COLLABORATIVE LEARNING

 What is the meaning of collaborative learning?

Collaborative learning is an educational approach to teaching and learning that involves groups of
students working together to solve a problem, complete a task, or create a product. According to
Gerlach, "Collaborative learning is based on the idea that learning is a naturally social act in which
the participants talk among themselves (Gerlach, 1994). It is through the talk that learning occurs.

 Theoretical background of collaborative learning

Collaborative learning is rooted in Lev Vygotsky's concept of learning called zone of proximal
development. Typically there are tasks that learners can and cannot accomplish. Between these two
areas is the zone of proximal development, which is a category of things that a learner can learn but
with the help of guidance. The zone of proximal development gives guidance as to what set of skills
a learner has that are in the process of maturation. In Vygotsky's definition of zone of proximal
development, he highlighted the importance of learning through communication and interactions
with others rather than just through independent work. This has made way for the ideas of group
learning, one of which being collaborative learning.
Collaborative learning is very important in achieving critical thinking. According to Gokhale (1995),
individuals are able to achieve higher levels of learning and retain more information when they work
in a group rather than individually, this applies to both the facilitators of knowledge, the instructors,
and the receivers of knowledge, the students. For example, Indigenous communities of the Americas
illustrate that collaborative learning occurs because individual participation in learning occurs on a
horizontal plane where children and adults are equal.
 Examples of Collaborative Learning

Stump Your Partner

 Students take a minute to create a challenging question based on the lecture content up to that point.
 Students pose the question to the person sitting next to them.
 To take this activity a step further, ask students to write down their questions and hand them in.
These questions can be used to create tests or exams. They can also be reviewed to gauge student
understanding.

Think-Pair-Share/Write-Pair-Share

 The instructor poses a question that demands analysis, evaluation, or synthesis.

 Students take a few minutes to think through an appropriate response.
 Students turn to a partner (or small groups) and share their responses. Take this a step further by
asking students to find someone who arrived at an answer different from their own and convince
their partner to change their mind.
 Student responses are shared within larger teams or with the entire class during a follow-up
discussion.

Catch-Up

 Stop at a transition point in your lecture.

 Have students turn to a partner or work in small groups to compare notes and ask clarifying
questions.
 After a few minutes, open the floor to a few questions.

Fishbowl Debate

 Ask students to sit in groups of three.

 Assign roles. For example, the person on left takes one position on a topic for debate, the person on
right takes the opposite position, and the person in the middle takes notes and decides which side is
the most convincing and provides an argument for his or her choice.
 Debrief by calling on a few groups to summarize their discussions.

Case Study

 Create four to five case studies of similar difficulty.

 Have students work in groups of four or five to work through and analyze their case study.
 Provide 10-15 minutes (or adequate time) to work through the cases.
 Walk around and address any questions.
 Call on groups randomly and ask that students share their analysis. Continue until each case study
has been addressed.

Team-Based Learning

 Start a course unit by giving students some tasks to complete, such as reading or lab assignments.
Consider assigning these to be completed before class.
 Check students' comprehension of the material with a quick multiple-choice quiz. Have students
submit their answers.
 Assign students to groups and have them review their answers with group members to reach
consensus. Have each group submit one answered quiz.
 Record both the individual student assessment scores and the final group assessment score (both of
which are used toward each student's course grade).
 Deliver a lecture that specially targets any misconceptions or gaps in knowledge the assessments
reveal.
 Give groups a challenging assignment, such as solving a problem or applying a theory to a real-
world situation.
 Find more information on this strategy at  the Team-Based Learning Collaborative.

Group Problem-Solving

There are many instructional strategies that involve students working together to solve a problem,
including inquiry-based learning, authentic learning, and discovery learning. While they each have
their own unique characteristics, they fundamentally involve:

 Presenting students with a problem.

 Providing some structure or guidance toward solving the problem. Note however, that they are all
student-centered activities in which the instructor may have a very minimal role.
 Reaching a final outcome or solution.
 Principles of collaborative learning

One of the main reasons we are discussing about Collaborative Learning is that it serves as a good
practice in undergraduate education (as our main area of teaching activity). In such terms, this
technique offers many advantages in the high education process. If we would rank them in order of
importance we would say that it:
1. encourages contact between students and faculty,

2. develops reciprocity and cooperation among students,

3. encourages active learning,

4. gives prompt feedback,

5. emphasizes time on task,

6. communicates high expectations, and

7. respects diverse talents and ways of learning.

