as a result of pandemic restrictions. In reflecting on personal teaching experiences, student learning outcomes, and student reflections, positive outcomes were identified as unintentional results of these changes. Two specific assignments from different literacy-focused courses are discussed and reflected upon in recognizing the overarching need and benefit of increasing collaborative practices within the higher education classroom. In both examples provided, it is clear that modifying assignments to be completed collaboratively provided increased student discourse and experiences beyond individual readings and assignments to extend students' development and application of content knowledge.
Recommended Citation
Sigmon, Miranda
(2022)
"Increasing Collaborative Experiences: Strengthening the Process and 41 Proficiency of Student Learning through Group Work,"
Teacher Education Journal of South Carolina: Vol. 15:
No.
2, Article 5.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol15/iss2/5