Situation in which two or more people learn or attempt to learn something together
Not to be confused with Cooperative learning.
Collaborative learning is a situation in which two or more people learn or attempt to learn something together.[1] 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.).[2][3] 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 asymmetric roles.[4] 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[5] and computer discussions (online forums, chat rooms, etc.).[6] Methods for examining collaborative learning processes include conversation analysis and statistical discourse analysis.[7]
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. Furthermore, collaborative learning redefines the traditional student-teacher relationship in the classroom which results in controversy over whether this paradigm is more beneficial than harmful.[8][9] 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.
^Dillenbourg, P. (1999). Collaborative Learning: Cognitive and Computational Approaches. Advances in Learning and Instruction Series. New York, NY: Elsevier Science, Inc.
^Chiu, M. M. (2000). Group problem solving processes: Social interactions and individual actions Archived 2017-09-22 at the Wayback Machine. 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 Archived 2017-03-29 at the Wayback Machine: A statistical discourse analysis. Journal of the Learning Sciences, 17 (3), 415 - 463.
^Mitnik, R.; Recabarren, M.; Nussbaum, M.; Soto, A. (2009). "Collaborative Robotic Instruction: A Graph Teaching Experience". Computers & Education. 53 (2): 330–342. doi:10.1016/j.compedu.2009.02.010.
^Chiu, M. M. (2008). "Effects of argumentation on group micro-creativity" (PDF). Contemporary Educational Psychology. 33 (3): 383–402. doi:10.1016/j.cedpsych.2008.05.001. Archived from the original (PDF) on June 21, 2010.
^Chen, G.; Chiu, M. M. (2008). "Online discussion processes". Computers and Education. 50 (3): 678–692. doi:10.1016/j.compedu.2006.07.007. S2CID 6525313.
^Chiu, M. M.; Khoo, L. (2005). "A new method for analyzing sequential processes: Dynamic multi-level analysis" (PDF). Small Group Research. 36 (5): 600–631. CiteSeerX 10.1.1.476.6858. doi:10.1177/1046496405279309. S2CID 15400141. Archived from the original (PDF) on 2017-09-22. Retrieved 2011-04-27.
^Chiu, M. M. (2004). Adapting teacher interventions to student needs during cooperative learning Archived 2017-09-22 at the Wayback Machine. American Educational Research Journal, 41, 365-399.
^Harding-Smith, T. (1993). Learning together: An introduction to collaborative learning. New York, NY: HarperCollins College Publishers.
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