Cooperative and Active Learning in Undergraduate Biological Laboratories at FIU - Implications to TA Teaching and Training

Oct 15, 2026

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Cooperative and active learning approaches were evaluated for undergraduate biological laboratory instruction at Florida International University during 1993-1994, after prior lab-teaching changes produced limited gains in student learning and retention. The study emphasizes restructuring Teaching Assistant (TA) training toward more cognitive, interactive instructor-student engagement. Five cooperative learning constructs are applied to TA preparation, aiming to raise instructional collaboration and improve how students acquire and retain laboratory material.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages4

Reading Time10 min

AccessFree to download

Introduction

The Basic Elements of Cooperative Learning

The Importance of Groups and Roles

TA Training Prior to the Implementation of CL

Cooperative and Active Learning in Undergraduate Biological Laboratories at FIU--Implications to TA Teaching and Training Rebecca A. Penwell, Sherine F. Elsawa and Thomas Pitzer Brenau University School of Education One Centennial Circle Gainesville, GA 30501 [rpenwell@lib.brenau.edu](rpenwell@lib.brenau.edu) Abstract: There were several changes in the laboratory teaching program in the Biological Sciences at Florida International University (FIU) between 1993-1994. The underlying goal was the improvement of the amount of material learned and retained by the student, but these changes showed little positive improvement. It was deemed necessary for FIU to incorporate a completely different, well-researched approach. At the time of these implemented changes, it became apparent that Teaching Assistant (TA) training and development necessitated a restructuring that would involve the instructor on a more cognitive and interactive level with the students. Therefore, the goal for FIU was to prepare the TAs with a general pedagogical construct that would require a higher level of instructional and collaborative training in order to help improve student learning and retention of materials presented in the laboratory teaching program. The five basic constructs of cooperative learning were employed and the results proved to be of significant benefit to both the TAs and the students in their classes. Key words: cooperative learning, active learning, positive interdependence, individual accountability, face-to-face promotive interaction, collaborative skills, group processing laboratory instruction, biology INTRODUCTION Cooperative Learning (CL), a pedagogy that has been used extensively in various settings in higher education, has demonstrated its value in learning and retention (Angelo and Cross, 1993; Astin, 1993; Cooper et al.; 1990; Goodsell et al., 1992; Johnson et al, 1991; McKeachie, 1986) . CL is instruction that involves students working in teams to accomplish a common goal (Johnson et al., 1991) . The CL method was utilized by FIU in training TAs in order to help improve student learning and retention. The Basic Elements of Cooperative Learning Cooperative Learning is more than group work or group assignments. There are five basic constructs that are important foundational elements to consider when developing this pedagogy (Felder and Brent, 1994; Cooper, 1990) . The first basic element of cooperative learning is positive interdependence. This occurs when there are mutual goals, joint rewards, shared resources, and assigned roles. The second basic element of cooperative learning is face-to-face promotive interaction among students. This interaction exists when group members communicate their ideas to one another in order to learn and accomplish a task (Johnson [et. al](et. al)., 1991). The third basic element of cooperative learning is individual and group accountability. Two levels of accountability must be structured into cooperative lessons. The group must be accountable for achieving its goals—this accountability is accomplished by having a small fraction (5-10%) of the overall average based upon group performance. Each member is accountable for his or her share of the work. Individual accountability is more important in the assessment of grades and is responsible for the remaining percentage of students’ grades after any "group" grade has been factored in (usually 90-95%) . Usually, there is only a group portion to students’grades as a bonus. For example, if all members of a group get an “A” on a quiz, all members of that group get five bonus points added to their quiz grade as a reward for functioning well as a group. The fourth element of cooperative learning is interpersonal and small group skills. Groups cannot function properly if students do not use the required leadership, decisionmaking, trust building, communication, and conflictmanagement skills. The fifth basic element of cooperati

FAQs

What problem did the FIU biological laboratory teaching program face in 1993-1994?

Changes to the lab teaching program were implemented to improve what students learned and retained, but the results showed little positive improvement.

Why did FIU shift focus to Teaching Assistant (TA) training?

The implemented changes made it clear that TA training and development required restructuring, involving instructors at a more cognitive and interactive level with students.

What are the five basic constructs of cooperative learning used in the program?

The approach uses positive interdependence, face-to-face promotive interaction, individual and group accountability, interpersonal and small-group skills, and group processing.

Oct 15, 2026

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