How could collaborative learning potentially impact on primary education?

The aim of this blog post is to explain how collaborative learning could potentially have an impact on primary education. Dillenbourg (1999a, p.1) defines collaborative learning as “a situation in which two or more people learn or attempt to learn something together.” Collaborative learning involves a range of ideas and methods for assisting learners to work together in a productive way (Jacobs,2004).

Collaboration has been seen as very important in modern day society as its been mentioned in Successful Futures. Donaldson (2015) explains how working productively as members of a group being one of the most important skills to have as these have been mentioned by employers as being crucial in any workplace; although this can only be done if effective teaching has been demonstrated.   

There are different ways in which we learn and collaborate with each other. Language plays an important part in education as Barnes (1976, p.73) states “Learning to communicate is at the heart of education.” Talking is the key to learning; it is how we understand, speak and make sense of the world in which we experience within (Lloyd &Beard, 1995). This is similar to Vygotsky as Tudge and Winterhoff (1993) cited in Gray & Macblain (2012) talk about how language brings thinking and learning together; he thought by learners listening and talking to one another then they will form concepts and have opinions that they can progress on throughout their learning. Talk has also been seen to connect to various skills in the cognitive and social developmental areas that aren’t related to language (Garvey, 1984 cited in McTear, 1986).

Although, Kagen (1994) cited in Lin (2015) expresses the view about how collaborative learning is more than just learners talking to each other; it’s also about how the learners act upon the resources they have as a group.

Collaboration has become a bigger part of education especially in Wales as it is one of the four important strands in the Digital Competence Framework and it aims to develop learner’s technological skills (Learning Wales, 2016).

Although, collaboration has never been a new thought within education (Lloyd and Beard, 1995). It has changed the traditional teaching style as Salvin (1996) cited in Lin (2015) slates about the rivalry that is between the grading system in an old-style classroom, therefore there is a chance that this could lead onto learners thinking they have an advantage over others which can have an impact on educational effort. Barnes and Todd (1977) claim that when learners aren’t taught in the traditional style it gives them the chance to be put into a position where they will have to face different views of a situation, they will need to understand, communicate and learn that other opinions are as justifiable as their own. 

It has also changed how we view the classroom. Instead of having the traditional rows of tables, there are now round tables to encourage communication and group work between learners. Reynolds (1994) sums up a few reasons for using group work which are motivational, educational and ideological.  

I think using groups are beneficial for learners as everyone can help each other when its needed, it is reassuring to the learner that they know they have people around them willing to work with and to help them out. This chimes in with Ashman & Gillies (2003, p.37) as they state, “Children encourage and facilitate each other’s efforts by providing explanations and information to assist understanding, constructive feedback to improve performance with a task, and access to needed materials and resources.”

There are many benefits to collaborative learning. A study by Kutnick & Thomas (1990) has shown that when children work in pairs together they have improved remarkably to those who have worked on their own. Collaborative Learning also encourages pupils to work together in order to excel in all areas of learning by offering advice and support; sharing different techniques and acknowledging every members’ participation (Johnson & Johnson, 2001).  

The Bevan Foundation (2012) highlights that collaborative learning includes all learners not leaving anyone out, it allows for learners to take charge of their learning and the use of their initiative and it helps social skills to develop.

However, there are barriers to group learning. Gray and Macblain (2012) talk about learners being different ages which leads onto their ability, some learners may lack in motivation and it all depends on what the task is.

Edmunds & Brown found that there may be a lack of resources and learners not having enough time to discuss ideas and thoughts (2010).

Also, I think it is difficult to get all the children to work together on a task.

In order to support this ‘scaffolding’ needs to be put in place. Wood, Bruner and Ross (1976) came up with the name ‘scaffolding’ in which its purpose is for the learner to solve a task with the support from an adult but only when its needed; this could be done through a number of ways like interacting and demonstrating. 

A few ways in which we can encourage collaboration are by setting up group agreements, teach listening and communication skills and role modelling what good behaviour looks like.

