Maintaining Control in the Classroom by Giving Up Control

Abstract

Although collaborative learning models are used by numerous faculty members, many instructors are concerned that giving up control in the classroom means com-promising the educational experience. Empowering students, however, requires more of the instructor than just relinquishing the role of lecturer. This article offers a set of frameworks to help faculty create a semiautonomous classroom and, at the same time, protect against loss of quality control. Cross-cultural implications of collaborative learning are all addressed.

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