부산대학교 도서관

One of the major challenges to collaborative work in higher education is that students typically enter college classrooms in the United States without the skills they need to be productive group members. Additionally, students' attitudes about the value of collaboration with peers are frequently negative due to unsuccessful prior experiences working in groups. This article provides a discussion of the use of anticipatory case studies as a strategy to transition students into productive collaboration by challenging them to consider how they learn, the potential barriers to successful group work, possible solutions to these barriers and the development of group ground rules. (Contains 2 figures.)