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Engagement and Motivation

Group-based learning

  • promotes the idea as teachers as co-constructors, and co-learners of knowledge

  • enhances motivation in learning

  • develops critical thinking skills

  • promotes synaptic and social connection

  • increases student information retention

  • fosters interdependence and interpersonal relationships

  • engages students through satisfaction with learning experience

  • promotes self-regulation skills

  • promotes diversity understanding

  • promotes safety in the classroom

  • reduces performance/test anxiety

  • develops communication skills

Personal application

       Generally, the I break students into groups, depending on the nature of activity.  For example, to promote class-building, I might groups by “silly” features, such as length of hair, or a certain colors students might be wearing.  Another group’s strategy might be to group student according to abilities, to allow for differentiation.  Still another group’s strategy would be to group one “expert” with each group.  Generally, having student group themselves, leads to uneven grouping, and could reinforce lack of classroom safety.  Also, group size is important.  In too large of groups, some members tend to “coast” and allow other to carry the load.  Groups of 3-5 are ideal.

Useful Links

Cooperative learning ideas

Collaborative learning ideas

Collaborative and Cooperative Learning​ (Group Learning)

Relevance and Effectiveness​

       Collaborative learning and cooperative learning are similar in both are group or team-based learning.  Cooperative learning focuses on a harmonious working relationship while collaborative learning can involve disagreement, dissent, and debate.  Team-based learning is an ever further distinction where groups stay together for the duration of the semester or class (Davis & Arends, 2013, pg. 179). While team-based learning can be an effective tool under the right conditions, I have chosen to limit this tool to collaborative and cooperative learning strategies.

       Further distinctions between cooperative and collaborative learning, is described in the YouTube video below.  One of the distinctions described states that, “in practice, cooperative learning is more effective with foundational knowledge of earlier grades while collaborative learning is more suitable for non-foundational knowledge, pushing students to draw on their own conclusions.”

       According to The Quarterly Review of Distance Education (2015), the graphic below illustrates the ingredients necessary for effective collaboration.

References

Chang, Y., Hannafin, M.J. (2015) "The Uses (and Misuses) of Collaborative Distance Education Technologies Implications for the Debate on Transience in Technology: Implications for the Debate on Transience in Technology". Quarterly Review of Distance Education, v16, n2, p77-92.

 

Collaborative Learning: Group Work. (2018, October 18). Retrieved June 18, 2018, from https://www.cte.cornell.edu/teaching-ideas/engaging-students/collaborative-learning.html

 

20 Collaborative Learning Tips And Strategies For Teachers. (2018, June 15). Retrieved June 18, 2018, from https://www.teachthought.com/pedagogy/20-collaborative-learning-tips-and-strategies/

 

Wlodkowski, R. J. (2008). Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults. San Francisco: John Wiley & Son.

This video explains the importance of collaboration for both the educator and the learner.

This video explains the differences in the two types of learning and some of the theories behind these types of learning.

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