The Benefits and Challenges of Collaborative Learning - Literature review Example

Assessment Task What are the benefits and challenges of collaborative learning? Student Name Institution Affiliation Course Title Date What are the benefits and challenges of collaborative learning? Introduction The social lives of individuals are characterized by daily interaction, which in most cases takes place in small groups, whether in the context of work, peer, classroom, or family. What happens in these small groups is that individuals put together their collective efforts to find group solutions. As a result, working or participating in group work as a way of finding solutions collectively is regarded to be one of the common and natural situations in which people use to accomplish their education, work, and other activities (Blasco-Arcas et al. 2013). As a result, education and business have come to recognize the significant learning gains and increased creativity which develops from learning and working collaboratively in groups or teams (Reigeluth 1983). In recognition of these benefits, educators across the board are realizing the need to identify and implement the best strategies to promote collaborative learning. Therefore, the primary goal of this task is to evaluate models of collaborative learning and from it establishes the benefits and challenges of collaborative learning. Collaborative learning Two models have for a long time been used to facilitate the goals of collaborative learning. The two models are cooperative learning model and problem-based learning model (Reigeluth 1983). The cooperative learning model has become particularly important in outlining and encouraging the use of collaboration in the classroom. The model further provides guidelines that need to be adopted by organizing learning groups and suggest specific activities that have to be integrated in the learning experience (Reigeluth 1983). For instance, the model suggests that when collaborative learning is taking place, in order to make efficient, there is a need to adopt such methods as jigsaw method, think-pair-share and Student Teams-Achievement Divisions (Karantzas et al. 2013). On its part, the problem- based learning model emphasizes that collaboration learning has to be based on carefully constructed problem scenario, where collaborative groups should work with the assistance of teachers and tutors in order to find solutions (Karantzas et al. 2013). The two models have been critiqued as lacking necessary effectiveness to address the needs and challenges of collaborative learning. As a result, there have been suggestions that what is required is the creation of a comprehensive model that can be incorporated into the collaborative learning experience (Javed, Najma & Ajmal 2011). In the past, there have been numerous proposals for comprehensive and holistic models that can address the collaborative learning adequately. One such model is the collaborative problem solving (Javed, Najma & Ajmal 2011) model (CPS). This is a model that tends to address the whole collaborative learning process. For example, the model outlines how readiness should be built among students in order to learn collaboratively, how to develop group skills, how to form collaborative learning groups, how to engage in collaborative problem solving, and how the entire process of collaborative learning can be synthesized, assessed and evaluated (Javed, Najma & Ajmal 2011). Collaborative learning has certain characteristics that differentiate it from other learning modes. Mills (1996) outlines these characteristics and observes that collaborative learning involves students working together in small groups that have 2 to 5 members (Roberts 2004). Consequently, students in collaborative learning groups work together on common tasks or learning activities that they handle as a group. Furthermore, students in these kinds of learning groups use cooperative, pro-social behaviours to accomplish their common tasks or learning activities at hand (Roberts 2004). Lastly, students in collaborative learning groups are individually accountable or responsible for their work or learning process Benefits of collaborative learning A number of studies have been conducted to assess the benefits of collaborative learning, especially in a school-student-teacher environment. One such study is the one conducted by Mathews et al. (1995), where the researchers established that collaborative learning motivated active learning, teaching and learning shared, and diversity acknowledged as key component of learning (Leberman, McDonald & Doyle 2006). Such learning approach according to the researchers was likely to benefit those participating in it in numerous ways. Those involved are likely to develop higher order thinking, intellectual development, reflection, social and team skills, academic success and retention, as well as appreciation of diversity (Leberman, McDonald & Doyle 2006). Furthermore, another study conducted by the Cooper & Mueck (1990) and Mallinger (1998), carried at the university level indicated that collaborative learning was associated with positive higher student achievement outcomes, improved interpersonal relations, interest in the subject, the development of higher level thinking skills, higher class morale and higher frequency and quality of interactions (Leberman, McDonald & Doyle 2006). Consequently, a study by Astin’s (1993) established collaborative learning to have numerous positive outcomes (Leberman, McDonald & Doyle 2006). According to the researcher, collaborative learning at tertiary level encouraged student-student interaction and student-teacher interaction. This kind of interaction created in these interrelationships was responsible for student success. Moreover, students in collaborative learning groups were likely to be motivated since the forums provide in-depth learning experiences, where peers are able to scrutinize the performance of each other, making students to be highly motivated, thereby, increasing their chances of achieving more positive results in the learning process (Clauss-Ehlers 2010). In another detailed research on the benefits of collaborative learning, Ngeow (2000) identifies