Abstract
This investigation assessed the effectiveness of using Collaborative Learning Assessment through Dialogue (CLAD) (Fitch & Hulgin, 2007) with students in undergraduate human development courses. The key parts of CLAD are student collaboration, active learning, and altering the role of the instructor to a guide who enhances learning opportunities. The effectiveness of this approach was explored in both hybrid formats where classes reduce face-to-face meeting time by incorporating on-line activities and traditional course formats, such as lecture. A sample of 169 students completed courses in human development either using CLAD or using traditional techniques that provided more direct instruction. In addition, some of the classes were taught in a hybrid format. In two of the comparison group subsets, students in the CLAD group demonstrated significantly higher final grades. Hybrid course formats resulted in higher student achievement as well. These results provide preliminary support for the use of CLAD and hybrid formats in higher education settings.
Recommended Citation
McCarthy, Wanda C.; Green, Peter J.; and Fitch, Trey
(2010)
"An Examination of Collaborative Learning Assessment through Dialogue (CLAD) in Traditional and Hybrid Human Development Courses,"
Mid-Western Educational Researcher: Vol. 23:
Iss.
2, Article 9.
Available at:
https://scholarworks.bgsu.edu/mwer/vol23/iss2/9
