Better Together: How Technology is Students’ Greatest Ally in Collaborative

Learning

As students, we are conditioned to prefer individual learning, because it is enforced by

traditional pedagogy. Memorization is a common way we learn. We are encouraged to use flash

cards, rewrite definitions, and quickly learn large amounts of information, which we demonstrate

by our performance on exams. Too often, instructors promote learning environments in which

students are passive recipients of knowledge. The goal of higher education, rather, should be to

promote active learning in which students apply their knowledge and think critically. Active

learning can be achieved through the collaboration of students and instructors, which stimulates

thoughtful discussion. The use of technology, such as interactive, computer-based applications,

can effectively promote collaboration, and hence active learning in the classroom.

Collaborative learning can be achieved through blended learning models, which include a

combination of online and face-to-face instruction. Some blended learning models, however, are

imperfect facilitators of collaboration. In a traditional flipped classroom, for example, students

access lectures online instead of in class. Pei-Ying Chen and Gwo-Jen Hwang are educational

researchers who identify that traditional flipped classrooms rely more on self-regulated,

personalized learning. Conventional flipped classrooms, therefore, could make learning passive

rather than active. On the other hand, the “Instant Response System (IRS)-facilitated collective

issue-quest strategy” reconstructs the flipped classroom model (Hwang and Chen). It uses

technology to “enhance students’ interactivity and collaboration during the learning process,” as

opposed to technology that is used as a substitute for interpersonal interaction (Hwang and
Chen). Learning through solitary online programs is a technological approach to individual

learning that limits discussion. The issue-quest approach, by contrast, improves students’ verbal

engagement in a flipped classroom setting. After watching content at home, students answer

online quiz questions. Then, they engage in player vs. player competition because “social

competition is a positive behavior” and can stimulate learning (Hwang and Chen). Next, students

“formed groups and engaged in peer discussion and group collaboration to find the correct

information and answers” (Hwang and Chen). Students who learned using the issue-quest flipped

classroom were more engaged than those who learned in a traditional flipped classroom setting.

This research is valuable to schools considering an investment in digital technologies, which

include online art and design programs, digital game design, social media, and other forms of

online communication such as online forums. Because this media is engaging and provides

opportunities for collaboration, it is a valuable investment.

TBAL, or technology based active learning, is another blended learning model used to

promote collaboration in the classroom. Clickers are one example of TBAL. In their research,

Yaron and Ruth Ghilay analyze the effectiveness of clickers, which function to engage students,

gauge understanding, and provide feedback to students. While a few outgoing students may

actively participate in a traditional lecture, clickers aim to increase participation and facilitate

“collaboration and teamwork” (Ghilay). Another illustration of TBAL is Moodle, which is an

online teaching aid. Moodle encourages students to share ideas in online forums and take online

quizzes. Instructors must use Moodle as a platform for collaboration; students should verbalize

their ideas in addition to sharing them online. According to Ghilay, Moodle “functions as a

perfect clicker, better than what existed in the previous generation,” because the website can be
updated to respond to the new demands of teachers and students. TBAL’s success was measured

by a study conducted at the Neri Bloomfield School of Design and Education. The study

involved a course using TBAL with fourth-year business management students in 2013-2014 and

2014-2015. At the culmination of the course, students evaluated TBAL by responding to a

survey. The majority of students reported that “learning through technology is better than passive

learning and listening to a lecturer” (Ghilay). They also said that “the use of technology allows

the creation of cooperation among students and teamwork,” and “the use of technology allows all

students to participate and express themselves” (Ghilay). The findings of TBAL suggest that

teaching without technology may be inadequate for student engagement. Traditional instruction

is accepted by students who have not been exposed to learning with technology, but when

students experience multimedia in the classroom, it is the preferred learning mechanism.

