COLLABORATIVE AND CO-OPERATIVE
LEARNING
Collaborative learning
Collaborative learning is an
educational approach that involves groups of learners working together to solve
a problem, complete a task, or create a product. It is based on the idea that learning
is a naturally social act. Learning occurs though active engagement among
peers, either face-to-face or online.
The main
characteristics of collaborative learning are: a common task or activity; small
group learning, co-operative behaviour; interdependence; and individual
responsibility and accountability (Lejeune, 1999).
Collaborative learning is similar to, but not the same as, cooperative
learning. In cooperative learning the task is divided vertically (i.e., members
work more or less concurrently on different aspects of a project), whereas in
collaborative learning the task is divided horizontally (i.e., members work
together more or less sequentially on different aspects of a project)
(Dillenbourg, 1999).
Cooperative
learning
Learning
work in a group and share idea is a great strength, one which began in a young
age and is carried through in to adult life and the work place. Social
Development Theory suggests that community and collaboration play a central
role in the learning process as well as social interaction and behaviour.
Sharing
idea however, is not easy for everyone as specially when there is a complex
interplay of differing personality type – shy, extrovert, chatty or an un
willingness to speak in front of the group, or individuals with stronger
personalities who can don’t allow others to participate. Through collaborative
learning, individuals can learn to develop more tolerance towards one another
and through cooperative and encouragement, all members can successfully learn
to share ideas.
Meaning collaborative
learning
Collaborative
learning is a situation in which two or more
people learn or attempt to learn something together unlike individual
learning, people engaged in collaborative learning capitalize on one another's
resources and skills (asking one another for information, evaluating one
another's ideas, monitoring one another's work, etc.). More specifically,
collaborative learning is based on the model that knowledge can be created
within a population where members actively interact by sharing experiences and
take on asymmetric roles put differently, collaborative learning
refers to methodologies and environment in which learners engage in a
common task where each individual depends on and is accountable to each other.
These include both face-to-face conversations and computer discussions
(online forums, chat rooms, etc.). Methods
for examining collaborative learning processes include conversation analysis and
statistical discourse analysis
Thus, collaborative
learning is commonly illustrated when groups of students work together to
search for understanding, meaning, or solutions or to create an artefact or
product of their learning. Furthermore, collaborative learning redefines the
traditional student-teacher relationship in the classroom which results in
controversy over whether this paradigm is more beneficial than
harmful. Collaborative learning activities can include collaborative
writing, group projects, joint problem solving, debates, study teams, and other
activities. The approach is closely related to cooperative learning.
Strategy of
Collaborative learning (Learning Techniques)
Think/Write, Pair, Share:
The
think/write, pair, share strategy is a cooperative learning technique that
encourages individual participation and is applicable across all grade levels
and class sizes. Students think through questions using three distinct steps:
1. Think/Write: Students think independently
about a question that has been posed, forming ideas of their own and write them
down.
2. Pair: Students are grouped in pairs to
discuss their thoughts. This step allows students to articulate their ideas and
to consider those of others.
3. Share: Student
pairs share their ideas with a larger group, such as the whole class. Often,
students are more comfortable presenting ideas to a group with the support of a
partner. In addition, students' ideas have become more refined through this
three-step process.
Round Table:
Round Table is a
collaborative learning technique that allows students to assess prior
knowledge, recall information and practice communication skills. The steps are:
1. Write: Each
student writes one (or two or 3) sentences about a given topic (or this could
be an answer to a question) on a piece of paper.
2. Share: The paper is passed around to one
group member at a time. Each group member responds in writing.
3. Summarize: When
the original is returned, the student reads the comments from the group and
shares what the collective sense of what was said in the group about the topic
(or question)
Jigsaw:
Jigsaw is a
collaborative learning technique that gives students practice in the acquisition
and presentation of new material, in review, and in informed debate.
Interdependence and status equalisation are developed.
