Collaborative Learning by Morgan Ward

Collaborative Learning is an instructional model within the social family of teaching models, and is based in the Constructivist Learning Theory.  The collaborative learning model is rooted in the idea that learning and knowledge are socially constructed.

Family Tree of Collaborative Learning

The overarching learning theory behind collaborative learning is Constructivism.  Harasim (2012) stated, “Constructivist theory posits that people construct their own understanding and knowledge of the world through experiencing the world, and reflecting on those experiences” (p. 60).  The work of swiss psychology professor Jean Piaget puts forth four stages of human development in which children are able to construct more complex forms of knowledge.  See a description of the stages below and click here for more information regarding Constructivism.

Collaborative learning belongs to the social family of teaching models.  These models, “emphasize our social nature, how we learn social behavior, and how social interaction can enhance academic learning” (Joyce, Weil, and Calhoun, 2015, p. 229).  The work of Russian psychologist Lev Vygotsky, who is strongly associated with Constructivism, particularly emphasizes the role of social interactions in leading children to developing higher cognitive abilities.  Vygotsky created the Zone of Proximal Development (ZPD) which postulates that, “learning takes place when learners solve problems beyond their actual developmental level - but within their level of potential development - under guidance or in collaboration with more capable peers” (Harasim, 2012, p. 67).  Collaborative learning is influenced by the ZPD as students work together to solve problems and construct knowledge.

Basic Principles of Collaborative Learning

Collaborative learning should not be confused with cooperative learning, in which students contribute to a product independently.  Students are collaboratively learning when they are interacting throughout the process of the lesson to create a finished product together.  Cornell University’s Center for Teaching Excellence provides four basic principles of collaborative learning.  They are as follows:

• instruction is focused on the learner
• learner interactions and creations are the primary goals
• learning to work in groups is important
• opportunities for solving real-world problems should be provided

Collaborative learning is usually implemented between students, but can also include collaboration between the student and teacher.  Collaboration typically occurs in small groups consisting of three to five students.  Collaboration can also occur between the whole class in social activities such as debates or socratic seminars.   

Practical Examples of Collaborative Learning

A simple and classic example of collaborative learning that the majority of educators are familiar with is Think Pair Share (TPS).  During a TPS the teacher first presents a challenging question to the class.  Students are given think time to begin formulating a solution.  Then, students collaborate with a partner or small group to refine their answers, and finally share out for a whole class discussion. Watch the short video below to see an example of collaborative learning in action.

The Google Apps for Education suite is a free and practical resource for teachers looking to incorporate more collaborative learning in their classroom.  The apps (such as Google Docs, Slides, and Drawings) allow students to collaborate digitally.  Students can all work on the same file simultaneously using their own devices, whether they are in the same classroom or across the world.  Even better, the teacher has access as well and can provide constant feedback throughout the process.  Check out TeacherTech for unlimited inspiration and resources on collaborative learning with Google Apps.

References

Collaborative Learning: Group Work. (n.d.). Retrieved October 11, 2015, from http://www.cte.cornell.edu/teaching-ideas/engaging-students/collaborative-learning.html 

Constructivism Learning Theory. (n.d.). Retrieved October 11, 2015, from http://www.teach-nology.com/currenttrends/constructivism/ 

Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge.

Joyce, B., Weil, M., & Calhoun, E. (2015). Models of teaching (9th ed.). Boston: Pearson Education Inc.

Piaget's Stages of Cognitive Development: A Closer Look. (n.d.). Retrieved October 11, 2015. 

Using Think, Pair, Share-Primary. (n.d.). Retrieved October 11, 2015, from https://www.youtube.com/watch?v=YchexU5NVNA