Introduction: Preparing Students to Become Collaborators and Problem Solvers in the Workforce

Collaborative learning is important because our workforce is moving from an independent work approach to one of collaboration. As this shift occurs, it is necessary for schools to introduce and instruct students to use this approach to help them be successful. Collaborative learning was first introduced in the late 1980s by Johnson and Johnson. Research has demonstrated the effectiveness of this approach with all learners, but it is rarely an instructional approach used by teachers. In collaborative learning, students are able to choose a topic to research. They work in groups of two to four students to collaborate on the information each student finds and how it can be used to support the end goal.The purpose for allowing students to choose their own topic is that the topic would be something of interest for each student. Having students collaborate on the research and final product teaches students how to work together to reach an agreement on the information and product that will be created as a result of their work.Sharing of responsibilities provides students accountability for the final product (Laal & Ghodsi, 2011). Collaborative learning teaches students to use critical thinking and how to work with others. Instead of teachers having the role of “keeper of the knowledge, it and allows teachers to be facilitators in the classroom.

Educational Theories to Support and Refute Collaborative Learning

There are multiple theories that support collaborative learning. One theory is Constructivist Learning. Constructivist Learning Theory (CLT) looks at how people gain the knowledge they have. CLT believes knowledge is gained from examining and solving problems. The goal of CLT is to determine how to provide instruction to students and how students make meaning of that instruction.

CLT and collaborative learning are similar in several ways. CLT supports collaborative learning because CLT believes students learn by doing and collaborative learning promotes students working together to construct meaning with the teacher facilitating the learning rather than providing instruction.

Socio-cognitive Conflict Theory believes that learning occurs as the result of interactions between students. As students work together, conflict occurs. When students work through the conflict and begin to understand the views of others, this is when learning occurs.

The Socio-cognitive Conflict Theory supports collaborative learning because students are working in groups, discussing a subject or problem, and determining together the best solution. As they are determining their solution, conflict will most likely arise, resulting in the Socio-cognitive Conflict Theory. The discourse allows students to mature from cognitive egocentrism to a more altruistic point of view. This interaction occurs as a result of language and gestures.

Intersubjective Theory theorizes learning occurs through interactions with others and meaning is made from these interactions. As the interactions occur, new meaning may be developed through the sharing of ideas. This new meaning is likely more complex than the original shared thoughts.

The Intersubjective Theory is related to collaborative learning because when students participate in collaborative learning groups, they share their ideas with each other. From the sharing of ideas, students create meaning and work together to demonstrate this meaning in some way.

Distributive Cognitive Theory looks at how information is shared across environments (schools, the workplace) through discourse, technology, and social media and how this information changes through the process of sharing. This theory views knowledge as a tool. The person who has the tool does not need to fully understand all of the capabilities of the tool, the person just needs to have a basic idea of how it works to utilize it. As the person uses the tool, they become more knowledgeable about the tool and its other capabilities.

Collaborative learning uses the Distributive Cognitive Theory as groups work together. When each person shares their thoughts or information they have learned from their research on a topic, they are “distributing” the information. When another student shares what they have learned, the students can combine this new knowledge to expand what they know about the topic.

Connectivism is a newer theory. It was developed by George Siemens and Stephen Downs. Connectivism believes people learning by making connections. These connections can be made through forms of technology or through networking with other people. The connections are made through reading or sharing ideas with others to form new learning.

Collaborative learning is related to Connectivism because collaborative involves groups of students working together and possibly using technology to gain new information on a topic. The information is share among group members to draw conclusions. The sharing of this new information allows connections to be made and shares among the group.

Behaviorism Theory refutes collaborative learning because it relies on continued positive reinforcement to reinforce learning. This theory relies heavily on teacher interactions with students to to promote student understanding of a concept that has been taught. This is different from collaborative learning because collaborative learning relies on students to research and discuss what they have discovered for learning to occur.

Mastery Learning is another theory that refutes collaborative learning, Mastery Theory learning is demonstrated based on the time it takes for students to master a skill. This is different from the traditional approach of teaching a concept for a set period of time, moving onto a new subject, and then returning to the original concept (spiraling). This approach is different from collaborative learning because a concept is not taught until mastery, rather new learning is created through exploration and sharing of ideas.

Johnson and Johnson are frequently cited as contributors to Collaborative Learning. Their first work was published in 1984, with a second work being published in 1990. In these early articles, collaborative learning was referred to as cooperative learning, but the two terms are frequently used interchangeably with some authors creating their own set of definitions for each term. The 1990 article, “Cooperative learning: The Foundation for Active Learning.” In their article, Johnson and Johnson discussed how the role of the teacher is transforming from the teacher being in charge of the learning that occurs in the classroom to a facilitator. When the teacher is the facilitator of the learning, the students move from competing against each other to working together to generate ideas. Johnson and Johnson cited Structure-Process Outcome Theory and Social Interdependence Theory as the basis for cooperative learning (Johnson & Johnson, 1990). For the groups to be collaborative, they believe the groups needed these five basic elements, “positive interdependence, individual accountability, pro- motive interaction, social skills, and group processing” (Johnson & Johnson, 1990). They believed cooperative learning allowed students to focus more on learning and building relationships in the classroom.

