This document discusses collaborative learning approaches. It defines collaborative learning as students working together in groups to understand course material rather than just listening to a teacher. Approaches discussed include cooperative learning, problem-based learning, writing groups, peer teaching, and learning communities. Key aspects of collaborative learning are positive interdependence, face-to-face interaction, individual accountability, developing social skills, and group processing. The document also examines how teaching roles may change from transmitting knowledge to facilitating learning.

1. Collaborative
Learning
John Milliken
School of Education
Queens University Belfast

2. Learning outcomes
 To consider the role of collaborative learning
 To examine some collaborative learning
approaches
 To consider some aspects of educational
debate
 To be aware of changing aspects of teaching
and learning

3. Curriculum issues
Prescriptive Curriculum Experiential Curriculum
Teacher-centered Student-centred
Linear & rational Coherent & relevant
Part to whole organisation Whole to part organisation
Teaching as transmitting Teaching as facilitating
Learning as receiving Learning as constructing
Structured environment Flexible environment

4. Learning in context

5. Teaching vs learning
John Amos Comenius, a 16th
Century scholar; summarised the
approach that teaching should
follow, “The main object is to find
a method by which teachers
teach less but learners learn
more”, proving that current
problems have noble pedigrees.

6. Collaborative learning
“Collaborative learning is an umbrella term for a variety of
educational approaches involving joint intellectual effort by students,
or students and teachers together. Usually students are working in
groups of two or more, mutually searching for understanding,
solutions or meanings, or creating a product.
Collaborative learning activities vary widely, but most center on
students’ exploration or application of the course material, not
simply the teacher’s presentation or explication of it”.
Smith and McGregor (1992)

7. Educational goals
 Involvement
 Co-operation and
teamwork
 Community
responsibility

8. Assumptions about learning
 Learning is an active constructive process
 Learning depends on rich contexts
 Learners are diverse
 Learning is inherently social

9. Approaches
Collaborative learning
Co-operative learning
Problem-based learning
Writing groups
Peer teaching
Learning communities
Discussion groups

10. Widespread use
 Based on theory and validated by research
 Amount, generalisability, breadth and
applicability
 Variety of co-operative learning methods
available
R Q

11. Why use cooperative learning?
 promote student learning and
academic achievement
 enhance student satisfaction
with their learning experience
 help students develop skills in
oral communication
 develop students' social skills
 promote student self-esteem
 increase student retention
 develop a community of learners

12. 5 Elements of cooperative
learning
1. Positive interdependence
2. Face-to-face interaction
3. Individual and group accountability
4. Interpersonal and small group skills
5. Group processing

13. Postive interdependence
 Each group member's efforts
are required and indispensable
for group success
 Each group member has a
unique contribution to make to
the joint effort because of his
or her resources and/or role
and task responsibilities
Sink or swim together!

14. Face-to-face interaction
 Orally explaining how
to solve problems
 Teaching one's
knowledge to others
 Checking for
understanding
 Discussing concepts
being learned
 Connecting present
with past learning
Promote each other's success

15. Individual and group
accountability
 Keeping the size of the group
small.
 Giving an individual test to each
student.
 Randomly examining students
orally.
 Observing each group and
recording the frequency with
which each member-contributes
to the group's work.
 Assigning one student in each
group the role of checker.
 Having students teach what they
learned to someone else. No hitchhiking! No social loafing
No freeloading

16. Interpersonal and small group
skills
 Social skills must be taught:
 Leadership
 Decision-making
 Trust-building
 Communication
 Conflict-management skills
Mutual understanding

17. Group processing
 Group members discuss
how well they are
achieving their goals and
maintaining effective
working relationships
 Describe what member
actions are helpful and not
helpful
 Make decisions about
what behaviours to
continue or change

18. Jigsaw Approach
R Q

19. Jigsaw Approach

20. Jigsaw approach

21. Approaches
Collaborative learning
Co-operative learning
Problem-based learning
Writing groups
Peer teaching
Learning communities
Discussion groups

22. Problem based learning (PBL)
PBL is a learning-centred pedagogy based
on current theories of learning including
constructivism, social constructivism and
situated learning.
Problem-based learning clearing house https://chico.nss.udel.edu/Pbl/

23. Mrs. Paula Embledon is a 78 year old woman who has
come to the emergency room complaining of shortness of
breath and pain in her chest. She had been in relatively
good health until three weeks previously, when she
sprained.....
A new bridge has been constructed spanning a river 1
kilometer wide. In a recent storm, during which winds
gusted to 120 km/hr, the bridge was observed to be
oscillating from side to side …..
You are the owner of a small antique shop in Kingston.
Mrs. Jones, an old friend, has brought to you for appraisal
a landscape painting which appears to be about 200 years
old. She is convinced there is another painting beneath the
landscape…..
Read the
problem
Identify learning
issues
Research-Learn
Return-Reread-
Report-Review
Brainstorm-
hypothesize Next page
EVALUATE
PBL - an iterative process
You are a researcher in a cellular immunology lab. You
have been given two blood samples – one of which
contains anti-coagulant. An aliquot of the latter sample can
be shown to lyse tumour cells. You conduct further studies
to determine the mechanism of the killing…
Mr. John Smith is the owner of a national company
manufacturing FMCG products. Recently his company
merged with an international company with a different
organisational culture…….
Prof. H. Pross
Queens School of Medicine
Kingston, Ontario

24. Problem statement
EXEMPLAR TASK:
Based on the information provided on the
handout, work in groups of four and
compile a problem statement.

25. Approaches
Collaborative learning
Co-operative learning
Problem-based learning
Writing groups
Peer teaching
Learning communities
Discussion groups

26. Learning communities
 Sociocultural and constructivist views of
learning (Lave & Wenger)
 Two important questions:-
1. What social engagements and processes provide the ‘proper’
context for learning?
2. What forms of co-participation might be required when
engaging learners in these forms of learning.

27. Community types
 Learning community: focus on learning together,
sharing, developing relationships
 Communities of practice: focus on developing
professional practice
 Community of enquiry: focus on enquiring about
and issue/area
 Knowledge community: focus on developing
knowledge

28. Cyber communities
“…the cornerstone of an online community lies in the presence of
socially close, strong, intimate ties, the development of trust, shared
values and social organisation.
The quality of peoples’ relations is an important characteristic in an
online community
(This will be the modified role of the teacher as an e-moderator!)
Teaching/learning
Face-to-face Blended Online

29. E-Learning (teacher to moderator)
Salmon (2005)

31. References
 Johnson, D.W. and Johnson, R. T. (1990) Cooperation and
Competition: Theory and Research, Edina, MN; Interaction Book
Company
 Lave, J. and Wenger, E. (1991) Situated learning; legitimate peripheral
participation, Cambridge University Press
 McConnell, D. (2006) E-learning groups and communities, SRHE/OU
Press
 Salmon, G. (2005) E-moderating, Open University Press
 Smith, B. L. & McGregor, J. (1992) What is collaborative learning? –
National Center on Postsecondary education