Collaborative Learning
What
is 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.
Does
collaborative learning work?
Studies
indicate that positive results in student achievement are observed in
college level courses (Johnson, et al., 1998; Johnson, et al., 1991).
In science, mathematics, engineering and technology (SMET) college-level
courses' fewer studies have been performed.
Why
does collaborative learning work?
There
are theories on how collaborative learning improves the educational
and psychological outcomes for students. These can be broadly described
as cognitive, social constructivism, and motivational.
Groups
Successful
collaborative learning requires effective and appropriate implementation
of student groups. Depending on the purpose and longevity of the group,
the instructor needs to consider the size and composition of the group
and the amount of direction or guidance given.
Types
of Groups
Many
types of groups can be used. Three examples (informal, formal, and base)
are described below.
Essential
group factors
Those
experienced in successful small group work have found five essential
components (i.e., the "glue") that are necessary:
Positive
Interdependence
Positive
interdependence means that team members need each other to succeed.
A childhood example is the three-legged race. Though smaller than the
typical learning groups, it illustrates clearly the dependence each
teammate has with the other individual.
Two
more group factors
Face-to-face
promotive interactions & Individual accountability and personal
responsibility.
Teamwork
and social skills & Group processing
The
ease with which students talk in groups in the minutes prior to the
start of class does not indicate how well they will work in a small
group on an academic task where they must rely on one another. ...Group
processing provides feedback to group members regarding their participation,
provides an opportunity to enhance the members collaborative learning
skills, helps to maintain a good working relationship between members,
and provides a means of celebrating the group's successes.
Group
Size
It
seems prudent to keep groups as small as possible to promote positive
interdependence, yet as large as necessary to provide sufficient diversity
of opinions and backgrounds as well as resources to get the job done.
Homogeneous
or heterogeneous groups?
This
research suggests that isolating students of color from other students
of color, or women from other women can in fact be detrimental to the
academic success of these individuals because they can become isolated,
marginalized, or placed in stereotypical roles and not permitted to
flourish.
Why
groups fail?
These
researchers surveyed several upper-division speech communication and
business classes, and from the response of 155 students, generalized
some group structures and assignments that may create a more positive
experience for students.
Advantages
of Collaborative Learning (Student comments)
Students'
comments about advantages of collaborative learning
Disadvantage of Collaborative Learning (Student comments)
Students'
comments about disadvantages of collaborative learning
Collaborative
Learning Enhances Critical Thinking
The
concept of collaborative learning, the grouping and pairing of students
for the purpose of achieving an academic goal, has been widely researched
and advocated throughout the professional literature. The term "collaborative
learning" refers to an instruction method in which students at
various performance levels work together in small groups toward a common
goal. The students are responsible for one another's learning as well
as their own. Thus, the success of one student helps other students
to be successful.
Collaborative
Learning: Group Work and Study Teams
The
suggestions below are designed to help you set up formal learning groups
and study teams. If you have never done group work in your classes,
you might want to experiment first with informal learning groups. Two
other tools, "Leading a Discussion" and "Supplements
and Alternatives to Lecturing: Encouraging Student Participation,"
describe a variety of easy ways to incorporate informal learning groups
into your courses. "Helping Students Write Better in All Courses"
discusses informal collaborative writing activities.
Designing
Effective Group Activities
We
then discuss the impact of various types of activities and assignments
on learning and group cohesiveness. Finally, we present a checklist
that has been designed to evaluate the effectiveness of group assignments
in a wide variety of instructional settings and subject areas.
On
Course Group Presentations
Here is a classroom strategy that I use in class with On Course. Each
semester I have student groups present an On Course chapter. I present
the first two chapters to model for them. Below you will find the guidelines
for group presentations. The feedback has always been positive. The
students love the challenge of working together, being creative, presenting
to the class, etc. Some of the more creative presentations have included
skits, videotaping, and chapter presentations. It's fun for all of us,
students and instructors and, well, isn't that what it's all about?
Enjoy!!!
Working
In Groups: A Note To Faculty
Some
reasons to ask students to work in groups: Asking students to work in
small groups is one of many approaches allowing students to learn interactively.
Small groups are good for: …. Some benefits of working in groups (even
for short periods of time in class)....
The
Use of Collaborative Learning Groups in the Large Class: Is it Possible?
Students divide into self-selected groups of three to five by sitting
next to other students, turning around to face other students, and/or
sitting on the floor. Informal observations suggest that the groups
are diverse in age and gender but more homogeneous by race.
Cooperative/Collaborative
Learning for Active Student Involvement
Common
sense, as well as educational research and students' testimonials, tell
us that students who get involved with what they study learn more than
those who receive information only passively. One of the most successful
methods of helping students learn actively is cooperative (or collaborative)
learning.
Who forms the group?
The
general consensus is for the instructor to form the collaborative learning
groups (Cooper, et al., 1990; Nurrenbern, 1995; Fiechtner and Davis,
1992).
Doing Collaborative Learning
The
goal of this section is to provide the instructor with some starting
ideas: Things to consider as you contemplate incorporating collaborative
learning structures into your course. This section does not seek to
be a complete treatise on collaborative learning.
The Question of Collaboration
In
many courses, particularly in the sciences or engineering where you
may work with a laboratory team or on a group project, some of the work
is done in collaboration with fellow students. In such courses, some
of your grade may be based on joint efforts with other students, and
some of your grade may be based on independent work on papers and examinations.
The Effect of Multiple Input Devices on Collaboration and Gender Issues
(Microsoft Word Document)
The
KidStory project aims to develop technologies that encourage young children
to work collaboratively in the classroom. KidPad, a drawing and zooming
tool, has been developed to be used with one, two or more mice to support
children's 'shoulder-to-shoulder' collaboration at the computer.
Coaching Collaboration by Comparing Solutions and Tracking Participation
(Microsoft Word Document)
Collaboration
is integral to today's organizations, which require individuals who
can work together to solve complex problems and share their own knowledge
and experiences with others. Collaborative skills can be learned, and
it is therefore essential to provide individuals with appropriate learning
opportunities.
Collaboration and Problem Solving in Distributed Collaborative Learning
(Microsoft Word Document)
Collaborative learning is a complex phenomenon, and research is conducted
on many different analytical levels and from a range of different theoretical
and methodological perspectives. The present study represents an attempt
to analyze the use of technological tools for distributed communication,
collaboration and problem solving as a discursive activity.
Issues in Computer-Supported Collaborative Learning
Paper
on the issues surrounding successful computer supported collaborative
learning.
Asynchronous
Learning Networks: Evaluating Anytime/Anywhere Learning
An
Asynchronous Learning Network (ALN) is a people network for learning
that is largely asynchronous. It combines self-study with substantial,
rapid, asynchronous interactivity with others. In ALNs learners use
computer and communications technologies to work with remote learning
resources, including coaches and other learners, but without the requirement
to be online at the same time.
Concept Mapping as a Collaborative Tool for Enhanced Online Learning (PDF file)
Concept
mapping, Online learning, Databases, Taxonomy
Contrasts in learning: a collaborative evaluation by practitioners and
students (PDF file)
Looks
at a learner-centred evaluation of a change from face-to-face to online
lectures in an Organizational Behavior course at RMIT University.
