Collaborative approaches to Learning
To what extent do you agree with COLLABORATIVE APPROACHES to learning?
In recent decades collaborative learning theory has emerged at the forefront of contemporary learning approaches. An evolution from traditional individualistic and independent learning approaches, to that of cooperation and interdependence, is challenging and changing the face of learning at its very core. It is the assertion of this essay to provide evidence in the support of collaborative learning as an effective and efficient learning approach, whilst noting that some fundamental flaws exist, however, in its inherency. The following essay will explore the relevance and validity of collaborative learning by examining its origins as rooted in theories supposed by theorists such as Vygotsky; coining such concepts as the ‘zone of proximal development’, and Tinsley and Lebak who expanded this theory to encompass the ‘zone of reflective capacity’. This research is further substantiated and built upon with investigations into cognitive capacity expansion via the sharing of cognitive tasks, as depicted by Swellers ‘load theory’. As collaborative learning is a fusion of both constructivist learning theory and social learning theory, by its very nature collaborative learning approaches foster not just cognitive, but also social learning outcomes. This essay will thus also provide evidence in support of the social outcomes achieved by implementing collaborative learning approaches, including both special education/remedial benefits, and cross-race relational benefits. Not all scholarly research into collaborative learning theory, however, supports its effectiveness and validity within learning contexts. This essay will explore the contraindications collaborative learning approaches may have on learners with specific learning styles; introverts, whom may be disadvantaged and disenfranchised by such learning approaches.
Evaluating the origins of Collaborative Learning theory
In order to
In recent decades collaborative learning theory has emerged at the forefront of contemporary learning approaches. An evolution from traditional individualistic and independent learning approaches, to that of cooperation and interdependence, is challenging and changing the face of learning at its very core. It is the assertion of this essay to provide evidence in the support of collaborative learning as an effective and efficient learning approach, whilst noting that some fundamental flaws exist, however, in its inherency. The following essay will explore the relevance and validity of collaborative learning by examining its origins as rooted in theories supposed by theorists such as Vygotsky; coining such concepts as the ‘zone of proximal development’, and Tinsley and Lebak who expanded this theory to encompass the ‘zone of reflective capacity’. This research is further substantiated and built upon with investigations into cognitive capacity expansion via the sharing of cognitive tasks, as depicted by Swellers ‘load theory’. As collaborative learning is a fusion of both constructivist learning theory and social learning theory, by its very nature collaborative learning approaches foster not just cognitive, but also social learning outcomes. This essay will thus also provide evidence in support of the social outcomes achieved by implementing collaborative learning approaches, including both special education/remedial benefits, and cross-race relational benefits. Not all scholarly research into collaborative learning theory, however, supports its effectiveness and validity within learning contexts. This essay will explore the contraindications collaborative learning approaches may have on learners with specific learning styles; introverts, whom may be disadvantaged and disenfranchised by such learning approaches.
Evaluating the origins of Collaborative Learning theory
In order to
References: L.S. Vygotsky: Mind in Society: Development of Higher Psychological Processes, 1978 Tinsley and Lebak, 2009 Wood et. al., 1976, p.90 http://www.typepad.com/services/trackback/6a00d8341c721253ef0168e660b08997 Arile Sacks, What Do We Know About Our Introverted Students?, January 30, 2012 Eysenck, H.J www.ascd.org/ASCD/pdf/journals/ed.../el_198302_schmeck.pdf “Introverts and extroverts require different learning environments”, Schmeck & Lochart, 1983. ISBN: 978 90 79447 35 0 Copyright Femke Kirschner, Heerlen, The Netherlands, 2009 Printed by Datawyse, Maastricht, The Netherlands Kirschner, F., Paas, F., & Kirschner, P. A. (2009). United Brains for Complex Learning ; A cognitive-load approach to collaborative learning efficiency Morgan, R Sloffer, S. J., Dueber, B., & Duffy, T. M. (1999). Using asynchronous conferencing to promote critical thinking: Two implementations in higher education (CRLT Technical report no. 8-99). Bloomington, IN: Indiana University Dillenbourg, P Bouchard,T.J. & Hare, M. (1970). Size, performance, and potential in brainstorming groups. Journal of Applied Psychology, 54(1), 51–55. Heath, E. F. (1998). Two cheers and a pint of worry: An on-line course in political and social philosophy. Journal of Asynchronous Learning Networks, 2, 15-33. Mason, R. (1991). Analyzing computer conferencing interactions. International Journal of Adult Education and Training, 2, 161-173. Moede,W. (1927). Die Richtlinien der Leistungs-Psychologie. Industrielle Psychotechnik, 4, 193–207. Slavin, R. E. (1995a). Cooperative learning and intergroup relations. In J Slavin, R. E. (1995b). Cooperative learning: Theory, research, and practice (2nd ed.)