Collaborative learning is a situation in which two or more people learn or attempt to learn something together.Dillenbourg, P. (1999). Collaborative Learning: Cognitive and Computational Approaches. Advances in Learning and Instruction Series. New York, NY: Elsevier Science, Inc. Unlike individual learning, people engaged in collaborative learning capitalize on one another's resources and skills (asking one another for information, evaluating one another's ideas, monitoring one another's work, etc.).Chiu, M. M. (2000). Group problem solving processes: Social interactions and individual actions . for the Theory of Social Behavior, 30, 1, 27-50.600-631.Chiu, M. M. (2008).Flowing toward correct contributions during groups' mathematics problem solving : A statistical discourse analysis. Journal of the Learning Sciences, 17 (3), 415 - 463. More specifically, collaborative learning is based on the model that knowledge can be created within a population where members actively interact by sharing experiences and take on asymmetric roles. Put differently, collaborative learning refers to methodologies and environments in which learners engage in a common task where each individual depends on and is accountable to each other. These include both face-to-face conversations and computer discussions (online forums, chat rooms, etc.). Methods for examining collaborative learning processes include conversation analysis and statistical discourse analysis.
Thus, collaborative learning is commonly illustrated when groups of students work together to search for understanding, meaning, or solutions or to create an artifact or product of their learning. Furthermore, collaborative learning redefines the traditional student-teacher relationship in the classroom which results in controversy over whether this paradigm is more beneficial than harmful.Chiu, M. M. (2004). Adapting teacher interventions to student needs during cooperative learning . American Educational Research Journal, 41, 365-399.Harding-Smith, T. (1993). Learning together: An introduction to collaborative learning. New York, NY: HarperCollins College Publishers. Collaborative learning activities can include collaborative writing, group projects, joint problem solving, debates, study teams, and other activities. The approach is closely related to cooperative learning.
Theoretical background Collaborative learning is rooted in Lev Vygotsky's concept of learning called zone of proximal development. Typically there are tasks that learners can and cannot accomplish. Between these two areas is the zone of proximal development, which is a category of things that a learner can learn but with the help of guidance. The zone of proximal development gives guidance as to what set of skills a learner has that are in the process of maturation. In Vygotsky's definition of zone of proximal development, he highlighted the importance of learning through communication and interactions with others rather than just through independent work.Vygotsky, Lev. (1997). "Interaction between Learning and Development" . W.H. Freeman and Company, New York. This has made way for the ideas of group learning, one of which being collaborative learning.
Collaborative learning is very important in achieving critical thinking. According to Gokhale (1995), individuals are able to achieve higher levels of learning and retain more information when they work in a group rather than individually, this applies to both the facilitators of knowledge, the instructors, and the receivers of knowledge, the students. For example, Indigenous communities of the Americas illustrate that collaborative learning occurs because individual participation in learning occurs on a horizontal plane where children and adults are equal.Paradise, R. (1985). Un análisis psicosocial de la motivación y participación emocional en un caso de aprendizaje individual. Revista Latinoamericana de Estudios Educativos, XV, 1, 83-93.
Differences from cooperative learning There has been a split regarding the differences between collaborative and cooperative learning. Some believe that collaborative learning is similar to, yet distinct from, cooperative learning. While both models use a division of labor, collaborative learning requires the mutual engagement of all participants and a coordinated effort to solve the problem whereas cooperative learning requires individuals to take responsibility for a specific section and then coordinate their respective parts together.Dillenbourgh, P., Baker, M., Blaye, A. & O'Malley, C. (1995). The evolution of research on Collaborative Learning. Retrieved February 19, 2008, from CSCL-A brief overview Another proposed differentiation is that cooperative learning is typically used for children because it is used to understand the foundations of knowledge while collaborative learning applies to college and university students because it is used to teach non-foundations of learning. Another believed difference is that collaborative learning is a philosophy of interaction whereas cooperative learning is a structure of interaction.Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educational Research Review.
However, many psychologists have defined cooperative learning and collaborative learning similarly. Both are group learning mechanisms for learners to obtain a set of skills or knowledge. Some notable psychologists that use this definition for both collaborative and cooperative learning are Johnson & Johnson, Slavin, Cooper and more.
