What is Collaborative Learning (original) (raw)
Related papers
Collaborative Learning as a Pedagogical Tool to Improve Students' Learning
Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning, 2018
There are many approaches to teaching and learning available to teachers. However, educators and educational researchers have focused attention on approaches that ensure active learning of students and social interaction in the teaching-learning process. One of the approaches that promote students learning through active engagement and social interaction is collaborative learning. The chapter attempts to help teachers and pre-service teachers to understand collaborative learning as an inductive approach to teaching and learning. It examines important issues like meaning and elements of collaborative learning; collaboration and cooperation; advantages and challenges with implementation of collaborative learning. Teachers' role in the implementation of collaboration learning as well as collaborative learning techniques is also covered.
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.
Collaborative Learning: The Concepts and Practices in the Classroom
Prosiding the 3rd English Teaching Conference, 2017
Communication and collaboration are regarded as part of essential focus to prepare students for increasingly complex life and work environments in the 21st century. Collaboration skills are highly required by the students to provide themselves with the ability to work effectively and respectfully with diverse teams in the future. Collaborative Learning (CL), then, is very crucial and said to be able to facilitate the students to attain higher level thinking and preserve information for longer times than individual learning. This article reviews Vygotsky’s idea of the “zone of proximal development” and the concepts of Collaborative Learning. Then, the characteristics and principles of CL are presented. The discussion of how collaborative learning differs from cooperative learning followed by some ideas of collaborative works in the classroom and how they are best practiced also complete the discussion. In addition, method for examining CL process including conversation analysis is discussed. Keywords: collaborative learning, cooperative learning, conversation analysis
Collaborative Learning and Teaching in Practice
Journal Plus Education, 2017
Emphasizing on many other collaborative learning or co-labouring (Latin-based term) and co-teaching approaches nowadays is wellknown as an essential 21st century skill that brings educational and social benefits identified on educational research studies. In order to establish a common approach, we can use the definition of Smith and MacGregor (1992) in which it’s acknowledged that “collaborative learning“ is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. In most collaborative learning situations students are working in groups of two or more, collaboratively searching for understanding, solutions, or meanings, or creating a product.”(p. 11).The difficulties regarding the implementation of activities in collaborative learning are of different nature, but frequently relate to the inability of the teacher to organize cooperative groups effectively and to transfer the findings of the investigat...
What do you mean by collaborative learning?
1999
This book arises from a series of workshops on collaborative learning, that gathered together 20 scholars from the disciplines of psychology, education and computer science. The series was part of a research program entitled'Learning in Humans and Machines'(LHM), launched by Peter Reimann and Hans Spada, and funded by the European Science Foundation.
Empowering Students Success through Collaborative Learning
International journal of emerging trends in science and technology, 2016
Collaborative learning is when a group of students works together towards a common goal, usually to help one another learn academic material. The effects of collaborative learning on student achievement are debated The effectiveness of collaborative learning in the classroom has as much to do with the teacher as it does with the students in the groups. There is an ongoing discussion surrounding the effectiveness of group work in the classroom and its effects on student learning. Collaborative learning covers a broad territory of approaches with wide variability in the amount of in-class or out-of-class time built around group work. The teacher is the one that must not only teach them a subject, but also the different methods of learning. The positive effects of collaborative learning are evident and there is little question that collaborative learning can be a useful tool and should be utilized in the learning environment.
Emergence of A Collaborative Learning in Classroom: A new Perspective towards Teaching and Learning
isara solutions, 2022
Collaborative learning is one of recent educational approach towards Teaching and Learning. It is emerging in leaps and bounds. It aims using groups to enhance learning through working together. The two groups or more learners work together to solve problems, complete tasks, or learn new concepts. This approach actively engages learners to process and synthesize information and concepts, rather than using rote memorization of facts and figures. This paper highlights the effects of learning on different age groups through this method. Other than that the techniques of collaborative learning have also been elaborated in detail. Various studies supported engagement of collaborative learning in improving learning has also given.
Collaborative learning: Teaching to build new partnerships
1996
The advantages of collaborative learning are well documented in terms of the development of social skills, the depth of academic learning achieved and preparation for the workplace. Many students, however, are not familiar with working in groups and thus the delivery of courses in whole or in part through collaborative learning poses serious problems of group dynamics and student uncertainty, and for some students group learning processes are incompatible with their learning style preferences and goals. Addressing these problems and teaching students specific skills is crucial for learning collaboratively.
COLLABORATIVE LEARNING, A CHALLENGE TO THINK IN CLASS (IN SPANISH)
Collaborative learning is a teaching strategy that promotes learner-thinking skills such as describing, explaining, sequencing (order), inferring and troubleshooting. With these, we are learning for life, i.e. what is significant; to be centered in all of the competencies: learning, learning to do, being and living. These tools promote the interaction with individuals and the environment which they live in, and also, their actions with others, allowing concepts and also learning from one another. It also demands that teachers change their pedagogical focus: a dictator or a counselor or mediator of the learning process.
Collaborating in the Interest of Collaborative Learning
Initial difficulties in the process of teaching 6 first-grade teachers to use reciprocal teaching in their classes, and the disappointing outcomes of the instruction, led researchers to several conclusions. Researchers realized that the beliefs teachers held about the nature of knowledge and the process of knowledge acquisition had a powerful role in determining the design ana outcome of collaborative learning arrangements in class. It is argued that unless researchers attend to such beliefs and the educational practices that are shaped by them, they will be stymied in their attempts to implement findings regarding the benefits of collaborative lea.ning in class. A second attempt to implement reciprocal teaching in the classes of a subset of the teachers resulted in outcomes that were in line with the positive outcomes of a pilot study. In this attempt, researchers took care to collaborate with teachers. Discussion begins with an exploration of beliefs and practices espoused by advocates of collaborative learning, and their relation to the .Jeliefs that drive normative practice in today's schools. Concluding discussion focuses on three issues: (1) selecting collaborative learning tasks; (2) structuring collaborative interactions among students; and (3) grouping students in collaborative learning arrangements. (RH)