The Art of Collaborative Learning

Collaborative groups can introduce more productive learning to both life and
classroom context. Research shows that students learn better in collaborative groups
rather than competitive individualism. For example, when students work by themselves
and are motivated by winning or doing better than others, it will ultimately create a larger
gap between successful and unsuccessful students. If, instead, a teacher creates a
team environment where the group has to work together, providing different viewpoints
and abilities, students are able to expand their strengths and learn from peers.
In the “real-world,” collaboration and consultation is often used to increase
success as there is greater strength in numbers. Knowledge is a social construct,
meaning everything we know is a combination of what many people have discovered or
learned through time. Therefor, when people work together or learn in a group they will
have a deeper understanding of what they’re doing and how they can do it.
One researcher, Abercrombie, found that when a group of medical students
examined and discussed a patient as a group till a diagnosis was agreed on, the
students learned how to diagnose patients much quicker than students who learned
how to diagnose patients individually. This showed that judgement is learned better
amongst people so that members can discuss and eliminate unshared presuppositions
and biases.
Another researcher, Perry, implies that learning involves joining a group of
knowledgeable peers, or community, rather than just trying to absorb information
individually. There are 3 types of groups that can be formed in collaborative learning:
1. Autonomous groups are formed spontaneously between individuals, rather than by
an authoritative power. This allows students to maintain independence in finding a
social community that would be the most beneficial for themselves.
2. Semi-autonomous groups are often designed by an organizer with the intent of
maximizing efficiency, often including individuals with differing abilities or skills that
can contribute to the group. Once the group is organized and set on a task, the
organizer can let the group discuss and negotiate on their own.
3. Non-autonomous groups are completely controlled by the organizer in a way that
detracts from collaborative learning. Once the group is organized and set on a task,
the organizer continues to hold control over discussion and negotiation.
Granting authority, taking authority, and being respectful towards members are
three essentials for autonomous group learning. Being that my peer mentor class is
semi-autonomous, meaning the professor designed the groups, some people are
unwilling to incorporate these three essentials - especially because they aren’t used to
learning in teams. One thing we have done in the class is create roles for members -
such as discussion facilitator, timekeeper, note-taker, general manager - and make sure
they rotate positions each time there is a group challenge. I will encourage students to
take on these roles and respect each other in the process. This way each student learns
to take authority and give authority at some point in the semester. Ultimately,
collaborative learning stimulates discussion and arguments which encourage problem
solving and innovative application of knowledge - these are abilities that people cannot
learn individually.