Collaborative learning: A boon for students with low classroom participation

Collaborative learning is a teaching approach in which students work together

in small groups to achieve common learning goals. It has been shown to be effective
for students of all ability levels, but it can be especially beneficial for students with
low classroom participation.

There are a number of reasons why collaborative learning can benefit

students with low classroom participation. First, it can provide them with a safe and
supportive environment in which to learn. When students are working in small
groups with their peers, they are more likely to feel comfortable asking questions
and sharing their ideas. This is because they are not afraid of being judged or
ridiculed by the entire class.

Second, collaborative learning can help students to develop their social and
communication skills. When students are working together on a project, they need to
be able to communicate effectively with each other, negotiate roles and
responsibilities, and resolve conflicts. These are all important skills that students
need to be successful in school and in life.

Third, collaborative learning can help students to develop their critical thinking
and problem-solving skills. When students are working together on a task, they can
share their different perspectives and ideas. This can help them to come up with
more creative and innovative solutions to problems.

A number of studies have shown that collaborative learning can have a

positive impact on students with low classroom participation. For example, a study
by Noor, A., et.al., (2022) found that collaborative learning led to significant
improvements in the academic achievement and classroom participation of students
with low self-esteem.
 Another study, by DaWalt, L.S., et.al., (2017), found that collaborative learning
helped adolescents with autism spectrum disorder (ASD) to improve their social and
communication skills. The study also found that collaborative learning helped to
reduce the stress levels of parents of children with ASD.

Likewise, research has shown that cooperative learning aids university

students in reaching their educational objectives. The study also revealed that this
collaborative approach to learning fostered a more constructive outlook towards
learning among the students. (Mendo-Lázaro, S., et.al., 2022)

Ultimately, additional research discovered that cooperative learning aided

students in enhancing their analytical thinking and advanced cognitive abilities. The
research also recognized that cooperative learning fostered a more favorable
perspective on collaboration among students. (Alharbi, S.M., et.al., 2022)

Cooperative learning can be introduced in the academic setting via several

methods. A popular strategy is to instigate work among students within small teams
on various projects. These tasks could revolve around diverse subjects, ranging
from research documents, display activities, to inventive tasks.

Another approach is to have students work together on in-class activities,

such as solving problems, completing worksheets, or playing games. When
implementing collaborative learning, it is important to make sure that all students
have the opportunity to participate and contribute to the group. (Loes, C. N., et.al.,
2022)

It is also important to provide students with clear instructions and

expectations for the group work. Teachers should also monitor the groups to ensure
that all students are participating and that the group is on track to complete the task.

The teaching method of collaborative learning can be extremely effective for

all students, particularly those who tend not to participate much in the classroom. It
provides a nurturing and secure setting for learning, aids in cultivating social and
communicative abilities, and promotes the development of critical thinking and
problem-solving skills. Therefore, collaborative learning can empower students with
low classroom involvement to realize their maximum potential.

Conclusion

Collaborative learning serves as a potent method to tackle issues confronted

by students who aren't very active in classroom settings. By establishing a secure
and nurturing learning environment, assisting them in refining their social and
communicative abilities, and fostering their critical reasoning and problem-solving
skills, collaborative learning can assist these students to realize and achieve their
utmost capabilities.

Recommendations for teachers

Here are some additional tips for teachers who are interested in implementing
collaborative learning in their classrooms:

● Create small groups of 3-5 students.

● Make sure that the groups are heterogeneous, meaning that they include
students of different ability levels and backgrounds.
● Give students clear instructions and expectations for the group work.
● Provide students with the resources they need to complete the task.
● Monitor the groups to ensure that all students are participating and that the
group is on track to complete the task.
● Provide students with opportunities to reflect on their collaborative learning
experiences.

Through adhering to this advice, educators can build a learning atmosphere

where every pupil is at ease to engage, and where every learner has the opportunity
to benefit from each other.
References:

Noor, A., Kriti Saroha, Pricop, E., Sen, A., & Trivedi, G. (2022). Proceedings of Emerging Trends
and Technologies on Intelligent Systems. Springer Nature.

DaWalt, L. S., Greenberg, J. S., & Mailick, M. R. (2017). Transitioning Together: A Multi-family
Group Psychoeducation Program for Adolescents with ASD and Their Parents. Journal of
Autism and Developmental Disorders, 48(1), 251–263.
https://doi.org/10.1007/s10803-017-3307-x

Mendo-Lázaro, S., León-del-Barco, B., Polo-del-Río, M.-I., & López-Ramos, V. M. (2022). The
Impact of Cooperative Learning on University Students’ Academic Goals. Frontiers in
Psychology, 12. https://doi.org/10.3389/fpsyg.2021.787210

‌ lharbi, S. M., Elfeky, A. I., & Ahmed, E. S. (2022). The Effect Of E-Collaborative Learning
A
Environment On Development Of Critical Thinking And Higher Order Thinking Skills. Journal of
Positive School Psychology, 6848–6854.
https://journalppw.com/index.php/jpsp/article/view/8692

Loes, C. N. (2022). The Effect of Collaborative Learning on Academic Motivation. Teaching and
Learning Inquiry, 10. https://doi.org/10.20343/teachlearninqu.10.4