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Collaborative learning meaning, uses, advantages and disadvantages
Importance of cooperative learning for students
Importance of cooperative learning for students
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In The Art of Collaborative Learning: Making the Most of Knowledgeable Peers, it discusses the importance of collaborative learning in university to prepare students for the real world and to create work that exceeds what could be accomplished alone. Collaborative learning is when individuals work together and through the exchange of ideas and constructive criticism, a finished product is made.
Collaborative learning in a university setting revolves around the idea of students working autonomously without the hovering of an instructor. The three essential ingredients for a successful autonomous collaboration is: “the willingness to grant authority, willingness to take on and exercise authority, and a context of friendliness and
Collaborative working is that when working together in a group is acceptable to the tutor setting the assignment, the work regarding your studies is in any way collaborative as it is online and it is allowed outside the classroom and it is considered helpful as it help the student learn more.
Strom, P. S., & Strom, R. D. (2011). Teamwork skills assessment for cooperative learning. Educational Research and Evaluation, 17(4), 233-251.
Bruffe, Kenneth A. “The Art of Collaborative Learning: Making the Most of Knowledgeable Peers.” Composing Knoweledge; Readings for College Writes. Ed. Rolf Norgaatd. Boston:Bedford/St.Martin’s, 2007. 399-407. Print.
According to Gerlach, "Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves (Gerlach, 1994). It is through the talk that learning occurs."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. According to Gerlach, "Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves (Gerlach, 1994). It is through the talk that learning occurs." pair share activity , This learning strategy promotes classroom participation by encouraging a high degree of pupil response, rather than using a basic recitation method in which a teacher poses a question and one student offers a response. Additionally, this strategy provides an opportunity for all students to share their thinking with at least one other student which, in turn,
This study demonstrates that with a more knowledgeable peer pupils can achieve objectives that were previously out of reach. Williams and Easingdon (2007) further eschew the value of collaborative work when using
In the article, "Using Peer-Assisted Learning Strategies to Increase Response to Intervention in Inclusive Middle Math Setting," written by Stephen D. Kroeger and Beth Kouche the authors present the positive impacts of using peer-assisted learning strategies (PALS) in middle school. The studied was conducted in a large middle school near a city located in the Midwest. This studied involved 150 seventh-grade students. All of students' math capabilities varied from poor to advanced. In addition, PALS were a class wide peer tutoring based on common core instructional learning strategies.
Collaboration within the higher education community is necessary in order to ensure students the best possible service. College counselors and student affairs professionals are often in constant communication with other student affairs professionals and counselors from different institutions than their own. For example, a student affairs professional or counselor at the community college level in a transfer center might be in constant communication with an admission officer working at a four-year institution. The reason for the constant communication between these two professionals can be to clarify what the admission requirements are for the four-year institution. Since things are always changing in regards to transfer requirements, transfer
4- Knowledge in building collaboration: Knowledge is the possession of "know-how" experience, as well as the acquisition of factual information or where to get it. Companies have recently begun to treat the accumulated knowledge as an asset and to develop plans for the management of knowledge and its applications. There is a new type of application, called data mining, and attempts to develop the knowledge accumulated from business transactions of the company and other data. In philosophy, it called the theory of knowledge and deal with specific issues such as the amount of knowledge comes from experience or innate ability to think. Whether you need to know to be believed, or can simply be used.
I recently took a course on cooperative discipline and found that many of my own beliefs and practices involving discipline in the classroom were validated and reinforced throughout the class. Students do choose how they will behave and the best way (maybe even the easiest way) to get them to make the right choices in the classroom is to foster a feeling of mutual respect and to give them a sense of responsibility or classroom ownership. Kids want discipline, or maybe to put it differently they want structure and predictability. And the nice thing about Linda Albert’s cooperative discipline model is that it gives the students exactly what they need. But what are our responsibilities? Linda Albert tells us that “the ultimate goal of student behavior is to fulfill a need to belong”, so it is our job to fill that need by helping the student to feel capable, connected, and able to contribute (in a positive way) to the group.
Scarnati, J. T. (2001). Cooperative learning: make groupwork work. New Directions for Teaching and Learning, 67(Fall), 71-82.
Collaborative learning is a situation where two or more people attempt to learn something together. Dillenbourg, P. (1999). Lev Semenovich Vygotsky, (born in 1986), introduced his theory that, human development—child development as well as the development of all human kind—is the result of interactions between people and their social environments. What this states is that the development of a “higher education” is the product of comparing and contrasting ideas of others ultimately to conclude a solution to a problem as a whole or group. Everyone’s input in a collaborative situation will play a role in final solution.
The application of collaborative learning strategies is a process in which two or more students work together. Collaborative strategies will be used in planning, translating and reviewing the education process to form student learning through group-oriented activities. This source will also be useful in lesson planning to help explain how collaborative learning strategies in the classroom will help students in the learning process improve by interaction; how positive interdependence of collaborative learning leads to common responsibility; how collaborative learning builds students’ self-esteem, and confidence in students. This application recommends that collaborative learning strategies can be implemented with Jig-saw technique as well as in learning technology which can be accessible to all participants working in cooperative groups (Iqbal, Kousar, and Ajmal, 2011).
This atmosphere of realness in the classroom allows learners express their opinions and beliefs in a non-judgemental way. Being non-judgemental in the classroom, values learners and shows they are as important as teachers. Warnock (2010) speaks of being moral when we believe that the other is as important as ourselves. In turn this develops the learners’ empathy with others in the class as they feel liked and secure. In these contexts, I can take risks such as developing new perspectives, as they feel confident and safe in the classroom (Freiberg & Rogers,1994).
As John Carroll and Ann Bishop state “Most learning takes place in communities.” (2005). This could be informal communities, such as a conversation at a workplace, or it could be a more formal setting such as a distance education course. Regardless of the level of formality, humans learn from one another through communication in some fashion. The issue for educators, then is how best to channel this natural tendency for learning, and how to best utilize technology in the process. Therefore, computer-supported collaborative learning (CSCL) focuses on employing the benefits of collaborative learning via networked computers (Computer-supported Collaborative Learning, 2007). The end-goal is to make use of the power of technology based on reliable and ubiquitous computing environments to facilitate and support learning in communities (Carroll, et. al., 2005).
Brown, A.L., & Palincsar, A.S. (1989). Guided, cooperative learning and individual knowledge acquisition. In L.B. Resnick (Ed.), Knowing, learning, and instruction, Essays in honor of Robert Glaser. Hillsdale, New Jersey: Erlbaum.