Collaborative Learning
Overview
Collaborative Learning is a theoretical framework that is linked with Constructivism and Cognitive Development Theory, both of which suggest that knowledge is constructed by learners as they work together to reach a common goal. Collaborative learning activities are most effective when designed to promote active participation and elicit rich contributions from learners as they put forth a shared effort to achieve the desired learning outcomes. The ability to collaborate effectively has been identified worldwide by education experts and business leaders, including the World Economic Forum, as a key competency for 21st century success.
Collaborative Learning is a theoretical framework that is linked with Constructivism and Cognitive Development Theory, both of which suggest that knowledge is constructed by learners as they work together to reach a common goal. Collaborative learning activities are most effective when designed to promote active participation and elicit rich contributions from learners as they put forth a shared effort to achieve the desired learning outcomes. The ability to collaborate effectively has been identified worldwide by education experts and business leaders, including the World Economic Forum, as a key competency for 21st century success.
Guidelines for Use
Guideline 1 - Select the Right Tool for the Task
Thoughtfully select the best tool(s) for each collaborative learning task. Determine which tools can be used for both asynchronous and synchronous tasks, which tools are best suited for asynchronous activities involving reflection and research (e.g., online bulletin boards, wikis, blogs, discussion boards, social media sites, etc.) and which ones are more appropriate for synchronous communication tasks requiring active discussion (e.g., conferencing or chat, whiteboards, mind mapping or document sharing tools, etc.). Give careful thought as to how the selected tools will be integrated to facilitate collaborative learning and achieve desired outcomes. These points should also be considered when designing tools for learners.
Guideline 2 - Let Task and Outcomes Determine Group Size
Consider the task and outcomes when determining the most suitable group size for the activity. For instance, choose pair work to enhance individual learning, and select group work for problem-solving or project-based learning (Clark & Mayer, 2011). Also consider the desired outcomes when assigning learners to groups. Learners may benefit from mixed ability groups in some cases, but not in others (Clark & Mayer, 2011).
Guideline 3 - Provide Training and Support
Ensure that learners understand how to use the tools required for the designed task. If necessary, also provide training and support to enable learners from teacher-centered cultures to participate in constructivist-oriented tasks (Bates, 2015). Finally, ensure that all learners are able to engage effectively in tasks requiring active discussion (Clark & Mayer, 2011).
Guideline 4 - Make Expectations Clear
Provide clear instructions (roles, procedures, objectives, etc.) to guide learners through the task and to better ensure the achievement of desired outcomes (Bates, 2015; Clark & Mayer, 2011). Consider providing individual and group incentives to ensure accountability for learning and to encourage active participation (Clark & Mayer, 2011). For synchronous activities, circulate among learners to address any issues and provide clarification, redirection, or support as needed.
Guideline 1 - Select the Right Tool for the Task
Thoughtfully select the best tool(s) for each collaborative learning task. Determine which tools can be used for both asynchronous and synchronous tasks, which tools are best suited for asynchronous activities involving reflection and research (e.g., online bulletin boards, wikis, blogs, discussion boards, social media sites, etc.) and which ones are more appropriate for synchronous communication tasks requiring active discussion (e.g., conferencing or chat, whiteboards, mind mapping or document sharing tools, etc.). Give careful thought as to how the selected tools will be integrated to facilitate collaborative learning and achieve desired outcomes. These points should also be considered when designing tools for learners.
Guideline 2 - Let Task and Outcomes Determine Group Size
Consider the task and outcomes when determining the most suitable group size for the activity. For instance, choose pair work to enhance individual learning, and select group work for problem-solving or project-based learning (Clark & Mayer, 2011). Also consider the desired outcomes when assigning learners to groups. Learners may benefit from mixed ability groups in some cases, but not in others (Clark & Mayer, 2011).