TBAL and the issue-quest flipped classroom are effective because they adhere to the

definition of “connectivism.” Connectivism was studied by Trevor Male and Fayiz Aldhafeeri in

their research at Kuwait University. It defines learning as “a continual process which occurs in

different settings and allows teachers to shift focus from their textbooks and presentation to the

actual student” (Male and Aldhafeeri). Furthermore, it is a transition “from passive acquisition of

someone else’s ideas to active learning experiences that empower people to inquire, critique,

collaborate, problem solve, and create understanding” (Male and Aldhafeeri). Just as the

issue-quest flipped classroom gave students opportunities to share what they learned, programs

like Powerpoint and Prezi facilitate collaborative learning by encouraging students to work as a

team. Because multimedia fuels collaboration, it can prepare students for the workforce, “where
problem solving and creativity are the products of collaboration rather than independent

contributions” (Male and Aldhafeeri).

Minecraft, a creative video game that allows gamers to interact with each other, applies

connectivism by encouraging teamwork. The game’s social component can be applied to the

realm of education, where collaboration has been found to improve learning outcomes. Dodie

Niemeyer states that, “social connection is essential because learning is more meaningful when it

is part of a person’s valued social relationships and shared practices, culture, and identity”

(Niemeyer). According to Niemeyer, Minecraft’s role in social connection is encouraging

collaboration between gamers. This was demonstrated by a study in which the behavior of

Minecraft players was observed on YouTube: “within each YouTube video discussion board,

viewers and the creator of the video engaged in lengthy dialogue and debate about the content

and creation of the video...As evidenced through the comments on discussion boards, viewers

were seeking to learn more about the game or to learn new ways of doing things” (Niemeyer).

Minecraft exemplifies a “collaborative learning community” in which gamers are intrinsically

motivated to discuss, think critically, and engage (Niemeyer). Moreover, it embodies a “maker

culture” that “focuses on using and learning practical skills and then applying them creatively to

different situations” (Niemeyer). This maker culture was observed by David Pogue of CNN

News through his visit to a digital media class that uses Minecraft at William Annin Middle

School in Basking Ridge, New Jersey. According to digital media teacher Steve Isaacs, his

purpose for using Minecraft is “to create a choice-based, game studio-inspired learning space

that empowers students to take ownership of their learning while discovering and pursuing their

passions” (Isaacs). In Isaac’s interview with Pogue, the teacher stated that, “we are taking kids in
an environment they love. They love games--now they are making their own games” (CBS

News). For instance, seventh graders are using Minecraft for game design and digital

storytelling. According to one student, “our main project for the cycle was to make a game using

either Minecraft or Gamestar Mechanic, and the game had to based off a fairytale, folktale, or

fable. The group that I was in made a game based off the fairytale ​The Three Little Pigs​. In our

game, you have to go through certain obstacles to move from the sand house, to the wood house,

to the brick house. We even have a parkour! At the end of the game, the goal is to get to the final

brick hut where you are safe from Creepers and Big Bad Wolves!” (qtb. Isaacs). According to

Pogue, “Steve Isaacs says that Minecraft has done more than teach his students the basics of

computer coding” (CBS News). Rather, through his class, the New Jersey middle school teacher

achieved collaboration among students and fostered creative skills. Minecraft is one example of

connected learning; Although unconventional, it could better equip students for the future, since

“connected learning seeks to bridge the gap between the skills needed to be competitive in the

workforce and the way schools are teaching that is leading to disengaged and alienated students

who see little purpose in their education. Connected learning is “a new vision of learning that is

social, hands-on, active, networked, and personal” (Niemeyer). This vision can be realized even

by teachers who do not directly involve Minecraft in their lessons; these instructors may opt to

create original material using Minecraft as a template. Yet, teachers can be confident that using

Minecraft as a learning tool will directly benefit students. In the classroom, the program retains

its creative identity while becoming even more collaborative than when it is used at home, since

users can communicate in person rather than online. Moreover, while Minecraft enthusiasts

master the game by viewing instructional video content and listening to audio, students who use
Minecraft benefit from the guidance of an instructor. This application of Minecraft demonstrates

that collaboration fosters creativity and active learning.

While students collaborate to exchange ideas, teachers “provide cohesion between the

information imparted and the experiences students engage with” (Gallou). Eirini Gallou, a

professor at the University College London (UCL), researched the opportunities provided to

students by technology, such as interactive learning. She concluded that these opportunities are

realized when instructors embrace their new roles in educating students; their roles are to

encourage students to take possession of their learning by providing them with the right

knowledge and resources. Because students are “digital natives,” using technology allows them

to play more active roles in their education, rather than being passive recipients of knowledge.