The method is:
1. Each student on
the team becomes an “expert” on one topic
2. “Experts” group with members from other
teams assigned the corresponding expert topic.
3. Upon returning to their teams, each one, in
turn, teaches the group.
4. Students are all
assessed on all aspects of the topic.
Concept Mapping:
Concept mapping is a collaborative learning
technique that allows students working in groups a way of illustrating the
connections that exist between terms or concepts covered in course material.
The method is:
1. Students write terms from the course on a
large piece of paper
2. Lines are drawn connecting individual terms
to indicate the relationships between terms. Most of the terms in a concept map
have multiple connections.
3. Developing a
concept map requires the students to identify and organize information and to
establish meaningful relationships between the pieces of information.
Meaning of Cooperative learning
Cooperative learning
is a teaching method where small groups of learners work collaboratively
towards a goal. It can be a very effective teaching model that allows students
to interact with each other and be an active participant in their learning. Not
all situations warrant a cooperative learning model though, so we’ll explore
the advantages and disadvantages of this teaching method.
Advantages to Cooperative Learning
·
Students actively participate in their
education by exploring and learning from each other. They are able to
experience a wide range of thoughts and opinions on a subject from working with
their peers. More importantly, they arrive at their own conclusions after
having done research or exploring a topic thoroughly.
·
Students are able to practice and hone
social skills such as working in a group, resolving conflict, problem solving,
and taking directions from a peer leader to name a few. These important, life
long skills are needed in the workplace but are rarely practiced in a typical
lecture style classroom.
·
Cooperative learning is a teaching model
that is heavily supported by research as being very effective. It can be used
along with a variety of other teaching strategies, which we’ll address in a
later post.
·
The teacher becomes a facilitator
instead of a lecturer. They can work with the small groups individually,
assisting and intervening when needed.
·
A deeper level of understanding can take
place within groups as students delve into subjects they are interested in.
·
Groups can be assigned topics based on
skill level or difficulty. This form of differentiation enables students of all
abilities to be successful, even if their subjects or products may be different
from their peers’.
Disadvantages to Cooperative Learning
Not all students work well with others, and may cause conflict within a
group. This can potentially sabotage a cooperative learning environment.
- Not all lessons are ideal for group
work. Easy or straightforward concepts may not be as interesting or
successful in a cooperative learning assignment.
- Groups will finish at different
times. This can add a layer of classroom management complexity for the
instructor.
- Cooperative learning groups can
create a level of noise within the classroom that the teacher might not be
comfortable with, or know how to manage well.
- Some students may not do their fair
share of work, or certain students may monopolise the task. This can lead
to challenging grading situations for the teacher.
We will address many
of these disadvantages in the coming series of posts, and discuss how to work
around these challenging aspects. We’ll also look at which class situations are
most suitable for cooperative learning methods. Stay tuned!
Benefits of Cooperative Learning
How can cooperative
learning benefit you and your group?
Cooperative Learning helps to:
- Raise achievement of students.
- Build positive relationships among students -
important for creating a learning community that values diversity.
- Provide experiences that develop both good
learning skills and social skills.
Research shows cooperative
learning helps to produce:
- Higher achievement.
- Increased retention.
- More positive relationships and a wider circle
of friends.
- Greater intrinsic motivation.
- Higher self-esteem.
- Greater social support.
- More on-task behaviour.
- Better attitudes toward teachers.
- Better attitudes toward school.
Hopefully you have already had
some successful experiences with cooperative learning and you can relate to
many of the benefits listed above. If you haven't had any experiences with team
or group work, or if you have only had bad experiences, don't worry! Becoming
skilled in cooperative learning takes time, patience, and persistence. The more
you learn about cooperative learning and the more you practice your skills, the
better you will become and the more benefits you will experience. It takes
time.
Five Basic Elements of Cooperative Learning
There are five
fundamental elements involved in cooperative learning. In fact, these five
elements distinguish cooperative learning from other forms of group learning.
