Collaborative Learning Online Training

Definition of Collaborative Learning 

    According to Ted Panitz (1997), collaboration is a philosophy of interaction and personal lifestyle whereas cooperation is a structure of interaction designed to facilitate the accomplishment of an end product or goal. Collaborative learning (CL) is a personal philosophy, not just a classroom technique. In all situations where people come together in groups, it suggests a way of dealing with people which respects and highlights individual group members’ abilities and contributions. There is a sharing of authority and acceptance of responsibility among group members for the group’s actions. The underlying premise of collaborative learning is based upon consensus building through cooperation by group members, in contrast to competition in which individuals compete with other group members (Panitz, 1997).

    Cooperative learning is defined by a set of processes which help people interact together in order to accomplish a specific goal or develop an end product, which is usually content specific. It is more directive than a collaborative system of governance and closely controlled by the teacher. While there are many mechanisms for group analysis and introspection, the fundamental approach is teacher centered whereas collaborative learning is more student centered (Panitz, 1997).

    According to Johnson, Johnson, & Smith (1991), the essential ingredients for successful implementation of cooperative (collaborative) learning are: 1) positive interdependence, 2) face-to-face promotive interaction, 3) individual accountability and personal responsibility, 4) social skills, and 5) group processing. Positive interdependence implies that the success of the group depends on the success of each member. For example, awarding bonus points to individual group members’ scores when the group average exceeds a predetermined score motivates the members to help each other, especially the weaker students in the group. Promotive interaction ensures that the group members encourage and support each other. To avoid hitchhikers, each group member should have an assigned role or responsibility. Assigning individual as well as group grades can also ensure individual accountability. Finally, group processing time should be scheduled at the completion of each assignment. During this processing time, students are should be asked to discuss ways for improving their groups’ performance and collaboration skills.

Benefits of Collaborative Learning

    Students learn best when they are actively involved in the learning process. Researchers report that, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. Students who work in collaborative groups also appear more satisfied with their classes (Davis, 2001).

Appropriate Use of Collaborative Learning

    Collaborative learning is effective for use with the following instructional activities: 1) learning new content, 2) peer review, 3) checking homework, 4) test preparation and review, 5) presentations and projects, 6) labs and experiments, and 7) drill and review (Johnson, Johnson, & Smith, 1991). Some guiding principles which promote successful implementation of collaborative learning are: use heterogeneous grouping (based on learning styles, pre-test scores, etc.), assign students to groups rather than allowing students to choose their own groups,  maintain the groups for the duration of the semester, and assign individual roles (e.g., facilitator, recorder, reporter, timekeeper, etc.). Students should be evaluated on both the quality of their work as well as their participation in the group process (Barkley, Cross, & Major, 2005, p. 88). Self and peer evaluations are effective ways to evaluate the group process. To foster collaboration, the self/peer evaluations must count as a substantial portion of the group assignment.

Prominent Scholars in Collaborative Learning

David W. Johnson – recognized authority on cooperative learning; Co-Director of the Cooperative Learning Center at the University of Minnesota; author of over 350 research articles and book chapters; author of over 40 books (most co-authored with R. Johnson), including several on cooperative learning

Barbara Millis – Director of the Excellence in Teaching Program at the University of Nevada at Reno; presented 300+ presentations and workshops at professional conferences and universities across the nation; author of The IDEA paper series entitled Enhancing Learning—and More!—through Cooperative Learning (available at http://www.idea.ksu.edu/papers/Idea_Paper_38.pdf); co-author of Cooperative Learning for Higher Education Faculty

References

Barkley, E., Cross, P. and Major, C. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco, California: Jossey-Bass.

Davis, B.G. (1993). Tools for Teaching. San Francisco, California: Jossey-Bass.

Panitz, T. (1997). Collaborative versus cooperative learning: Comparing the two definitions helps understand the nature of interactive learning. Cooperative Learning and College Teaching, 8 (2).

Johnson, D. W., Johnson, R. T., and Smith, K. A. Cooperative learning: Increasing college faculty instructional productivity. ASHE-ERIC Higher Education Report, no. 4. Washington, D.C.: George Washington University, School of Education and Human Development, 1991.

Millis, B. & Cottell, P. (1998). Cooperative Learning for Higher Education Faculty. Phoenix, AZ: Oryx Press.