Collaborative Learning

Learning outcomes

• To consider the role of collaborative learning

• To examine some collaborative learning approaches
• To consider some aspects of educational debate
• To be aware of changing aspects of teaching and learning
Curriculum issues

Prescriptive Curriculum Experiential Curriculum

Teacher-centered  Student-centred
Linear & rational   Coherent & relevant
Part to whole organisation   Whole to part organisation
Teaching as transmitting  Teaching as facilitating
Learning as receiving  Learning as constructing
Structured environment  Flexible environment
Learning in context
Teaching vs learning

John Amos Comenius, a 16th

Century scholar; summarised the
approach that teaching should
follow, “The main object is to find
a method by which teachers teach
less but learners learn more”,
proving that current problems
have noble pedigrees.
Collaborative learning

“Collaborative learning is an umbrella term for a variety of

educational approaches involving joint intellectual effort by students,
or students and teachers together. Usually students are working in
groups of two or more, mutually searching for understanding,
solutions or meanings, or creating a product.
Collaborative learning activities vary widely, but most center on
students’ exploration or application of the course material, not
simply the teacher’s presentation or explication of it”.

Smith and McGregor (1992)

Educational goals

• Involvement
• Co-operation and
teamwork
• Community
responsibility
Assumptions about learning

• Learning is an active constructive process

• Learning depends on rich contexts
• Learners are diverse
• Learning is inherently social
Approaches

Collaborative learning

Co-operative learning

Writing groups
Peer teaching

Learning communities Problem-based learning

Discussion groups
 RQ
Widespread use

• Based on theory and validated by research

• Amount, generalisability, breadth and applicability
• Variety of co-operative learning methods
available
Why use cooperative learning?

• promote student learning and

academic achievement
• enhance student satisfaction with
their learning experience
• help students develop skills in
oral communication
• develop students' social skills
• promote student self-esteem
• increase student retention
• develop a community of learners
5 Elements of cooperative learning

1. Positive interdependence
2. Face-to-face interaction
3. Individual and group accountability
4. Interpersonal and small group skills
5. Group processing
Postive interdependence

• Each group member's efforts

are required and indispensable
for group success

• Each group member has a

unique contribution to make to
the joint effort because of his or
her resources and/or role and
task responsibilities

Sink or swim together!

Face-to-face interaction

• Orally explaining how to

solve problems
• Teaching one's
knowledge to others
• Checking for
understanding
• Discussing concepts
being learned
• Connecting present with
past learning Promote each other's success
Individual and group accountability

• Keeping the size of the group

small.
• Giving an individual test to each
student.
• Randomly examining students
orally.
• Observing each group and
recording the frequency with
which each member-contributes
to the group's work.
• Assigning one student in each
group the role of checker.
No hitchhiking! No social loafing
• Having students teach what they
learned to someone else. No freeloading
Interpersonal and small group skills

• Social skills must be taught:

• Leadership
• Decision-making
• Trust-building
• Communication
• Conflict-management skills

Mutual understanding
Group processing

• Group members discuss

how well they are
achieving their goals and
maintaining effective
working relationships
• Describe what member
actions are helpful and not
helpful
• Make decisions about what
behaviours to continue or
change
 RQ
Jigsaw Approach
Jigsaw Approach
Jigsaw approach
Approaches

Collaborative learning

Co-operative learning

Writing groups
Peer teaching
Problem-based learning
Learning communities
Discussion groups
Problem based learning (PBL)

PBL is a learning-centred pedagogy based on

current theories of learning including
constructivism, social constructivism and situated
learning.

Problem-based learning clearing house https://chico.nss.udel.edu/Pbl/

PBL - an iterative process

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Read the
problem
Brainstorm-
hypothesize Next page
EVALUATE
Identify learning Return-Reread-
issues Report-Review
Research-Learn Prof. H. Pross
Queens School of Medicine
Kingston, Ontario
Problem statement

EXEMPLAR TASK:

Based on the information provided on the

handout, work in groups of four and compile
a problem statement.
Approaches

Collaborative learning

Co-operative learning

Writing groups
Peer teaching

Learning communities Problem-based learning

Discussion groups
Learning communities

• Sociocultural and constructivist views of learning (Lave &

Wenger)
• Two important questions:-
1. What social engagements and processes provide the ‘proper’ context for learning?
2. What forms of co-participation might be required when engaging learners in these
forms of learning.
Community types

• Learning community: focus on learning together, sharing, developing

relationships
• Communities of practice: focus on developing professional practice
• Community of enquiry: focus on enquiring about and issue/area
• Knowledge community: focus on developing knowledge
Cyber communities

Teaching/learning

Face-to-face Blended Online

“…the cornerstone of an online community lies in the presence of

socially close, strong, intimate ties, the development of trust, shared
values and social organisation.
The quality of peoples’ relations is an important characteristic in an
online community

(This will be the modified role of the teacher as an e-moderator!)

E-Learning (teacher to moderator)

Salmon (2005)
References
• Johnson, D.W. and Johnson, R. T. (1990) Cooperation and Competition: Theory and Research,
Edina, MN; Interaction Book Company
• Lave, J. and Wenger, E. (1991) Situated learning; legitimate peripheral participation, Cambridge
University Press
• McConnell, D. (2006) E-learning groups and communities, SRHE/OU Press
• Salmon, G. (2005) E-moderating, Open University Press
• Smith, B. L. & McGregor, J. (1992) What is collaborative learning? – National Center on
Postsecondary education
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