The 4Ws and 1H of Collaborative Learning

The 4Ws and 1H of Collaborative Learning What, Where, When, Why and How of Collaborative Learning Specially presented by PBL01

"Walkshop" model

Group learning

Problem based learning

Research teams

Community of inqury

Social learning Venn diagram

Imitative learning

Traditional classroom

Collaborative learning

Cooperative learning

Jigsaw activities

Social learning

References

" In cooperative learning action is adjusted by individuals in a group to achieve individual goals. In collaborative learning, actions are adjusted to achieve shared goals."

"Collaborative learning is used as an umbrella term for various instructional approaches to small group learning, including but not limited to cooperative learning, team-based learning, problem-based learning, and learning coomunities."

Reference

"Collaborative learning is a process where learners deliberately work together to achieve outcomes of mutual benefit."

Reference

Reference

What?

Online and global work teams

Asynchronous forums/ collaborative platforms

In person seminars Break-out groups during synchronous in–person seminars

Where?

Students to evaluate their teammates quantitatively and qualitatively. Some tutors use the findings as a reference in their grading of group participation. Some use it for intervention.

Self-assessments can be structured using the “K-W-L” strategy. Students would start the course describing what they already know (or think they know) about a topic and outlining what they want to learn. Then at the end, an assessment of what they learned about the topic.

We need to interact with one another. We learn in a collaborative way.

Start-of-class warm-up activities; at certain points of a lecture/seminar, use discussions / problem-solving tasks to enhance chunking; sharing of literature reviewed / topical research / findings, etc

At the end

Step 3

Before the project starts

Step 1

Throughout the course

Step 2

When?

Why?

Social

• Collaborative teaching techniques utilize a variety of assesments.

• Promotes critical thinking skills.
• Involves students' activities in the learning process.
• Classoom results are improved.
• Models appropriate student problem-solving techniques.
• Large lectures can be perzonalised
• Helpful in motivating students in a specific curriculum.

• Student-centered instructions increase students' self-esteem.
• Cooperation reduces anxiety.
• Developes positive attitude towards teachers.

• Helps develop a social support system for learners.
• Leads to build diversity understanding among students and staff.
• Establishes a positive atmospthere for modelling and practicing cooperation.
• Develops learning comunities.

Assessment

Academic

Psychological

References

Enhances creativity

Voice and test their ideas with peers

Builds on understanding and utilizes each other’s examples

Brainstorms and exchanges ideas

Corroborative understanding

References

Gain support through peer-learning and teaching

Why? pt. 2

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Introducing Tuckman’s stages of teamwork

Peer Appraisal

Engage metacognitive learning about collaborative work

Engage metacognitive learning through reflection

Tracking skill progression throughout projects

Provide specific and clear instructions

How?

Source

Pros:

• Overcomess free loading
• Recognizes individual ability
• Fosters interdependence
• Comprehensive Evaluation
• Balanced Approach
• Flexibility
• Real-World Relevance

• If misaligned, can still lead to the problems with the two separate approaches
• Complexity
• Potential Confusion
• Scalability: It may be more challenging to scale combined assessment methods for larger class sizes or online learning environments.

Pros:

• Counteracts free riding
• Better represents the individual
• Clarity of Performance
• Accountability
• Personalized Feedback
• Fairness

• Does not incentivize collaboration
• Limited Collaboration Skills
• Pressure and Stress
• Sense of Isolation

Pros:

• It is easier to assign one grade per group
• Fosters interdependence
• Collaborative Skills
• Diverse Perspectives
• Efficiency
• Peer Learning

• Free riders: Does not represent individual abilities/learning
• Can result in performance orientation over learning
• Conflict Resolution
• Unequal Contribution
• Assessment of Individual Contribution

Combination of 1 & 2

Individual Assessment

Group assessment

Evaluating group work when it effects everyone individually on their transcripts

How? Pt 2 - Assessment

Have students constructively appraise team members at the end of a long project. Example: For each team member, describe one strength and one area for improvement.

Examples: duration of discussion, group size, questions to work on, number of ideas to generate, mode of communication

Helps to frame students’ mindset at the start of a long-term project to make teamwork a priority

Encourage sharing and reflection at strategic stages (e.g. mid-stage and end-of-project discussion.)

Example of instructions for individual and groups at each stage: 1) Discuss and decide on one research focus as a group 2) Research one article per person. 3) Review and edit one team member’s writing 5) Evaluate how the work connects with their audience

Reflection prompt examples: What challenges did your team face while brainstorming / prototyping? How did your team make the decision on the …? What did you like most about working on this project? What was one thing you felt could be improved about working with this team?