Collaborative Learning

Seth Allen, MLIS, MAInstructional Technologist

South Collegetinyurl.com/collab-ed

● Define active learning and identify challenges associated with collaborative learning activities

● Articulate a set of best practices to ensure successful collaborative learning experiences

● List strategies to overcome common pitfalls of collaborative learning

● Identify instructional strategies and tools within Moodle to facilitate collaborative learning

Workshop Objectives

Collaborative Learning

Defining Collaborative Learning and Identifying

Challenges

“Collaborative learning (also known as cooperative learning) occurs when small groups of students … work together to complete an academic task” (“Collaborative Learning”, 2009, para. 1).

Four Common Goals of Collaborative Learning

● Each individual in the group effectively learns the academic content● Each individual becomes more proficient in the use of cognitive strategies such

as comprehension, problem solving, and reasoning strategies.● Each individual develops valued social skills, such as engaging in prosocial

behavior and the ability to work well in group settings● All individuals learn to value and respect their peers, to appreciate diversity,

and to develop friendships. (“Collaborative Learning”, 2009, para. 2)

Defining Collaborative Learning

Taken from MacGregor, 1990, p. 25

Pitfalls of Collaborative LearningCollaborative learning oftens break due to:

1. Freeloading2. Time not spent on tasks3. Students work independently4. One student does the bulk of

the work5. Students perceive themselves

are better than group members (Cohen, et al, 1999; O’Donnell & Kelly, 1994).

Collaborative Learning

Best Practices for Successful Cooperative Learning

● Start with small tasks to build trust. Begin with simple, in-class collaborative activities BEFORE attempting collaborative assignments that occupy time or count for substantial part of student grade.

● User smaller groups (No more than 6 per group). This reduces the likelihood of ‘freeloading’ or intra-group competition.

● Organize diverse groups. Mix together students of different genders, racial/ethnic backgrounds, and academic performance to avoid groupthink within groups and rivalry with other groups.

● Know your class before assigning groups. Make note of high-performing students in assessments and pair them with low-performing students to leverage peer tutoring.

Best Practices for Collaborative Learning

Sample Learning Contract

Distributing learning contracts to all group members ensures that students are aware of their responsibilities, both individually and as a group.

(Barkley, Cross, & Major, 2005, p. 37)

Assigning group roles gives students a ‘script’ for working in a group. This is helpful for students who are not accustomed to group work.

(Barkley, Cross, & Major, 2005, p. 52)

Sample Group Roles

Ensure accountability of group members by having them fill out a peer evaluation form to rate their peers’ performance.

(Barkley, Cross, & Major, 2005, p. 92)

Peer Evaluation Form

Group evaluation forms, in which students reflect on their overall group performance, challenges students to reflect on the value of collaborative learning and how to improve group work processes.

(Barkley, Cross, & Major, 2005, p. 93)

Group Evaluation Form

Collaborative LearningLaunching Your Own

Collaborative Learning Activities

Collaborative Learning Techniques (CoLTS)(Barkley, Cross, & Major, 2005, p. 97)

Also see the presentation on Using Technology Tools to Facilitate Active Learning for more ideas.

The following activities in Moodle can be used to administer collaborative learning techniques:

● Workshop● Database ● Glossary● Forum

The Workshop activity allows you to create a peer-tutoring assignment. In this activity, students will submit a work, then grade their peers’ assignments, and receive a composite grade based on their original submission and the average of their peers’ assessments.

To see a full tutorial, please visit the ITECH site.

Administering CoLTS in Moodle

Collaborative Learning

Digging Deeper into the Theories and Practices

associated with Collaborative Learning

Barkley, E.E., Cross, P.K., & C.H. Major. (2005). Collaborative learning techniques. San Francisco:

Jossey-Bass.

Cohen, E. G., Lotan, R. A., Scarloss, B. A., & Arellano, A. R. (1999). Complex instruction: Equity in

cooperative learning classrooms. Theory Into Practice, 38(2), 80-86.

Collaborative Learning. (2009). In E. M. Anderman & L. H. Anderman (Eds.), Psychology of Classroom

Learning: An Encyclopedia (Vol. 1, pp. 214-219). Detroit: Macmillan Reference USA. Retrieved from

http://libezp.nmsu.edu:2249/ps/i.do?p=GVRL&sw=w&u=nm_a_nmlascr&v=2.1&it=r&id=GALE%7C

CX3027800065&asid=eebd58405242a251e27746059fa4b65f

MacGregor, J. (1990). Collaborative learning: Shared inquiry as a process of reform. New Directions

for Teaching and Learning, 1990(42), 19-30.

O'Donnell, A. M., & O'Kelly, J. (1994). Learning from peers: Beyond the rhetoric of positive results.

Educational Psychology Review, 6(4), 321.

Works Cited

Goodsell, A. S. (1992). Collaborative learning: A sourcebook for higher education.University Park, PA: National Center on Postsecondary Teaching, Learning, and Assessment (NCTLA).Mazur, E. (1997, March). Peer instruction: Getting students to think in class. In AIP Conference Proceedings 399(1), pp. 981-988. Smith, B. L., & Mccann, J. E. (2001). Reinventing ourselves: Interdisciplinary education, collaborative learning, and experimentation in higher education. Bolton, MA: Anker Publishing Company.Slavin, R. E. (1990). Cooperative learning: Theory, research, and practice. Prentice-Hall,.Stein, R.F., & Hurd, S. (2000). Using student teams in the classroom. Bolton, MA: Anker Publishing Company.

For Further Reading