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Collaborative learning
Collaborative learning is a situation in which two or more people learn or attempt to learn something together.〔Dillenbourg, P. (1999). Collaborative Learning: Cognitive and Computational Approaches. Advances in Learning and Instruction Series. New York, NY: Elsevier Science, Inc.〕 Unlike individual learning, people engaged in collaborative learning capitalize on one another’s resources and skills (asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc.).〔Chiu, M. M. (2000). (Group problem solving processes: Social interactions and individual actions ). for the Theory of Social Behavior, 30, 1, 27-50.600-631.〕〔Chiu, M. M. (2008).(Flowing toward correct contributions during groups' mathematics problem solving ): A statistical discourse analysis. Journal of the Learning Sciences, 17 (3), 415 - 463.〕 More specifically, collaborative learning is based on the model that knowledge can be created within a population where members actively interact by sharing experiences and take on asymmetry roles.〔Mitnik, R., Recabarren, M., Nussbaum, M., & Soto, A. (2009). Collaborative Robotic Instruction: A Graph Teaching Experience. Computers & Education, 53(2), 330-342.〕 Put differently, collaborative learning refers to methodologies and environments in which learners engage in a common task where each individual depends on and is accountable to each other. These include both face-to-face conversations〔Chiu, M. M. (2008). (Effects of argumentation on group micro-creativity ). Contemporary Educational Psychology, 33, 383 – 402.〕 and computer discussions (online forums, chat rooms, etc.).〔Chen, G., & Chiu, M. M. (2008). (Online discussion processes ). Computers and Education, 50, 678 – 692.〕 Methods for examining collaborative learning processes include conversation analysis and statistical discourse analysis.〔Chiu, M. M., & Khoo, L. (2005). (A new method for analyzing sequential processes ): Dynamic multi-level analysis. Small Group Research, 36, 600-631.〕
Thus, collaborative learning is commonly illustrated when groups of students work together to search for understanding, meaning, or solutions or to create an artifact or product of their learning. Further, collaborative learning redefines traditional student-teacher relationship in the classroom which results in controversy over whether this paradigm is more beneficial than harmful.〔Chiu, M. M. (2004). (Adapting teacher interventions to student needs during cooperative learning ). American Educational Research Journal, 41, 365-399.〕〔Harding-Smith, T. (1993). Learning together: An introduction to collaborative learning. New York, NY: HarperCollins College Publishers.〕 Collaborative learning activities can include collaborative writing, group projects, joint problem solving, debates, study teams, and other activities. The approach is closely related to cooperative learning.
== Theoretical Background ==
Collaborative learning is rooted in Lev Vygotsky’s concept of learning called zone of proximal development. Typically there are tasks learners can accomplish and tasks learners cannot accomplish. Between these two areas is the zone of proximal development, which is a category of things that a learner can learn but with the help of guidance. The zone of proximal development gives guidance as to what set of skills a learner has that are in the process of maturation. In Vygotsky’s definition of zone of proximal development, he highlighted the importance of learning through communication and interactions with other rather than just through independent work.〔Vygotsky, Lev. (1997). ("Interaction between Learning and Development" ). W.H. Freeman and Company, New York.〕 This has made way for the ideas of group learning, one of which being collaborative learning.
Collaborative learning has often been portrayed as solely a cognitive process by which adults participate as facilitators of knowledge and children as receivers. However, Indigenous communities of the Americas illustrate that collaborative learning occurs because individual participation in learning occurs on a horizontal plane where children and adults are equal.〔Paradise, R. (1985). Un análisis psicosocial de la motivación y participación emocional en un caso de aprendizaje individual. Revista Latinoamericana de Estudios Educativos, XV, 1, 83-93.〕 Thus collaborative learning also occurs when children and adults in engage play, work, and other activities together.
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