How Collaborative Learning leads to student success

how collaborative learning benefits and how does collaborative learning work and how to teach collaborative learning and how to implement collaborative learning
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DrJohnRyder,United Kingdom,Researcher
Published Date:07-07-2017
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COLLABORATIVE LEARNING IN THE TEACHING OF UNDERGRADUATE RESEARCH METHODS COURSE Wilma S. Reyes, Ph. D. Portia Roxas- Soriano, M. Hist Philippine Normal University Philippines BACKGROUND OF THE STUDY 1. Research as a Course 2. Research as an Intellectual Activity st 3. Role of Research in the 21 Century 4. Benefits of Using Collaborative Learning as a Pedagogical Strategy • Benefits of Collaboration in Research • Collaboration as critical success factor in academic achievement • Collaborative learning ( CL) strategies as beneficial to learning • Factors contributing to achievement effects of CL • Studies Success Stories of CL CONCEPTUAL FRAMEWORK Meta- Critical Cognitive Success Factors Strategies Collaborative Students’ Research Learning Learning Methods Course Co-Regulation Knowledge/ Strategies Attitude/Skills Figure 1. Conceptual Framework RESEARCH QUESTIONS • What are the critical success factors of collaborative learning in teaching and learning research that emerged from the study? • How does collaborative learning facilitate the teaching and learning of research course? What collaborative learning strategies (meta-cognitive strategies and co-regulation strategies) students use in learning research the easy way? • What knowledge, attitudes and skills were acquired by the students in the process of doing research using collaborative learning strategies in the classroom? METHODOLOGY – Research Design Qualitative – Participants A case of undergraduate class of Psychology majors with 35 students taking up a Research Methods course – Data Collection Procedure Process-oriented Approach – Data Analysis Categorization to code the data gathered from class interactions, focus groups, reflection papers and research diaries RESULTS AND FINDINGS Critical Success Factors 1. Class Structure –Based Factors Standards of Evaluation Reinforcements  Nature of interaction (interdependent,  Well-defined class structure (goals and high-level) expectations, purpose of collaborative  Collaborative evaluation ( students learning, group responsibilities, evaluate their peers) processes, and assessment).  Group symmetry ( action, goal,  Teacher factor ( preparation, subject responsibility) mastery, classroom management,  Process evaluation for each activity consistency, personal factors)  Group performance in terms of level  Student involvement and participation of participation, quality and timeliness in planning and assessment. of submitted outputs Critical Success Factors 2. Intrinsic Factors Characteristic of Self- Regulated Learning Self- Performance Observation Self-Performance Evaluation Self- Reaction Practiced patience Learned the virtue of honesty and Rewarded myself for a job well- Taming my stomach though I patience done always get hungry Learned how to use the library Felt good about myself because I Had some difficulty in getting the resources more effectively was able to contribute to our group gist of every thesis Became familiar with the world of Tamed my stomach Difficult to find resources and research in the actual sense Reminded myself not to be lazy construct bibliography Became a very keen observer Told myself to have patience and Read and read all over again until Became an expert in finding books passion for searching data you understand the real problem Broadened my knowledge and presented corrected my previous conceptions Feared rejection on doing literature review, finding Feeling nervous sources, synthesizing. Feeling competitive Became more hardworking because Cannot defend our topic due to lack I don’t want our group to fail of knowledge on our proposed Became resourceful topic Collaboration Characteristics Evident in the Study 1. Individual and Group Accountability Figure 2 . Individual Grade based on Individual Performance Figure 3 . Individual Grade based on Individual Performance Collaboration Characteristics Evident in the Study 2. Interpersonal and Small Group Skills Skill f rank Analytical skills 5 4.5 Stating our disagreement with an idea in a polite way 3 7.5 Simplifying the meaning of a word Convincing our group mates that we can finish the 3 7.5 task 6 1.5 Listening intently to what others are explaining Understanding clearly or decoding the ideas shared 5 4.5 by our members 5 4.5 Asking questions to clarify opinions raised by other members 6 1.5 Communicating our ideas clearly Reminding others to participate and listen 5 4.5 2 9.0 Collaboration Characteristics Evident in the Study 3. Promotive Interaction 1 2 3 • The professor’s • The context of • Group role as a interaction members facilitator became richer began to create slowly as tasks their group diminished in became more identity and time as groups challenging hold gained themselves confidence on responsible for the procedures one another’s and grew in learning responsibility journey Fig 4. Changes Noted on the Quality of Interaction Among Groups Collaboration Characteristics Evident in the Study Table 4. Themes that Emerged from the Process Evaluation of Collaborative