A study conducted Isohatala, Naykki, and Jarvela examined the “cognitive and socio-emotional interactions in collaborative learning” (2020). In their study, they videotaped student interactions during collaborative learning and then categorized their interactions based on if they were cognitive or socio-emotional. The study found students spent a significant amount of time interacting with each other regarding social issues rather than on the task at hand. Although social interactions are encouraged during collaborative learning, it is important that students focus on the learning task to make academic progress.

Collaborative Learning Educational Practices

https://www.ted.com/talks/maddie_edwards_5_steps_to_creating_a_better_future_through_collaborative_learning

Ms. Edwards begins her presentation by discussing how working in groups can be challenging because usually one members completes the majority of the work. Beginning at 58 seconds, she provides a definition for collaborative learning. At 1:31, she begins talking about the academy she attended where collaborative learning was used exclusively. The the beginning of their sophomore year, students were required to take an assessment of their strengths and passions. The academy then used this information to place students in groups with other students who had different strengths so the students complimented each other. Groups were also given challenges for team building. Ms. Edward believes that the assessment and the challenges contributed to the success of the collaborative learning teams. By the end of the time at the academy, the students were able to use their skills to create their own business. This video focuses on the importance of grouping and preparing students to ensure positive outcomes.

Lesson Plan-

CCSS 3.1

1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

b. Provide reasons that support the opinion.

c. Use linking words and phrases (e.g., because,

therefore, since, for example) to connect opinion and reasons.

d. Provide a concluding statement or section.

Goals-

Groups will choose a topic of interest.
Groups will research the topic based on their opinion of their topic.
Students will create a presentation sharing information about their topic and their opinion on the topic.

Resources-

Once the groups have picked their topics, the teacher will locate resources from the school library, the community library, and online resources for each group.

Possible topics for students to research-

School lunches
Longer breaks
Shorter school days
Homework
Security
Smaller class sizes, more individual time with teachers

Questions for students to consider before groups get started:

What do I know (about the problem or issue)?

What do I need to know about my problem?
What do I need to know to create a solution to a problem?
Where will I find this information?
How do I apply that information to support my thinking? (Harsma et al., 2021)

Classroom resources used:

________________________________________________________________

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Technology Resources:

________________________________________________________________

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Students will create a presentation to demonstrate their learning.

Connecting Theories to Practice of Collaborative Learning-

This lesson demonstrates the Constructivist Learning Theory because students are studying a topic and finding information to support their thinking and convince their audience to agree with their opinion on the topic. Socio-cognitive Conflict Theory is demonstrated because students will be working in groups to research and create a presentation to support their opinion. Intersubjective Theory involves students making meaning through interactions. Students will be working in groups to research and make decisions to support their thinking to show Intersubjective Theory. Distributive Cognitive Theory is exhibited in this lesson because students will be sharing information with their class as they present their information from their research. Connectivism is the final theory seen in this lesson as students will be using technology and networking with other students to build and share their knowledge with others.

Collaborative Learning is a necessary educational approach for teachers to use as they prepare students for their future. Collaborative Learning is supported by multiple educational theories for student learning, interaction, and problem solving. Teachers must prepare to use collaborative learning by carefully screening students to place them in groups with other students who will maximize learning and group productivity. Students will need clear expectations for group work with teachers being active facilitators.

References

Chandra, R. (2015). Collaborative learning for educational achievement. Journal of Research & Method in Education, v.5, p. 04-07.

Harsma, E., Manderfeld, M., & Miller, C. L. (2021). Problem-based lesson plan template. Maverick Learning and Educational Applied Research Nexus. https://mlpp.pressbooks.pub/mavlearn/chapter/problem-based-lesson-plan-template/

Isohatala,J, Naykki, P., & Jarvela, S., Cognitive and socio-emotional interactions in collaborative learning. Scandinavian Journal of Educational Research, v.64. p. 831-851.

Laal, M. & Ghodsi, S., (2011). Benefits of collaborative learning. Sciverse ScienceDirect, v.31, p. 486-490.

Manty, K., Jarvenoja, H., & Tormanen, T. (2020). Social-emotional interaction in collaborative learning: Combining individual emotional experiences and group- level emotion regulation. International Journal of Educational Research, v.102.

Normawati, F., Sisanto, A., Febrianto, A. (2023). EFL stuents’ attitudes toward learning English by using collaborative learning. Acitya: Journal of Teaching and Education. v.5. p.262-272.

Harsma, E., Manderfeld, M., & Miller, C. L. (2021, June 1). Problem-based lesson plan template. Maverick Learning and Educational Applied Research Nexus. https://mlpp.pressbooks.pub/mavlearn/chapter/problem-based-lesson-plan-template/