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Category: Education and Instruction
=='''Category'''==


Sub-category: Pedagogic Strategies
Education and Instruction


Pages in category: Collaborative Learning
==Sub-category==


'''Definition of Collaborative Learning'''
'''Pedagogic strategies'''  
[Collaborative learning] makes use of the borrowing and re-organising principle and is one of the justifications for hypothesizing that collaboration can be effective for learning. <ref>• Kester, L., & Paas, F. (2005). Instructional interventions to enhance collaboration in powerful learning environments. Computers in Human Behavior, 21, 689–696. https://doi.org/10.1016/j.chb.2004.11.008.</ref>


[What is Collaborative Learning?]
=='''Pages in category'''==
* The concepts of biologically primary and secondary knowledge from evolutionary educational psychology are relevant to [collaborative learning].<ref> Tomasello, M., Melis, A. P., Tennie, C., Wyman, E., & Herrmann, E. (2012). Two key steps in the evolution of human cooperation: The interdependence hypothesis. Current Anthropology, 53, 673–692. https://doi. org/10.1086/668207.</ref> . Major additions are concepts of a collective working memory along transactive activities associated with multiple individual working memories that constitute the collective working memory. <ref> Slavin, R. E. (2014). Cooperative learning and academic achievement: Why does groupwork work? Anales de Psicología/Annals of Psychology, 30, 785–791. https://doi.org/10.6018/analesps.30.3.201201. </ref>
'''Collaborative Learning'''
 
== '''Definition of Collaborative Learning''' ==
[[Collaborative Learning and Wikis|Collaborative Learning]] occurs when two or more students actively contribute to the attainment of a mutual learning goal and try to share the effort required to reach this goal, either face-to- face or supported by a computer.<ref>Teasley, S. D., & Roschelle, J. (1993). Constructing a joint problem space: The computer as a tool for sharing knowledge. In S. P. Lajoie (Ed.), Computers as cognitive tools: Technology in education (pp. 229–258). Hillsdale: Lawrence Erlbaum Associates, Inc..</ref>
 
==='''Aims of Collaborative Learning'''===
 
[[Collaborative Learning and Wikis|Collaborative Learning]] aims to facilitate that procedure by increasing our ability to collectively process novel information.<ref>Kirschner, F., Paas, F., & Kirschner, P. A. (2009a). A cognitive load approach to collaborative learning: United brains for complex tasks. Educational Psychology Review, 21, 31–42. https://doi.org/10.1007/s10648-008-9095-2. </ref>
 
===='''Impact of Collaborative Learning'''====
 
[[Collaborative Learning and Wikis|Collaborative Learning]] results in group members trying to successfully perform a certain learning task or solve a specific problem together, in the long run, as an instructional method, it is very important that all members of the group develop effective experience working together (i.e., domain-generalised group knowledge, <ref>Kalyuga, S. (2013). Enhancing transfer by learning generalized domain knowledge structures. European Journal of Psychology of Education, 28(4), 1477–1493. https://doi.org/10.1007/s10212-013-0176-3.</ref> that facilitates every member in acquiring domain-specific knowledge from this combined effort. The use of [[Collaborative Learning and Wikis|Collaborative Learning]] has implications for extraneous cognitive load.
 
=='''How does Collaborative Learning Work?'''==
 
[[Collaborative Learning and Wikis|Collaborative Learning]] makes use of the borrowing and re-organizing principle and is one of the justifications for hypothesizing that collaboration can be effective for learning. During collaborative learning, some information comes from collaborators rather than other sources and that information is likely to become available exactly when it is needed resulting in a decreased load and increased learning.<ref>Järvelä, S., Kirschner, P. A., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., Koivuniemi, M., & Järvenoja, H. (2015). Enhancing socially shared regulation in collaborative learning groups - Designing for CSCL Intern. J. Comput.-Support. Collab. Learn 231 regulation tools. Educational Technology Research & Development, 63, 125–142. https://doi.org/10.1007/s11423-014-9358-1.</ref>.
 