The shift to technology does not marginalize teachers in the classroom; rather, their jobs take on

an essential new meaning. “The element that needs to be emphasised is the passion of the tutor

when encouraging her students to experiment with technological means and be creative in the

classroom” (Gallou). If a teacher fails to passionately encourage the use of digital technology, it

could be misused; the teacher’s role in utilizing technology is essential because “both the power

and weakness of technology lies in the way it is used” (Gallou). Teachers who recognize the

value of collaboration enhance their students’ experience with technology. Through this initial

collaboration, the benefits of technology can be fully realized. According to Gallou,

“technology-based learning activities could act as a unifying platform for dealing with

differences between professors and students, enhancing not only learning, but also

communication and collaboration” (Gallou). Technology sparks a conversation between teachers

and students; teachers need to be willing and equipped to participate in this conversation so that

students can learn.

Research conducted by professors Rosser, Looney, and Schneider of Black Hills State

University further supports the use of​ ​digital technology in the classroom. They found that,

because today’s students are digital natives, technology can be an effective way to teach.

According to the professors, “as society has morphed...so have the ways that students learn best”

(Rosser, Looney, and Schneider). For instance, “US-based education research on assessment of

the mid to late 20th century proved that some students were trending with more successful

learning outcomes resulting from interactive discussion and experiential or project-based

education in collaboration with their teachers and community members” (Rosser, Looney, and

Schneider). Therefore, schools that do not utilize technology should revise their budgets and

curriculum to allow for digital technology. Schools that already invest in multimedia should

continue their commitment to tech-centered ideals. Social media is one application of

technology. In their study, the researchers’ focused on the impact of social media on learning.

Lessons utilized different digital-social media tools such as Youtube, Twitter, Facebook, and

LinkedIn. The results showed that sometimes, these technologies enhanced learning and

engagement. For instance, meaningful discussions emulated from a program called ArtStack, a

social network for collecting art. While students were too polite to critique their peer’s artwork

on Facebook, ArtStack was more effective, because “the instructor shifted the focus [away from

criticism] and used ArtStack as a way for students to select images and establish their individual

aesthetic sensibilities. The artistic choices could then become sources of discussion more than of

criticism” (Rosser, Looney, and Schneider). In another assignment, “the instructor spoke of the
enhanced work produced from students using Youtube for source material, as compared to prior

classes that used strictly print sources” (Rosser, Looney, and Schneider). In the study, the

instructor’s level of digital literacy determined the students’ ability to use technology effectively.

Sometimes the instructor altered his assignments in response to students’ feedback, such as in the

shift from Facebook to ArtStack. Other times, technology was not as effective because students

were confused by the depth of the online programs, and their confusion prevented them from

completing assignments. For instance, “in the English/Remedial Writing class, a student began

his project intending to illustrate various styles of guitar playing. However, in the richness of

what he found, he became side-tracked by options and examples, failed to impose an

organizational structure and meet assigned deadlines, and did not finish” (Rosser, Looney, and

Schneider). Therefore, it is clear that the instructor plays a vital role in facilitating the effective

use of digital technology. As noted by the researchers at Black Hills State University, “the

instructors agreed they needed to be significantly fluent and confident in the operation of the

software in order for the lesson to be delivered to the point of being able to be fairly measured”

(Rosser, Looney, and Schneider).

This observation is supported by experts within the field of educational technology. Julio

Cabero-Almenara, a professor of the Department of Educational Organization and Didactics at

the University of Seville in Spain, and Maria Luisa Arancibia and Annachiara Del Prete,

professors of the Center for Innovation in Education at the University of Technology in Chile,

wrote an article entitled “Technical and Didactic Knowledge of the Moodle LMS in Higher

Education: Beyond Functional Use”. They write that “the use of Moodle in the context of

teaching and learning depends critically on teachers having knowledge of the tools, their being
aware of how they should be used and their being able to organise the entire communication

process. Instructors become a key cog as they are responsible for creating content, planning

didactic activities and adopting different technological tools” (Cabero-Almenara, Arancibia, and

Del Prete). When a teacher learns how to use technology, he can impart this knowledge to

students, making digital media an even more powerful learning tool. Therefore, not only should

we instill the importance of technology in teachers, but we should train them to use multimedia.

