How could collaborative learning potentially impact on Primary Education?

How could collaborative learning potentially impact on primary education?

Collaborative learning, an educational approach, is defined as ‘an instruction method in which students at various performance levels work together in small groups toward a common goal.’ (Laal and Laal, 2011) It is a common teaching approach which impacts classrooms as it promotes a student-centred approach and helps more than one child. Moreover, collaborative learning can also highlight weakness in another’s thoughts thus working within a group helps strengthen their knowledge. (APASS Education, 2015)

The approach can be described as learners being the receiver of information and the constructors of knowledge. It helps children share their ideas and views aloud. This is different from traditional classrooms where the teacher is the facilitator and the provider of all valuable information. This impacts primary classrooms as it gives children a different way of completing their work. Collaborative learning can be established in classrooms through small groups or larger groups. Children being set in group encourages them to communicate with each other which improves their interpersonal skills. If the group size is larger allocating roles to each child keeps everyone involved whilst smaller groups increase a child’s confidence as they are more willing to share their ideas. (Clifford, 2017)

In primary education, learning can be enhanced through collaborative learning as it helps children develop their thinking and problem-solving skills by encouraging them to: explain and negotiate and discuss their ideas, apply their knowledge to practical situations, experiment with new ideas, support and build on each other’s contributions, acknowledging and utilising the strengths and talents of individual pupils. Nevertheless, it can also help teachers enhance their own professional skills and confidence by adapting group work strategies for different purposes and tasks, shifting the environment to be more student centred as pupils work in small groups. (Stewart, 2014) To identify whether collaborative learning positively impacted education it would be necessary to validate these claims with evidence. Johnson and Johnson (1986) states children working collaboratively within a classroom reach ‘higher levels of thought and retain information longer than students who work quietly as individuals.’ (Gokhale, 1995)

Collaborative learning has many benefits within an educational setting. Johnsons (1989) and Pantiz (1999) have listed these under four areas of social, psychological, academic and assessment. The social benefits a child receives through working collaboratively is it shows improves their social support system, gives them diverse ideas, creates a supportive and enhanced atmosphere which develops learning communities. Psychologically it increases a child’s self-esteem, confidence, lowers anxiety and is seen to positively impact teachers as well. Academically, it promotes their critical thinking, productivity, improved results due to using problem solving techniques. Lastly, assessment wise collaborative learning introduces alternate assessment techniques and utilises different approaches. (Ghodsi and Laal, 2011) Although, the negatives drawn from a collaborative approach is that children learn and understand certain topics at various speeds, someone may dominate the group which may leave quieter children to feel reluctant to speak up, others may cause distraction. There needs to be a balance for collaborative learning to positively impact primary education.

Vygotsky’s sociocultural theory is the foundation towards collaborative learning. It views learning through the zone of proximal development. (Dillenbourg 1999). It is believed that cognitive development can be promoted through social interaction. Vygotsky distinguished that ‘children interacting toward a common goal tend to regulate each other's actions.’ It helps children stay engaged in their learning. Additionally, other researchers such as Forman & Cazden in 1986, observed that students ‘work together on complex tasks, they assist each other in much the same way adults assist children…Together, they can solve difficult problems they cannot solve working independently.’ This highlights the effectiveness of collaborative learning in primary education. (Tinzmann et al., 1990)

In 2006, Hansen investigated into collaborative learning by conducting a small study involving 34 participating students at a business faculty which inspects experiences that participants have in group work.  For example, it was found to be necessary that all group members take part and contribute to being involved in the group work set, clear goals are set for the work, role differentiation exists among members, the task has some level of relevance, and there is clear leadership. Even though Hansen's study was conducted in higher education, these findings may be relevant in other levels in educational systems such as primary education illustrating the importance of proactive children within a group in order to make collaborative a positive experience and approach. (Hammar Chiriac, 2014 cited in Hansen, 2006)

‘Think pair share’ is a useful example of collaborative learning as the teacher role is to ask a question which requires an analytical and evaluative answer. The students would confer with each other after giving it a thought to themselves. Taking this step will realise that their answer may be different from their own and will promote problem solving skills. These answers are then evaluated amongst the class. The problem based learning is collaborative and student centred which allows students to learn more. (Cornell University, 2017) Another collaborative activity is ‘Listening and Talking Triad’ – Working in threes, each pupil takes it in turn to be the talker, questioner or recorder. The talker explains something, comments on an issue or expresses opinions. The questioner prompts and seeks clarification. The recorder makes notes and gives a summary report at the end of the conversation. (Stewart, 2014)

To conclude, collaborative learning can make an impact on primary education as it promotes an original opportunity to assist children’s learning and the skills gained through collaborative learning can shape a child’s learning experience.  

References:

APASS Education (2015) What does collaborative learning look like? Available at: http://apasseducation.com/what-does-collaborative-learning-look-like/ (Accessed: 27/11/17)

Cornell University (2017) Collaborative Learning: Group Work. Available at: https://www.cte.cornell.edu/teaching-ideas/engaging-students/collaborative-learning.html (Accessed: 27/11/17)

Clifford, M. (2017) 20 Collaborative Learning Tips and Strategies for Teachers. Available at: https://www.teachthought.com/pedagogy/20-collaborative-learning-tips-and-strategies/ (Accessed: 27/11/17)

Ghodsi, S.M, Laal, M. (2011) ‘Benefits of collaborative learning’, Social and Behavioural Science, pp. 487-488.  

Gokhale, A.A. (1995). ‘Collaborative Learning Enhances Critical Thinking’, Journal of Technology Education, 7(1), from http://scholar.lib.vt.edu/ejournals/JTE/v7n1/gokhale.jte-v7n1.html. (Accessed: 26/11/17)

Hammar Chiriac, E. (2014). ‘Group work as an incentive for learning – students’ experiences of group work.’ Frontiers in Psychology. doi: 10.3389/fpsyg.2014.00558

Laal, M. and Laal, M (2011) ‘Collaborative learning: what is it?’ doi:10.1016/2011.12.092

Stewart, G. (2014) ‘Promoting & Managing Effective Collaborative Group Work’, Belfast Education and Library Board’ Available at: http://www.belb.org.uk/Downloads/i_epd_promoting_and_managing_collaborative_group_work_may14.pdf (Accessed: 10/12/17)

Tinzmann, M.B., Jones, B.F., Fennimore, T.F., Bakker, J., Fine, C. and Pierce, J. (1990) What is the Collaborative Classroom? North Central Regional Educational Laboratory.