1. Possibilities and challenges of collaborative learning
1.1 Possibilities in collaborative learning
In an online environment the use of collaborative learning methods promotes student participation, socialization (even in the absence of face-to-face interaction), reflection, self-development, and learning. Moreover, collaborative learning might help students to appreciate the importance of collaborative inquiry in learning. Students will get an “new” attitude to learning, namely they will “experience knowledge not as a mere transmittance from instructor to student or book to student but instead, as a co-constructed process” (Zygouris-Coe, 2019). In this respect, higher education focuses on fostering that young adults take responsibility for their own learning and become effective problem solvers and team members in their disciplines and fields of study. (cf. Zygouris-Coe, 2019).
“Collaborative learning is a wonderful way to introduce active, student-center learning”. (Zygouris-Coe, 2019).
In an online learning environment, “students benefit from group work by listening to, and examining multiple perspectives on the same topic, defending propositions by providing supporting evidence, and practicing critical thinking skills by making connections among viewpoints and pieces of information. They learn how to become a productive member of a learning community”. (Zygouris-Coe, 2019). According to Wu 2015 the common benefits that can be found by using collaborative learning (in software engineering group projects are): improving group work performance, teaching teamwork skills and use of tools in communication, interaction, collaboration and cooperation behavior between group members.”
The pedagogical advantages of collaborative learning are development of critical thinking skills, co-creation of knowledge and meaning, reflection and transformative learning (cf. Muuro, 2014), which are so called “future skills”.
For more information see: Introductory Module: What are the benefits of technology-enhanced collaborative learning strategies.
1.2. Challenges in collaborative learning
On the one hand using collaborative learning can lead to improve communication, motivation, engagement as well as interaction and cooperation among a group of students and thus help to achieve the learning goals effectively. On the other hand, there still can occur a range of challenges for the students themselves as well as for lecturers. Here in this chapter, we focus on challenges faced by students and lecturers and also describe possibilities how lecturers can react (practices and tools).
In general, challenges associated with collaborative learning in an online environment can be located in the learner, the lecturer, the task itself or technical factors. For example, it is important for students and lecturers to manage communication, manage output, manage conflict and manage groups (also in big classrooms).
For some learners collaboration in an online learning setting can be challenging. Online learning trends show “that the profile of the isolated, independent, place-bound learner which largely characterized the `classic distance education learner`, is now being altered by the new generation’s online learner and by socially mediated online learning activities that de-emphasize independent learning while stressing social interaction and collaboration” (Dabbagh, 2007 in Zygouris-Coe, 2019).
Therefore, collaborative learning calls for a shift in the learner’s role. In a collaborative learning setting, the student will be an active participant, a listener, a problem-solver and will need to be socially present. This kind of learners will be a co-developer of common group goals, rules, and tasks and sometimes, he or she will play the role of the group encourager, rule enforcer, notetaker, problem-solver, and so on (cf. Zygouris-Coe, 2019).
It is a fact, that interpersonal and communication skills (which include writing skills) and fluency in the use of collaborative online learning technologies are critical competencies for the online learners. It is significant that online learners develop collaborative learning skills (e.g., conflict resolution, communication, perspective-taking, self-reflection, group reflection, self and group monitoring, and evaluation) independent of these technologies. (cf. Zygouris-Coe, 2019).
Educators will need to prepare learners for these role shifts, including taking on more responsibility for their learning. Instructors have the responsibility of establishing clear objectives, explaining collaborative learning purposes and processes, and preparing learners for success by communicating clear expectations referring to group work, roles, outcomes, the value assigned to group work, support systems, assessment, and monitoring of learning (cf. Zygouris-Coe, 2019).
Find more about challenges and possible reactions here.