Many instructors began teaching long before the advent of computer technology.​ ​A lack

of media training among teachers could result in decreased confidence to implement technology

in schools. While it is natural for teachers to feel uncomfortable using technology in which they

are not well versed, they must overcome this barrier by advocating for digital literacy training.

Research has found that, when teachers are trained properly in the use of digital technology, it

can be more engaging than traditional teaching procedures because it encourages collaboration.

Therefore, by implementing technology, teachers not only develop enriched relationships with

their students, but they enable their students to develop relationships with each other. Through

collaboration, students challenge one another to think deeply about the subject material. Clearly,

a teacher’s impact on students’ learning is pivotal. When digital technology is embraced by

instructors, it can then be embraced by students, giving them the collaborative skills needed for

future success.

Work Cited
Chen, Pei-Ying and Gwo-Jen Hwang. “An IRS-facilitated Collective Issue-quest Approach to

Enhancing Students’ Learning Achievement, Self-regulation and Collective Efficacy in

Flipped Classrooms.” ​British Journal of Educational Technology,​ vol. 50, no. 4, July

2019, pp. 1996–2013. ​EBSCOhost​, doi:10.1111/bjet.12690.

Ghilay, Yaron and Ruth Ghilay. “TBAL: Technology-Based Active Learning in Higher

Education.” ​Journal of Education and Learning,​ vol. 4, no. 4, Jan. 2015, pp. 10–18.

EBSCOhost​,

search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1076407&site=ehost-live

Caton-Rosser, Mary, et al. “The Need for Assessment: The Double-Edged Sword of Online

Technologies in Higher Education.” ​Journal of Technologies in Education,​ vol. 10, no. 2,

Jan. 2015, pp. 15–25. ​EBSCOhost​,

search.ebscohost.com/login.aspx?direct=true&db=eue&AN=108567922&site=ehost-live.

Aldhafeeri, Fayiz and Trevor Male. “Investigating the Learning Challenges Presented by Digital

Technologies to the College of Education in Kuwait University.” ​Education and

Information Technologies​, vol. 21, no. 6, Nov. 2016, pp. 1509–1519. ​EBSCOhost​,

search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1111510&site=ehost-live

.
 “Reimagining the Role of Technology in Higher Education.” ​Tech.ed.gov,​ Office of

Educational Technology, 2017, tech.ed.gov/files/2017/01/Higher-Ed-NETP.pdf.

Gallou, Eirini and Peter Abrahams. “Creating Space for Active Learning: (Opportunities from)

Using Technology in Research-Based Education.” ​Shaping Higher Education with

Students: Ways to Connect Research and Teaching,​ edited by Vincent C. H. Tong et al.,

UCL Press, London, 2018, pp. 165–175. ​JSTOR​, ​www.jstor.org/stable/j.ctt21c4tcm.27​.

Niemeyer, Dodie J. and Hannah R. Gerber. “Maker Culture and Minecraft : Implications for the

Future of Learning.” ​Educational Media International,​ vol. 52, no. 3, Sept. 2015, pp.

216–226. ​EBSCOhost​, doi:10.1080/09523987.2015.1075103.

Cabero-Almenara, Julio1, cabero@us. e., et al. “Technical and Didactic Knowledge of the

Moodle LMS in Higher Education. Beyond Functional Use.” ​Journal of New Approaches

in Educational Research,​ vol. 8, no. 1, Jan. 2019, pp. 25–33. ​EBSCOhost,​

doi:10.7821/naer.2019.1.327.

CBS Sunday Morning. Minecraft, a Virtual Blockbuster. 2016, June.

https://www.cbsnews.com/video/minecraft-a-virtual-blockbuster/​ ​ y pause

Isaacs, Steve. Game Design and Digital Storytelling. Powerpoint notes. 2019, November.