Related Literature. According to Dr.Banerjee (2015) students gives more ideas about the task assigned to them in collaborative learning process. Each students has a very important role in having a collaborative work. Learning is what students “do” and not what they “get” as passive receivers. The teachers are the facilitators of the students and not the “giver” of knowledge. Through this process the students learn not by being fed the information, but rather giving their own insights on a certain topic as well as the insight of others. One of the benefits of Collaborative Learning is the vast difference of skills between all members. This would mean that diversity is an eminent part of Collaborative Learning with each member having specific …show more content…
In most collaborative learning situations students are working in groups of two or more, mutually searching for understanding, solutions, or meanings, or creating a product. Based on what Barkley have stated, we can initially have an idea that it is better to work in groups. Working with other individuals gives someone a better connection with the world and through it, a problem can be solved easier and way too fast.
Related Studies. Gokhale, Anuradha A. (1995) conducted a study about Collaborative Learning Enhances Critical Thinking, The idea of Collaborative learning in, the gathering and blending of Students with the end goal of accomplishing a scholastic objective, has been generally inquired about and pushed all through the expert writing. The expression "Collaborative learning" refers to a guideline technique in which Students at different execution levels cooperate in little groupings toward a shared objective. The students are in charge of each other's learning and also on their own. Along these lines, the achievement of one Student causes different Students to be
This strategy is gained when students learn to reflect and think about their learning. Cooperative learning is a natural way to use the reciprocal teaching strategies, as those strategies are based on having conversations and social interactions. These strategies are beneficial whether working with a whole-class grouping or literature circles.
Collaboration: In a community of learners, students work together in teams, partners, or groups. This allows students to gain social skills and increases students’ motivation for the project. Students share ideas and gain a new understanding of the content.
A reflective essay on the skills acquired from collaborative learning and how they may be applied in practice.
With the heterogeneous groups the level of discussion and cooperative work is increased, providing benefits for every student partaking. According to Paul Burden and David Byrd (2012), “Having students work in groups generally has a positive effect on their achievement when compared to their work as individuals.” Small-group work and discussions allows for students to improve their communication skill, cooperation skills, and gain new insight and understanding from their peers in a way that could not be achieved working alone.
Students are self initiating their own work while working in groups which relates to Kohn’s Student Directed Theory of Learning. Kohn’s theory focuses on engaging students in learning by making learning fun and interesting and having the students guide their own learning. Although, I would have clear guidelines for working in groups such as having a role for each group member and having four people in each group, the students are then able
Collaboration: Learners will work together in groups to reach a goal by putting their talents, expertise and skills to work. It has the ability to share responsibilities, exhibit flexibility and be respectful
“Group work is a teaching strategy that promotes academic achievement and socialization”(Frykedal, Chiriac, 2011). This method is often used since allow individuals to combine their skills with the intention to achieve a mutual goal. To be efficient when working with a group, individuals have the responsibility to understand and respect others preferences and
Our collaborative group project was frightening when I first realized this was part of the course. I had not completed a group academic project in years as I have been an online degree-seeking student. I wavered between being confident my fellow team members would be fantastic as we are all in the same degree program and worried we would have some conflict. Marks and O’Connor researched undergraduate business students regarding collaborative learning that states precisely the concerns rolling through my mind.
Collaborative learning stems from the theory of Vygotsky’s conception of Zone of proximal development. The thought is that children learn best with “help and guidance” (Ormrod, 2012). In transitioning this zone to a collaborative learning experience, children work with their peers in broadening their learning experience, allowing small groups of students to work together to share knowledge, exchange ideas, problem solve, and more. These classroom environments help to create durable abilities in students and aid in producing a “smoother integration into adult society when the activities resemble real-world tasks” (Ormrod, 2012). As students work with peers and adults, they adopt some of the learning strategies demonstrated and develop more skills in problem solving. This scaffolding creates a trickle-down effect of knowledge construction. In collaborative learning, students are afforded a myriad of enriching opportunities to explore perspectives that may differ from their own. These activities serve to create a self-awareness in the student of their responsibilities to a group, requiring them to self-monitor their activity (Lee, Tsai, Chai, & Koh, 2014).
Collaboration between students is part of the learning process, in fact collaboration "…fosters effective learning and community building," according to Andrea Cottrell with California State University in Sacramento. In a classroom situation, collaboration with peers helps students be comfortable with each other, and from a teaching aspect peer-review collaboration "gain proficiency" in their written narratives, and it gives more responsibility to the students taking some pressure off of the instructor (Cottrell, 2007, p. 3).
Genuine learning originates from individuals. Taking in that knowledge requires great coordinated effort and administration. I trust that, the capacity to interconnect and team up with in a gathering setting of different individual qualities and learning condition will come about a win. While teaming up with individuals or building up a team, one must consider
Genuine learning originates from individuals. Taking in that knowledge requires great coordinated effort and administration. I trust that, the capacity to interconnect and team up with in a gathering setting of different individual qualities and learning condition will come about a win. While teaming up with individuals or building up a team, one must consider and
Collaborative learning is founded on the idea that the learning process is a naturally social act which requires the participants to talk among themselves. Collaborative learning involves small groups of students who act on a structured learning activity to solve a problem, complete a task, or create a product. In simpler terms, the students work in groups to learn or understand a new concept they are studying. In this learning approach, it is important to understand that the students are accountable for individual work as well as the group work they do as a group in collaborative learning
‘Collaborative learning is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product. Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves. It is through the talk that learning occurs.’