Learning at the End of the First Semester Themes f rank Lack of Skills( library search, writing the gist of an 6 1 article read, abstracting ideas, communicating my ideas clearly, not so good with computers) Importance of Positive Attitude ( staying focused, managing time, prioritizing tasks, being patient and 5 2 honest, being careful in doing the task so as not to commit mistakes, trusting your groupmates, being a dependable member) Collaboration Characteristics Evident in the Study Table 5. Themes that Emerged from the Process Evaluation of Collaborative Learning at the End of Second the Semester Themes f rank Lack of Skills( library search, writing the gist of an article read, 2 5 abstracting ideas, communicating my ideas clearly, not so good with computers) Importance of Positive Attitude ( staying focused, managing time, 5 3 prioritizing tasks, being patient and honest, being careful in doing the task so as not to commit mistakes, trusting your group mates, being a dependable member) Satisfaction gained ( being able to finish the their proposal, successfully defending their proposal, getting a high grade, efforts paid off) 6 1.5 Influence of the group( thankful for their group, found a support group as well, ) 4 4 Lessons learned ( became patient, learned to manage my time well, learned to accept criticisms, improved my writing skills, learned the value of cooperation 6 1.5 Collaboration Characteristics Evident in the Study 4. Group Processing 1 2 3 • Simultaneous • Efficient • Effective Collaboration Characteristics Evident in the Study 5. Positive Interdependence Table 6. Students’ Assessment on the Class’ Level of Achievement in Collaborative Learning Criteria Respondents’ Assessment All the members : Weighted Descriptive Meaning Mean 1. participated in the conduct of research 4.53 Exceptional 2. articulated their insights on how to go about the research process/ 4.43 Superior investigation 3. presented their research ideas 4.43 Superior 4. demonstrated clear and accurate understanding of the scope of 4.30 Superior the research problem and the issues involved 5. had equal share of responsibilities in the group 4.27 Superior 6. presented their individual perspectives first on the issue before 4.17 Superior coming with a consensus 7. offered their analyses on the data gathered 3.90 Superior 8. contributed in the whole research process 4.40 Superior 9. showed individual and group accountability 4.40 Superior 10. cooperated and gave their full support until the completion of the 4.30 Superior project Total 4.31 Superior Knowledge, Skills and Attitudes Learned Knowledge Skills Attitudes  conducting research  listening and speaking skills  maintaining patience  doing library research  handling difficulties during tough times  organizing related  improved writing skills  managing time effectively literature  thinking skills  perseverance even when  summarizing an article  leadership skills doing research was very  broader understanding of  critical thinking skills difficult research  interpersonal skills  determination to complete  constructing bibliography  cooperation skills our task  data gathering  being aware of my own  being concerned for the doing or contribution in the group’s performance group  being open-minded to ( metacognitive) criticisms and opinions of  adjusting to the needs and others pacing of the group(self- being more out-spoken to regulation) share my views and ideas  trying to be positive in everything  learning to trust others  learned to be more cooperative  shared responsibilities  gaining and valuing friends  stating your opposition to an opinion raised in a polite manner  being more accepting of others’ weaknesses  being helpful  acknowledging help from others  valuing others’ contributions  punctuality  honest  justice/ fairness • Self-regulation and co-regulation emerged as the critical success factors of the study. The collaborative set-up emphasized individual and group accountability enabled the students to be more focused to effectively contribute to the collective performance of their group. • The role of the teacher is crucial to optimizing collaborative learning. The consistent implementation and observance of ground rules and collaboration mechanisms, the regular feedback and monitoring system made students aware of their own and their group’s performance and how well they were meeting their targets. • Students became more self-directed and purposive in learning as the lessons and the required outputs progressed in complexity. Given the urgency of the situation and the drive to achieve, students have attained a significant level of awareness and control of their own learning behavior, characteristic of metacognition. • Collaborative learning was instrumental in unpacking a wealth of social skills, values and attitudes which is a proactive approach to developing well-mannered and highly-productive professionals. • Among the specific skills that surfaced as students engaged in CL include active listening, giving and accepting criticism, diplomacy in handling disagreements and providing support to members who do not easily catch up. • As to values acquired, patience, determination, honesty, objectivity, understanding, initiative, punctuality, consideration for others, gratitude, self-discipline, and self-courage were among that emerged.

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