Children's views of collaborative learning

Abstract

Collaborative learning is a widely used and popular strategy in many primary schools. In this article, the authors review the nature and purpose of collaborative learning and present a summary of how one small group of Year 5/6 children view its effectiveness. IntroductionCollaborative learning is a widely used strategy in primary schools and its popularity is reflected in classroom seating arrangements and the regular use of group and paired work. Collaborative learning occurs when children work together to achieve a common goal or to solve a problem. But it is the process of collaborating, as much as the outcome or product to emerge, which is considered particularly beneficial (Gokhale 1995). This feature of collaborative learning is what distinguishes it from cooperation (Panitz 2000). Many quantitative studies of learning behaviours and outcomes have indicated that collaboration between peers can help children to develop their knowledge, language and social skills. Children's own views of collaborative learning which might offer additional insights are, however, often overlooked. For the purposes of this study, collaborative learning was investigated in group situations in one primary school where the Year 5/6 children involved had a degree of autonomy over the direction of their activities and where the collaborative processes involved were valued. Findings suggest that while the children viewed collaboration as a valuable learning strategy, they were divided in their views over structure and organisation. Perhaps the strongest theme to emerge was the importance to children of good peer relationships for successful collaborative learning and the significance of working together for the establishment and maintenance of friendships. Though small in scale, the overall outcomes are considered sufficient to at least promote discussion and perhaps the undertaking of similar work elsewhere.

Implementing Lesson Plans for Collaborative Learning with Children in an EFL Context

“…As pointed out by different authors, collaborative learning oriented to younger students can encourage intellectual progress (Azmitia, 2000;Clark et al, 2003;Howe & Tolmie, 1998). It also helps children to develop their knowledge, language, social skills, comprehension of new ideas, and planning to achieve a common goal or to solve a problem (Tunnard & Sharp, 2009). Considering some difficulties encountered by teachers when applying the lesson plans, it is necessary to adjust the timing proposed for certain activities and to some materials.…”

“…According to Tunnard and Sharp (2009), collaborative learning occurs when children work together to achieve a common goal or to solve a problem. The authors reported that many quantitative studies of learning behaviors and outcomes have indicated that collaboration between peers can help children to develop their knowledge, language, and social skills.…”

Alakoululaiset yhteisöllisinä oppijoina– Tapaustutkimus 4. luokkalaisten STEAM-projektin kontekstissa

“…Beauchamp, 2011;Davidsen & Vanderlinde, 2016). Vähemmän on kuitenkin tutkittu yhteisöllistä oppimista perusasteen oppilaiden itsensä kuvailemana (Tunnard & Sharp, 2009). Samoin STEAM-kontekstissa tapahtuvaa yhteisöllistä oppimista on toistaiseksi tutkittu vähän, erityisesti suomalaisen koulun viitekehyksessä.…”

“…Myös aiemmat tutkimukset ovat osoittaneet oppijoiden suhtautuvan STEAM-projekteihin positiivisesti (esim. Julià & Antoli, 2019;Ozkan & Topsakal, 2017;Tunnard & Sharp, 2009).…”

“…Toinen ryhmä sen sijaan saattoi haastaa itsensä, jolloin projekti laittoi ryhmän ponnistelemaan lopputuloksen eteen. Aiemman tutkimuksen pohjalta eroja voidaan selittää myös ryhmän jäsenten välisillä (ystävyys)suhteilla (Tunnard & Sharp, 2009) ja ryhmän jäsenten kommunikaatiotaidoilla (Boakes, 2020). Toisaalta pedagogisella mallilla saattoi olla vaikutuksia pienryhmien kokemuksiin työskentelynsä onnistumisesta (Li ym.…”