Although, in modern day society, technology makes it so much easier to collaborate with one another. Dillenbourg (1999b) express how different computer programs not only allow communication between learners but they are there to help classrooms develop their knowledge and understanding.  

Technology has enabled us to collaborate within the classroom in many ways like using Skype, Google docs and even writing blogs which can be interesting for learners as they can write blogs on what they are interested in.

Recently, within our lectures we have been collaborating via Skype with Cherry School in Nairobi. We held a fundraising event to help Cherry School, this included a bake sale, cycling on an exercise bike and name the bear. On the day, we managed to raise over £280 which Cherry School have been very grateful for.

I found this fun and very interesting as we got to find out about their culture, the school, how they learn and the environment in which they live in.

What are your thoughts on collaboration?

References:

Ashman, A., & Gillies, R. (2003) Cooperative Learning: The Social and Intellectual Outcomes of Learning in Groups. New York: Routledge. P.37.  Available at: https://ebookcentral.proquest.com/lib/cardiffmet-trial/reader.action?docID=181919

[Accessed: 15/11/17]

Barnes, D. (1976) From Communication to curriculum. Harmondsworth: Penguin.

Barnes, D., & Todd, F. (1977) Communication and learning in small groups. Oxford, England: Routledge and Kegan Paul.

Dillenbourg, P. (1999a) ‘What do you mean by collaborative learning?’ Collaborative-learning: Cognitive and Computational Approaches. Oxford: Elsevier. P.1

Dillenbourg, P. (1999b). Collaborative learning: Cognitive and Computational approaches: Advances in Learning and Instruction. Pergamon: London.

Donaldson, G. (2015) Successful Futures: Independent Review of Curriculum and Assessment arrangements in Wales. Welsh Government.

Edmunds, S., & Brown, G. (2010) Effective small group learning. AMEE Guide No 48. Available at: https://amee.org/getattachment/AMEE-Initiatives/ESME-Courses/AMEE-ESME-Face-to-Face-Courses/ESME/ESME-Online-Resources-China-Dec-2015-(1)/Session-3-and-4-Guide-48-Effective-small-group-learning.pdf [Accessed: 16/11/17]

Enhance Learning. China: Springer. Available at: https://books.google.co.uk/books?id=NfAsBQAAQBAJ&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false [Accessed: 14.11.17]

Gray, C. & Macblain, S. (2012) Learning Theories in Childhood. London: SAGE.

Jacobs, G. (2004) ‘Definition of Cooperative Learning’ Cooperative Learning: Theory, Priciples, and Techniques. JF New Paradigm Education.

Johnson, D. & Johnson, R. (2001) Learning Together And Alone: An Overview. Minnesota.

Kutnick, P. and Thomas, M. (1990) ‘Dyadic pairings for the enhancement of cognitive development in the school curriculum’. British Educational Research Journal. 16(4).

Learning Wales. (2016) Digital Competence Framework. Welsh Government. Available at http://learning.gov.wales/resources/browse-all/digital-competence-framework/?lang=en [Accessed: 22.11.2017]

Lin,Lin. (2015) Investigating Chinese HE EFL Classrooms Using Collaborative Learning to

Lloyd, C., & Beard, J. (1995). Managing classroom collaboration. (Cassell Practical Handbooks). London: Cassell.

McTear, M. (1986) ‘Reviews’, Journal of Child Language,13(1), pp.177-179.

Reynolds, M. (1994). Group work in education and training: Ideas in practice. (Educational and Training Technology). London: Kogan Page.

The Bevan Foundation (2012) Co-operative education for a co-operative Wales. Available at: https://learn.cardiffmet.ac.uk/pluginfile.php/645175/mod_resource/content/1/Co-operative%20Education.pdf [Accessed: 15/11/17]

Wood, D., Bruner, J. & Ross, G. (1976) ‘The role of tutoring in problem-solving.’ Journal of Child Psychology and Psychiatry. 17. Pp.89-100.