In practice, the concept of collaborative learning has come to mean “students working in pairs or small groups to achieve shared learning goals. It is learning through group work rather than learning by working alone” …
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Sociocultural theory in collaborative learning
It is a pedagogy that has at its centre the assumption that people make meaning together and that the process enriches and enlarges them”. The debate about the definition of term ‘collaborative’ as well as ongoing attempts to identify relevant criteria to determine whether learning is collaborative or not does not seem to have any major implications for the basics of collaborative learning.
Almost every research study exploring collaborative learning environment comes to positive conclusions. Natasi and Clements (1991) summarize these conclusions in the following way: “Cognitive-academic and social-emotional benefits have been reported for students from early elementary through college level, from diverse ethnic and cultural backgrounds, and having a wide range of ability levels… Furthermore, cooperative learning has been used effectively across a wide range of content areas, including mathematics, reading, language arts, social studies and science”.
Initially, research in the realm of collaborative learning focused on functioning of an individual learner in a group: the theories which dominated cognitive psychology over the 1970s tended to emphasise the role of individual information processors in the process of cognition. The social context of this process was viewed as secondary to individual activity. The last decades of the 20th century were marked by increased attention to the social context, and, consequently, improved understanding of the process of cognition.
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Macaro (1997) is seen to define collaborative learning as a learning process via which the students are normally encouraged to try and achieve a set of common learning goals by ensuring that they try to work together as opposed to them solely relying on their tutor.
The King Saud University, for example, has utilized the use of intranet by providing useful information to students concerning curriculum, upcoming conferences and access to the library database (Mirza, Abdulrahman; Saudi Arabia and the Internet Technology).
The essence of the philosophical assumptions underlying collaborative learning is perfectly summarized by Matthews (1996): "Collaborative learning occurs when students and faculty work together to create knowledge It is a pedagogy that has at its centre the assumption that people make meaning together and that the process enriches and enlarges them" (p.
Dylan's strike "Blowin' in the Wind" off the 1963 album The Freewheelin' Bob Dylan was one of his most excellent workings that lifts up issues about warfare, peace and liberty while showing off his thoughtful ability of song writing.
This song was first presented on April 16, 1962during the Vietnam War.
This is a pretty interesting mix as it takes into account the important ingredients of learning whilst working alongside each other. Collaborative Learning is indeed comprised of different methodologies and environments under which
lusion of collaboration, computer mediation, and distance education has problematized the very notion of learning and called into question existing assumptions about how to study or learn it. Collaborative learning has an intricate relationship to established fields, evolves in
The theory holds that parents, peers and the members of the community affect an individual behavior in the long learn. The theory adds that the behaviors that people learned at their little age are recognizable at later ages. In essence, language and communication skills are
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