Collaborative Learning in an Undergraduate Theory Course

Abstract

This project was designed to assess whether a collaborative learning approach to teaching sociological theory would be a successful means of improving student engagement in learning theory and of increasing both the depth of students’ understanding of theoretical arguments and concepts and the ability of students to theorize for themselves. A comparison of students’ comments, reflections, and evaluations in the traditional and collaborative learning classes showed a substantial increase in student engagement and interest in social theory in the collaborative learning class, and an analysis of students’ applied and reflective papers showed improvement in understanding of theoretical concepts and ability to apply theory to social issues and problems.