 Advantages of collaborative learning

1. Develops higher level thinking skills

2. Promotes student-faculty interaction and familiarity
3. Increases student retention
4. Builds self esteem in students
5. Enhances student satisfaction with the learning experience
6. Promotes a positive attitude toward the subject matter
7. Develops oral communication skills
8. Develops social interaction skills
9. Promotes positive race relations
10. Creates an environment of active, involved, exploratory learning
11. Uses a team approach to problem solving while maintaining individual accountability
12. Encourages diversity understanding
13. Encourages student responsibility for learning
14. Involves students in developing curriculum and class procedures
15. Students explore alternate problem solutions in a safe environment
16. Stimulates critical thinking and helps students clarify ideas through discussion and debate
17. Enhances self management skills
18. Fits in well with the constructivist approach
19. Establishs an atmosphere of cooperation and helping schoolwide
20. Students develop responsibility for each other
21. Builds more positive heterogeneous relationships
22. Encourages alternate student assessment techniques
23. Fosters and develops interpersonal relationships
24. Modelling problem solving techniques by students' peers
25. Students are taught how to criticize ideas, not people
26. Sets high expectations for students and teachers
27. Promotes higher achievement and class attendance .
28. Students stay on task more and are less disruptive
29. Greater ability of students to view situations from others' perspectives (development of empathy)
30. Creates a stronger social support system
31. Creates a more positive attitude toward teachers, principals and other school personnel by students
and creates a more positive attitude by teachers toward their students
32. Addresses learning style differences among students
 33. Promotes innovation in teaching and classroom techniques
34. Classroom anxiety is significantly reduced
35. Test anxiety is significantly reduced
36. Classroom resembles real life social and employment situations
37. Students practice modeling societal and work related roles
38. CL is synergystic with writing across the curriculum
39. CL activities can be used to personalize large lecture classes
40. Skill building and practice can be enhanced and made less tedious through CL activities in and out
of class.
41. CL activities promote social and academic relationships well beyond the classroom and individual
course
42. CL processes create environments where students can practice building leadership skills.
43. CL increases leadership skills of female students
44. In colleges where students commute to school and do not remain on campus to participate in
campus life activities, CL creates a community environment within the classroom.

 Disadvantages of collaborative learning

Certain individuals do not feel comfortable participating in a group setting, even at a distance (i.e.
shyness, fear of criticism). This awkwardness may keep some individuals from benefiting from the
instruction.

Since collaborative learning generally grants the students more control over the flow of information,
there is the possibility that the focus of the instruction may veer from its intended course.

As with any group activity, some members may contribute while others do not. At a distance this
may pose even a greater problem than if all students were in the same room.

Problems may result if group members cannot agree or will not compromise. This can prove to be a
huge problem if the group project is to be graded at the group level.

It can often be difficult to assemble all members of a particular group at the same time, especially in
a distance-learning environment. This is only a disadvantage in situations where the collaboration is
a mandatory part of the instruction and not simply an option available to the students.

The abundance of information that a group generates can prove to be difficult to compile
individually.

 The differences between cooperative and collaborative learning

Collaborative learning
Students progress personally, while collectively working towards a common goal. Students are
accountable to one another and, with appropriate direction, will self-manage this. Pupils learn to
better understand and anticipate difference, recognise it in themselves and others, and use it to their
advantage.
A typical collaborative learning process:

 Students organise their efforts between themselves (group-structured)

 Students source material to help them complete the activity
 The activity is not monitored by the teacher (although they can help when assistance is requested
by the group)
 Students assess their own individual and group performance
 Success depends on individual strengths
Find out more about collaborative learning as a pedagogical model for primary schools .
 Cooperative learning

Like the cast and crew of a theatre production, co-operation involves interdependence. Roles and
responsibilities are clearly defined but are open for negotiation. This method of collaboration brings
with it a strong sense of accountability.
In contrast to collaborative learning, a cooperative learning structure takes the following form:

 Activities are structured with each student assigned a specific role (teacher-structured)
 Teachers supply information for students to read and analyse (or let pupils know where this info
can be found)
 Teachers observe, listen and intervene where necessary
 Students submit work at the end of lesson for evaluation/assessment
 The success of the group depends upon the efforts of everyone involved.

 Importance of collaborative learning in education

Today, we observe a huge growth in classroom technology, and with it, the introduction of new
learning methodologies. One example, that edtech encourages, is collaborative learning.

The best learning happens when children are actively involved in a project. Collaborative learning is
an approach that encourages students to create groups and work together to solve a given problem.
There are several benefits learners get when working in a group setting, which we explore next:

1. Developing social skills

Collaborative learning makes students with different backgrounds, race, or up bringing, to work
together. They come together in a setting that maybe would not be possible if it were not for
collaborative learning. In order to solve a project’s given problem, children need to communicate.
They are able to hear different opinions and learn more about different cultures. The collaborative
learning methodology is ideal for children that have difficulties in a social setting.

2. Learn from peers

Generally, people have different skills, passions, and knowledge. In a small collaborative group,
when a question is raised, different students can have different answers and children can learn new
things from one another, but also understand different perspectives.

3. Build trust

In order to achieve a goal, students need to work together. They can work together without trusting
each other, but for an effective collaboration and to reach a common goal, they need to learn to trust
each other.

4. Engage in learning

In a small group setting, each student has the opportunity to express her or his ideas. Being able to do
so, and being heard can give the feeling of importance and value. The learning experience becomes
more fun, and students are eager to learn more.

5. Gain confidence
 As students work as a team, they also receive more support, therefore gain confidence. Collaborative
learning can help shy students express themselves more.

If you believe the collaborative learning method can help your students, you should definitely
introduce it in your classroom

Reference :
www.nuiteq.com

www.teachthought.com

Manisha Das

M.ED – III Sem