Implementing Collaborative Learning Methods in the Political Science Classroom

Collaborative learning is one, among other, active learning methods, widely acclaimed in higher education. Consequently, instructors in fields that lack pedagogical training often implement new learning methods such as collaborative learning on the basis of trial and error. Moreover, even though the benefits in academic circles are broadly touted, students can be reluctant to embrace collaborative learning because of negative past experiences and because of common misconceptions related to working in groups (Hillyard, Gillespie, and Littig 2010 Hillyard , C. , D. Gillespie , and P. Littig . 2010 . “College Students' Attitudes about Learning in Small Groups After Frequent Participation.” Journal of Active Learning in Higher Education 11 ( 1 ): 9 – 20 .[Crossref] , [Google Scholar]). The purpose of this article is to compare and to contrast collaborative learning in two political science courses to illustrate that if implemented according to best practice, students perceive collaborative learning as an effective learning tool though challenges remain.