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The purpose of this note is to discuss the procedures, problems, solutions, and tentative outcomes of using collaborative learning groups (CLGs) in a large class. We hope to open a dialogue on this subject among our colleagues. Our experiences are based on the use of group assignments in large (225 students) sections of Introduction to Sociology, held in a traditional lecture hall (with no small discussion sections) over three semesters.
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McKinney et al. (1993) studied this question.
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