=='''Collective Working Memory'''==
 
By having multiple working memories working together on the same task, the effective capacity of the multiple working memories may be increased due to a collective working memory effect.<ref>Hmelo-Silver, C. E. (2002). Collaborative ways of knowing: Issues in facilitation. In G. Stahl (Ed.), Computer Support for Collaborative Learning (CSCL ’01) (pp. 199–208). Mahwah: Erlbaum.</ref> Collaborative learning aims to facilitate that procedure by increasing our ability to collectively process novel information <ref>Suthers, D. D. (2006). Technology affordances for intersubjective meaning making: A research agenda for CSCL. International Journal of Computer-Supported Collaborative Learning, 1, 315–337. https://doi. org/10.1007/s11412-006-9660-y.</ref>.
<references />
 
 
[[Lucy Module 4 Assignment]]

Latest revision as of 18:01, 14 May 2022

Category

Education and Instruction

Sub-category

Pedagogic strategies

Pages in category

Collaborative Learning

Definition of Collaborative Learning

Collaborative Learning occurs when two or more students actively contribute to the attainment of a mutual learning goal and try to share the effort required to reach this goal, either face-to- face or supported by a computer.[1]

Aims of Collaborative Learning

Collaborative Learning aims to facilitate that procedure by increasing our ability to collectively process novel information.[2]

Impact of Collaborative Learning

Collaborative Learning results in group members trying to successfully perform a certain learning task or solve a specific problem together, in the long run, as an instructional method, it is very important that all members of the group develop effective experience working together (i.e., domain-generalised group knowledge, [3] that facilitates every member in acquiring domain-specific knowledge from this combined effort. The use of Collaborative Learning has implications for extraneous cognitive load.

How does Collaborative Learning Work?

Collaborative Learning makes use of the borrowing and re-organizing principle and is one of the justifications for hypothesizing that collaboration can be effective for learning. During collaborative learning, some information comes from collaborators rather than other sources and that information is likely to become available exactly when it is needed resulting in a decreased load and increased learning.[4].

Collective Working Memory

By having multiple working memories working together on the same task, the effective capacity of the multiple working memories may be increased due to a collective working memory effect.[5] Collaborative learning aims to facilitate that procedure by increasing our ability to collectively process novel information [6].

  1. ↑ Teasley, S. D., & Roschelle, J. (1993). Constructing a joint problem space: The computer as a tool for sharing knowledge. In S. P. Lajoie (Ed.), Computers as cognitive tools: Technology in education (pp. 229–258). Hillsdale: Lawrence Erlbaum Associates, Inc..
  2. ↑ Kirschner, F., Paas, F., & Kirschner, P. A. (2009a). A cognitive load approach to collaborative learning: United brains for complex tasks. Educational Psychology Review, 21, 31–42. https://doi.org/10.1007/s10648-008-9095-2.
  3. ↑ Kalyuga, S. (2013). Enhancing transfer by learning generalized domain knowledge structures. European Journal of Psychology of Education, 28(4), 1477–1493. https://doi.org/10.1007/s10212-013-0176-3.
  4. ↑ Järvelä, S., Kirschner, P. A., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., Koivuniemi, M., & Järvenoja, H. (2015). Enhancing socially shared regulation in collaborative learning groups - Designing for CSCL Intern. J. Comput.-Support. Collab. Learn 231 regulation tools. Educational Technology Research & Development, 63, 125–142. https://doi.org/10.1007/s11423-014-9358-1.
  5. ↑ Hmelo-Silver, C. E. (2002). Collaborative ways of knowing: Issues in facilitation. In G. Stahl (Ed.), Computer Support for Collaborative Learning (CSCL ’01) (pp. 199–208). Mahwah: Erlbaum.
  6. ↑ Suthers, D. D. (2006). Technology affordances for intersubjective meaning making: A research agenda for CSCL. International Journal of Computer-Supported Collaborative Learning, 1, 315–337. https://doi. org/10.1007/s11412-006-9660-y.


Lucy Module 4 Assignment

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