Qualitative analysis of collaborative learning groups in large enrollment introductory astronomy

Large-lecture introductory astronomy courses for undergraduate, non-science majors present numerous problems for faculty. As part of a systematic effo rt to improve the course learning environment, a series of small-group, col laborative learning activities were implemented in an otherwise conventiona l lecture astronomy survey course. These activities were used once each wee k during the regularly scheduled lecture period. After eight weeks, ten foc us group interviews were conducted to qualitatively assess the impact and d ynamics of these small group learning activities. Overall, the data strongl y suggest that students enjoy participating in the in-class learning activi ties in learning teams of three to four students. These students firmly bel ieve that they are learning more than they would from lectures alone. Induc tive analysis of the transcripts revealed five major themes prevalent among the students' perspectives: (1) self-formed, cooperative group composition and formation should be more regulated by the instructor; (2) team members ' assigned rolls should be less formally structured by the instructors; (3) cooperative groups helped in learning the course content; (4) time constra ints on lectures and activities need to be more carefully aligned; and (5) gender issues can exist within the groups. These themes serve as a guide fo r instructors who are developing instructional interventions for large lect ure courses.