These elements can be thought of as pieces in a puzzle. When all of these
elements are present in a learning situation, the result is a cooperative
learning group. The five basic elements of cooperative learning are:
- Positive interdependence
- Individual and group accountability
- Interpersonal and small group
skills
- Face-to-face primitives interaction
- Group processing
Positive
interdependence :
This
means the group has a clear task or goal so everyone knows they sink or swim
together. The efforts of each person benefit not only the individual, but also
everyone else in the group. The key to positive interdependence is committing
to personal success as well as the success of every member of the group.
Individual
And Group Accountability:
The
group is accountable for achieving its goals, and each member must be
accountable for contributing a fair share of the work toward the group goal. No
one can "hitchhike" on the work of others. The performance of each
individual must be assessed and the results given back to the group.
Inter
personal and small group skills:
Interpersonal and small group
skills are required to function as part of a group. These are basic teamwork
skills. Group members must know how to - and be motivated to - provide
effective leadership, make decisions, build trust, communicate, and manage
conflict.
- Completing tasks
- Communicating
- Decision making
- Managing conflict
- Appreciating group members
Face
to Face primitives Interaction:
This
means that students promote each other's success by sharing resources. They
help, support, encourage, and praise each other's efforts to learn. Both
academic and personal support are part of this mutual goal.
Group
processing:
Group
members need to feel free to communicate openly with each other to express
concerns as well as to celebrate accomplishments. They should discuss how well
they are achieving their goals and maintaining effective working relationships.
To help you understand
cooperative learning a little better, here are some ideas and activities that
could help team members develop better skills in each of the areas listed
above.
Ways to
Ensure Positive Interdependence:
- The group has only one pencil, paper, book, or
other resource.
- One paper is written by the group.
- A task is divided into jobs and can't be
finished unless all help.
- Pass one paper around the group on which each
member must write a section.
- Each person learns a topic and then teaches it
to the group (Jigsaw method).
- Offer a reward (e.g. bonus points) if everyone
in the group succeeds.
Ways To Ensure
Individual and Group Accountability:
- Students do the work before bringing it to the
group.
- One student is chosen at random and questioned
on the material the group has studied.
- Everyone writes a paper; the group certifies
the accuracy of all their papers; the instructor chooses only one paper to
grade.
- Students receive bonus points if all do well
individually.
- Instructor observes students taking turns
orally rehearsing information.
Ways to Ensure
Interpersonal and Small Group Skills:
- Be on time for group meetings and start them
on time.
- Listen to others. Don't be so busy rehearsing
what you are going to say that you miss other group members' points and
ideas.
- Don't close the road to mutual learning by
interrupting or using language that can be regarded as a personal attack.
- Make sure everyone has the opportunity to
speak.
- Don't suppress conflict, but do control and
discipline it.
Ways to Ensure
Face-to-Face Primitives Interaction:
- A student orally explains how to solve a
problem.
- One group member discusses a concept with
others.
- A group member teaches classmates about a
topic.
- Students help each other connect present and
past learning.
Ways To Ensure Group
Processing:
- Group members describe each other's helpful
and unhelpful behaviours and actions.
- As a group, make decisions about which behaviours
to continue and which behaviours to change.
Additional
Elements of Effective Groups
Although team dynamics (how the
individual team members work together) can differ from team to team, effective
teams share the following characteristics:
Full participation -
All team members contribute their time and energy to the project. More
importantly, all team members participate in the decision making process.
Trust - Members trust that each
member will add value to the project, and members work to ensure that everybody
contributes and that appreciation is expressed for different contributions.
Open communication -
Communication is the glue that holds a team together. Communication is
effective when all members:
- Contribute ideas.
- Provide feedback constructively.
- Ask for clarification on anything that might
be confusing.
- Provide frequent updates.
- Listen to each other carefully.
Social/business balance -
Although teams shouldn't socialize 100% of the time, it shouldn't be all
business either. Casual conversation allows members to know each other better,
leading to better working relations.
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