Classroom Often, collaborative learning is used as an umbrella term for a variety of approaches in education that involve joint intellectual effort by students or students and teachers by engaging individuals in interdependent learning activities.Smith, B. L., & MacGregor, J. T. (1992). "What Is Collaborative Learning?". National Center on Postsecondary Teaching, Learning, and Assessment at Pennsylvania State University Many have found this to be beneficial in helping students learn effectively and efficiently than if the students were to learn independently. Some positive results from collaborative learning activities are students are able to learn more material by engaging with one another and making sure everyone understands, students retain more information from thoughtful discussion, and students have a more positive attitude about learning and each other by working together.
Encouraging collaborative learning may also help improve the learning environment in higher education. Kenneth Bruffee performed a theoretical analysis on the state of higher education in America. Bruffee aimed to redefine collaborative learning in academia. Simply including more interdependent activities will help the students become more engaged and thoughtful learners, but teaching them that obtaining knowledge is a communal activity itself.Kelly, J. (2002). "Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge by Kenneth Bruffee: A Critical Study" Journal of the National Collegiate Honors Council --Online Archive.
When compared to more traditional methods where students non-interactively receive information from a teacher, cooperative, problem-based learning demonstrated improvement of student engagement and retention of classroom material. Additionally, academic achievement and student retention within classrooms are increased.Prince, M. (2004). "Does Active Learning Work? A Review of Research". J. Engr. Education, 93(3), 223-231. A meta-analysis comparing small-group work to individual work in K-12 and college classrooms also found that students working in small groups achieved significantly more than students working individually, and optimal groups for learning tended to be three- to four-member teams with lower-ability students working best in mixed groups and medium-ability students doing best in homogeneous groups. For higher-ability students, group ability levels made no difference.Lou, Y., Others. (1996). "Within-Class Grouping: A eta-Analysis". Review of Educational Research. 66(4), 423-58. In more than 40 studies of elementary, middle, and high school English classrooms, discussion-based practices improved comprehension of the text and critical-thinking skills for students across ethnic and socioeconomic backgrounds. Even discussions lasting as briefly as ten minutes with three participants improved perceived understanding of key story events and characters. Improvement in students' understanding of course content has also been observed at universities.
Workplace The popularity of collaborative learning in the workplace has increased over the last decade. With the emergence of many new collaborative tools, as well as the cost benefit of being able to reinforce learning in workers and in trainees during collaborative training, many work environments are now looking toward methods that involve collaborating with older employees and giving trainees more of a hands-on approach. Most companies are transitioning from traditional training programs that include instructor-led training sessions or online guided tutorials. Collaborative learning is extremely helpful because it uses past experiences from prior employees to help new trainees get over different challenges.
There are many facets to collaboration in the workplace. It is critical to helping workers share information with each other and creating strategic planning documents that require multiple inputs. It also allows for forms of vertical integration to find effective ways to synchronize business operations with vendors without being forced to acquire additional businesses.
Many businesses still work on the traditional instructor and trainee model and as they transition from one model to another there are many issues that still need to be debugged in the conversation process: Need to understand actual interests and concerns regarding collaborating processes, activities and tools Reigning leaders and managers must better understand the collaborative tools and processes that can boost productivity Become better equipped to design, implement and evaluate collaborative learning environment
Web technologies have been accelerating learner-centered personalized learning environments. This helps knowledge be constructed and shared, instead of passed down by authorities and passively consumed or ignored. Technologies such as discussion threads, email or electronic bulletin boards work by sharing personal knowledge and ideas and do not let others refine individual ideas which is why collaborative tools are needed. The tools on Web 2.0 have been able to enhance collaborative learning because they allow individuals to work together to generate, discuss and evaluate evolving ideas and find like-minded people they can collaborate with effortlessly.
According to a collaborative learning study conducted by Lee & Bonk (2014), there are still many issues that are still being resolved when dealing with collaborative learning in a workplace. The goal was to examine corporate personnel, including learning managers and instructors, plus the tools that they use for collaboration. The researchers conducted an online survey to see what aspects of collaborative learning should be investigated, followed by an open discussion forum with 30 corporate personnel. The results showed that collaboration is becoming very necessary in workplaces and tools such as wikis are very commonly used. There is implication for a lot of future work, in order to have collaborative learning be highly effective in the workplace. Some of the unsolved problems they identified: Cultural diversity, and accordingly a lack of awareness of cultural norms Geographical distance and time zone differences Member isolation in virtual teams