five important benefits that result from this kind of learning (Roberts 2004). First, collaborative learning is associated with positive interdependence. Members of a group rely on each other to achieve group goals. Therefore, members put in more effort to ensure that the group succeeds and through that they are able to benefit. Second, the face-to-face promote interaction that takes place within collaborative groups helps students acquire critical intellectual and social skills that enable them to interact effectively in society (Smink & Schargel 2004). Third, collaborative learning calls for individual and group accountability, where every member has to contribute to ensure the group succeeds. This helps many people to develop key skills of cooperation, leadership and organization. Fourth, collaborative learning is associated with enabling members to acquire and develop important interpersonal and small group skills such as teamwork, task-work, etc. Lastly, collaborative learning enables the members to constantly measure and evaluate their goals, as well as an achievement which increase morale for achievement (Roberts 2004). Challenges Although collaborative learning has numerous benefits, it has been established that a number of issues pose as the greatest challenges to the success of collaborative learning, and if not addressed appropriately, may derail or even distract collaborative learning from achieving goals. For instance, McCafferty et al. (2006) observes that while students are likely to exhibit greater cognitive skills and knowledge, including greater familiarity with schooling, they also tend to have fixed views of student and teachers' roles. Therefore, when collaborative learning is initiated for the first time and no clear objectives or details are revealed to students, then it is possible many are likely to be inflexible and resentful to different methods of learning other than the convectional that students know (McCafferty et al., 2006). Therefore, it is always required that teachers are able to carefully explain to students the rationale of promoting student-student interaction or collaborative learning. At the same time, Olguin et al. (2000) conducted a study to establish challenges that face collaborative learning (Rogers 2009). According to the researchers, collaborative learning is highly likely to fail when two important factors are not implemented: group definition and establishment of communication sessions (Rogers 2009). In most cases, when collaborative groups are established, there is likelihood, contributed by informality nature of some groups, group definition is not initiated or carried out. Members do not know the objectives, rules of conduct, timeline, and all necessary information required to nurture and sustain the group (Remedios, Clarke & Hawthorne 2012). Besides, the group definitely has become a big issue due to other contributing factors such as students in the group having divergent interests, different cultural backgrounds, language barriers, etc. (Rogers 2009). Moreover, when no proper and effective communication sessions are not created, collaborative learning is likely to face numerous challenges. Lack of communication channels create suspicion, mistrust, non-engagement, and widens gap of interaction between members (Hema, Jitendra & Sneha 2012). Therefore, achieving group goals become a big challenge for the members. Conclusion Collaborative learning constitutes a learning strategy that has been around for sometime. In the modern world, collaborative learning is seen to be on the increase, especially among online learners. Different factors contribute to the success of collaborative learning. Numerous studies have established that when designed appropriately, collaborative learning hasps numerous benefits to students as compared to other convectional learning strategies. Nevertheless, there are a number of challenges that are associated with collaborative learning, which need to be addressed to ensure the learning strategy is effective. Factors to do with cultural differences, attitude, goal-setting, communication, assessment and monitoring, and language barriers have to be addressed when collaborative learning teams are established. Reference List Blasco-Arcas, L., Buil, I., Blanca, H., & Sese, F. J., 2013. Using Clickers in Class: The Role of Interactivity, Active Collaborative Learning and Engagement in Learning Performance. Computer & Education, vol. 62, no. 1, pp. 102-110. Clauss-Ehlers, C., 2010. Encyclopedia of Cross-Cultural School Psychology. New York, NY: Springer. Hema, P., Jitendra, P., & Sneha, R., 2012. Computer Support for Collaborative Learning. Indian Streams Research Journal, vol. 2, no. 8, pp. 1-4. Javed, I. M., Najma. K., & Ajmal, M., 2011. Collaborative Learning: Myth for Distance Learning? International Journal of Academic Research, vol. 3, no. 4, pp. 605-608. Karantzas, G. C., Avery, M. R., Susie, M., Mussap, A., Tooley, G., Zoe, H., & Fitness, J., 2013. Enhancing Critical Analysis and Problem-Solving Skills in Undergraduate Psychology: An Evaluation of a Collaborative Learning and Problem-Solving Learning Approach. Australian Journal of Psychology, vol. 65, no. 1, pp. 38-45. Leberman, S., MacDonald, L., & Doyle, S., 2006. The Transfer of Learning: Participants' Perspectives of Adult Education and Training. Gower Publishing. McCafferty, S. G., Jacobs, G. M., Christina, A., & Iddings, D., 2006. Cooperative Learning and Second Language Teaching. Cambridge, UK: Cambridge University Press. Reigeluth, C. M., 1983. Instructional-design Theories and Models: A New Paradigm of Instructional Theory. New York, NY: Routledge. Remedios, L., Clarke, D., & Hawthorne, L., 2012. Learning to listen and listening to Learn: One Student’s Experience of Small Group Collaborative Learning. Australian Education Researcher, vol. 39, no. 3, pp. 333-348. Roberts, T. S., 2004. Online Collaborative Learning: Theory and Practice. Hershey, PA: Idea Group Inc (IGI). Rogers, P., 2009. Encyclopedia of Distance Learning. Hershey, PA: Idea Group Inc (IGI). Smink, J., & Schargel, F. P., 2004. Helping Students Graduate: A Strategic Approach to Dropout Prevention. Larchmont, NY: Eye On Education. Read More