Four Principles Of Collaborative Learning

A reflection on the skills acquired from collaborative learning and how they may be applied in practice

Content-wise our group did a strong job focusing on distinguishing the differences in two different classroom approaches, such as direct learning versus cooperative learning. Through multiple research studies we were able to express to the class the benefits students receive when actively engaged in a cooperative learning environment. We used the textbook definition for cooperative learning and an in-class presentation to define direct learning, which helped assist the class in understanding the differences, especially because

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.

Cooperative learning, sometimes called small-group learning, is an instructional strategy in which small groups of students work together on a common task (TeacherVision, 2017). According to the Education Consumer Guide, Cooperative learning is successful because students of different levels of ability have the opportunity to use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement.

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

According to Carr, Cox, Eden and Hanslo (2004), “students who focused on building knowledge and collaborative interactions had a superior average performance, as challenging online interactions promote understanding”. Interactive learning help instructors with the misconception students have on subjects, conceptual problems, and difficulties on topics. Immediate feedback from peers and instructors and social interaction built into the online discussions contribute to learning. (Collins, brown, & Holum, 1991). “Collaborative learning activities contribute to learning, critical thinking skills, a shared understanding, and long-term retention”. (Garrison, Anderson, and Archer, 2001)

Allowing student collaboration in the classroom introduces the students to a variety of skills that they will use when they become adults. It teaches the students the fundamental skills associated with working as a collective unit toward a common goal. It also teaches the students time management, resource allocation and communication skills (McQuerrey, 2018). While

Only, one of my mentors/instructors facilitated and encourage collaborative learning. He also, encouraged a community environment where we support each other. I really feel this aspect is equally important amongst the learners themselves but needs to be initiated/facilitated by the instructor. I have a friend who was a few months ahead of me at TESU and he did experience this competency that I was missing. I decided that I am going to make a conscious effort to create a community of support with my fellow classmates. I really think in an online environment it is so important. Especially, because we are adult learners (mostly females and moms) and it is important to encourage and support each other through this process. Not to mention that sometimes we get lost or don’t understand material and need assistance. We will be the “lab rats” we can create an assessment at the end of our course to see if it made a difference!

In today’s educational environment, the need to evaluate an educator’s approach to methods and techniques of teaching has reached a critical level. The collaborative culture in the schools allows for sharing of expertise and ideas which make for a strong learning environment (Grand Canyon University, 2012). While various collaborative approaches to education have, according to recent surveys, found favor by many, resistance still abounds. The effectiveness of collaborative approaches varies based upon leadership, time constraints, budget restraints, willingness of the participants, and personal observation in the learning environment. In spite of its limitations, one can argue that a collaborative approach to classroom education is an effective method of increasing the learning opportunities for all students.

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).

(Gallagher, 1999). Collaborative learning refers to a group of students who work together to learn and understand a new skill. (Gallagher, 1999).

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

As John Carroll and Ann Bishop state “Most learning takes place in communities.” (2005). This could be informal communities, such as a conversation at a workplace, or it could be a more formal setting such as a distance education course. Regardless of the level of formality, humans learn from one another through communication in some fashion. The issue for educators, then is how best to channel this natural tendency for learning, and how to best utilize technology in the process. Therefore, computer-supported collaborative learning (CSCL) focuses on employing the benefits of collaborative learning via networked computers (Computer-supported Collaborative Learning, 2007). The end-goal is to make use of the power of technology based on

Some people prefer to the learning atmosphere where they can discuss the problem with some people. This type of learning is called cooperative learning. Cooperative learning not only avoids the learners’ unilateral acceptance of knowledge, but also promotes them positive thought on problem. It requires that the learner discuss with others at a humble and sincere attitude, or it isn’t so successful and effective that the learners will feel a waste of time. So it can build them good characters, such as respectful, helpful and receptive