Collaboration: Difference between revisions
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==Problem== | ==Problem== | ||
While collaboration and collaborative learning in the classroom have a number of advantages it is not without its challenges (Chan, Leung, Yeung, Chow, Tsui, & Ng, 2005). Students may find it difficult to schedule face-to-face meetings or there may be challenges in ensuring the fair distribution of work/personal responsibilities among group members (Chan et al., 2005). Other challenges to effectively promoting face-to-face collaboration include, promoting positive social interactions among group members (Nussbaum, Alvareza, McFarlaneb, Gomeza, Claroa, & Radovica, 2009), motivating student participation and fostering knowledge construction (Austin, Smyth, Rickard, Quirk-Bolt, & Metcalfe, 2010) and difficulty communicating with partners (Liu & Kao, 2007). | |||
Other difficulties that have been recognized in collaborative learning in face-to-face contexts include, possible occurrences of incorrect information sharing, peers who fail to support other group members, exclusion of an individual from the group and lack of cooperation among group members (Kotsopoulos, 2010). Fischer, Bruhn, Grasel and Mandl (2002) also identified that efficient and effective learning in a collaborative learning environment does not just happen by simply bringing learners together; it must be supported by knowledgeable teachers who promote cooperation and interaction in order for concrete and meaningful learning to occur. | |||
==Role of ICTs== | ==Role of ICTs== | ||
Revision as of 22:50, 9 October 2013
Promoting collaboration in face-to-face learning through use of ICTs
Kimberley Walsh, Memorial University of Newfoundland
Problem
While collaboration and collaborative learning in the classroom have a number of advantages it is not without its challenges (Chan, Leung, Yeung, Chow, Tsui, & Ng, 2005). Students may find it difficult to schedule face-to-face meetings or there may be challenges in ensuring the fair distribution of work/personal responsibilities among group members (Chan et al., 2005). Other challenges to effectively promoting face-to-face collaboration include, promoting positive social interactions among group members (Nussbaum, Alvareza, McFarlaneb, Gomeza, Claroa, & Radovica, 2009), motivating student participation and fostering knowledge construction (Austin, Smyth, Rickard, Quirk-Bolt, & Metcalfe, 2010) and difficulty communicating with partners (Liu & Kao, 2007). Other difficulties that have been recognized in collaborative learning in face-to-face contexts include, possible occurrences of incorrect information sharing, peers who fail to support other group members, exclusion of an individual from the group and lack of cooperation among group members (Kotsopoulos, 2010). Fischer, Bruhn, Grasel and Mandl (2002) also identified that efficient and effective learning in a collaborative learning environment does not just happen by simply bringing learners together; it must be supported by knowledgeable teachers who promote cooperation and interaction in order for concrete and meaningful learning to occur.