Guideline 3 - Provide Training and Support
Ensure that learners understand how to use the tools required for the designed task. If necessary, also provide training and support to enable learners from teacher-centered cultures to participate in constructivist-oriented tasks (Bates, 2015). Finally, ensure that all learners are able to engage effectively in tasks requiring active discussion (Clark & Mayer, 2011).
Guideline 4 - Make Expectations Clear
Provide clear instructions (roles, procedures, objectives, etc.) to guide learners through the task and to better ensure the achievement of desired outcomes (Bates, 2015; Clark & Mayer, 2011). Consider providing individual and group incentives to ensure accountability for learning and to encourage active participation (Clark & Mayer, 2011). For synchronous activities, circulate among learners to address any issues and provide clarification, redirection, or support as needed.
Good Examples of Use
Example 1- Mediawiki
Example 1- Mediawiki
- Wikis provide opportunities for learners to contribute individually and collectively to the research, publishing, and dissemination of information for their own use and the use of others, as demonstrated by the Mediawiki created by University of Ontario Institute of Technology M.Ed. students.
- The Padlet Gallery provides examples of how this digital bulletin board allows learners to work together on team projects, sharing videos, graphics, and text.
- Mind mapping tools like MindMup enable learners to map out their individual and collective thinking processes as they work through a brainstorming or problem-solving activity.
Helpful Resources
Resource 1 - Boundary Crossings: Cooperative Learning, Collaborative Learning, and Problem-Based Learning
Resource 1 - Boundary Crossings: Cooperative Learning, Collaborative Learning, and Problem-Based Learning
- This article, published in the Journal on Excellence in College Teaching, compares and contrasts cooperative learning, collaborative learning, and problem-based learning.
- Learn more about online collaborative learning theory (OCL) by visiting and exploring the website of Dr. Linda Harasim, the Canadian professor who developed the theory in 2012.
- Clarity Innovation’s white paper, Exploring 21st Century Skills: Online Collaborative Tools in Education, recommends specific collaboration tools that can be used by learners of various ages.
- Published over a decade ago, the Magna publication, Special Report: Student Collaboration in the Online Classroom, offers valuable, timeless tips for novice as well as more seasoned educators.
Research
Bates, A. W. (2015). Methods of teaching with an online focus. In Teaching in a Digital Age: Guidelines for designing teaching and learning (pp. 124-175).
Vancouver, BC: Tony Bates Associates Ltd. Retrieved from https://opentextbc.ca/teachinginadigitalage/
Clark, R. C., & Mayer, R.E. (2011). Learning together virtually. In E-learning and the science of instruction: Proven guidelines for consumers and designers
of multimedia learning (pp. 279-306). San Francisco, CA: Wiley. Retrieved from https://tinyurl.com/yc8e2yzk
Author
Submitted by Cheryl John
Contact Info: [email protected]
Bio: Cheryl John is a former K-8 teacher and current Adult ESL instructor who lives in the Toronto area. She is currently pursuing a Master of Education at the University of Ontario Institute of Technology. Her primary research interest is focused on developing the professional writing skills of English language learners through the use of technology.
Bates, A. W. (2015). Methods of teaching with an online focus. In Teaching in a Digital Age: Guidelines for designing teaching and learning (pp. 124-175).
Vancouver, BC: Tony Bates Associates Ltd. Retrieved from https://opentextbc.ca/teachinginadigitalage/
Clark, R. C., & Mayer, R.E. (2011). Learning together virtually. In E-learning and the science of instruction: Proven guidelines for consumers and designers
of multimedia learning (pp. 279-306). San Francisco, CA: Wiley. Retrieved from https://tinyurl.com/yc8e2yzk
Author
Submitted by Cheryl John
Contact Info: [email protected]
Bio: Cheryl John is a former K-8 teacher and current Adult ESL instructor who lives in the Toronto area. She is currently pursuing a Master of Education at the University of Ontario Institute of Technology. Her primary research interest is focused on developing the professional writing skills of English language learners through the use of technology.