Collaborative learning: what is it?

Laal, Marjan; Laal, Mozhgan

doi:10.1016/j.sbspro.2011.12.092

Cited by 313 publications

(216 citation statements)

References 8 publications

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“…Firstly, when university students actively participate in a team-working experience, designed either as a cooperative or collaborative learning strategy, their perceptions are almost identical, in spite of the literature that can be read on their dissimilarities (Henri and Rigault, 1996;Dooly, 2008;Watts, et al, 2011;Laal and Laal, 2012). In our view it is the lecturer who has to decide what level of authority and control are adequate to achieve the educational goals by making students cooperate or collaborate.…”

Section: Discussionmentioning

confidence: 99%

“…Oxford (1997) states that cooperative learning is more structured and directive to students about how to work in teams than collaborative learning; it involves students working together to reach a common goal under conditions such as positive interdependence, individual accountability, face-toface interaction, appropriate use of cooperative skills and group processing (Johnson et al, 1991;Dooly, 2008). On the contrary, it is underlined that collaborative learning is less structured with open-ended and complex tasks that have no one specific answer and where the instructor is not the class authority but a facilitator for the group action (Jacob, 1997;Laal and Laal, 2012). Bruffee (1995) argues that cooperative learning dominates in primary and secondary school since the teacher places in a position of power as s/he structures the process.…”

Section: Collaborative and Cooperative Team Working Formationmentioning

confidence: 99%

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Cooperative or collaborative learning: Is there a difference in university students’ perceptions?

Andreu-Andrés

2015

Rev. Complut. Educ

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The hypothesis that the same educational objective, raised as cooperative or collaborative learning in university teaching does not affect students' perceptions of the learning model, leads this study. It analyses the reflections of two students groups of engineering that shared the same educational goals implemented through two different methodological active learning strategies: Simulation as cooperative learning strategy and Problem-based Learning as a collaborative one. The different number of participants per group (eighty-five and sixty-five, respectively) as well as the use of two active learning strategies, either collaborative or cooperative, did not show differences in the results from a qualitative perspective.

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Section: Discussionmentioning

confidence: 99%

Section: Collaborative and Cooperative Team Working Formationmentioning

confidence: 99%

Cooperative or collaborative learning: Is there a difference in university students’ perceptions?

Andreu-Andrés

2015

Rev. Complut. Educ

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“…Teachers are not seen as traditional lecturers which present material already written in books, instead their role is to act as mentors and motivators in students learning process. Interaction with fellow students has also an important part in learning (Vass & Littleton, 2010;Laal & Laal, 2012). The possibilities that technology brings to interaction and group work are interesting, as one is does not necessarily be in a certain location at a certain time, interaction can also take place from a distance.…”

Section: Technology and Learningmentioning

confidence: 99%

“…Learning is more than attending lectures or reading books to exam. Interactive elements, group assignments and learning in these situations are increasingly important elements in modern learning environments (Leonard & Leonard, 2001;Laal & Laal, 2012).…”

Section: Introductionmentioning

confidence: 99%

The Need for Digital Learning Environments

Sirkemaa¹,

Varpelaide²

2018

IJLTER

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Abstract. Traditional lecturing and classroom-based education is challenged by learning environments which are relying on information technology. Today there are plenty of new tools and applications that can empower the learning process. This study looks at the digital learning environment of a university, the use of technologies and applications in learning. where students are working in groups. The results of a questionnaire indicate that university"s learning platform and social media applications are both used in learning. While the learning platform is used for material storage and general information delivery, social media applications are used in interaction between students, in ways defined by students. For further research, including students from other universities and teaching staff would give a wider perspective on directions where the learning platform should be developed.

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“…Each of them intrinsically uses discovery-based methods to learning. Laal & Laal (2012) use collaborative learning interchangeably with cooperative learning and very bravely associate five elements of cooperative learning with collaborative learning. It is strange, why the name is interchangeably used when the very they bear two names.…”

Section: Introductionmentioning

confidence: 99%

Differentiating Cooperative Learning and Collaborative Learning: What Is Fit for Pakistani Higher Education?

Panhwar¹,

Gopang²,

Chachar³

et al. 2017

IJEL

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This paper attempts to clarify the relationship between cooperative and collaborative learning and shows that cooperative learning could be more effective in the context of Pakistani higher education. It is argued that although both these approaches are forms of group work, cooperative learning is more structured and controlled. Collaborative learning, on the contrary, is not that structured and depends on students to work independently in groups without involving the instructor authority very much. Therefore, the researchers in this research paper tend to justify how the teaching of English as a second language (ESL) in Pakistani higher education is more or less teacher-cantered and exam-based and how a structured approach to group work like cooperative learning might be of a great assistance in teaching English language in Pakistani universities and colleges. Hence, the study, through the critical review of the studies on cooperative and collaborative learning, aims at providing the rationale that cooperative learning might be more effective in teaching ESL classes in the present context. Furthermore, with the help of the previous research, Pakistani teachers and educators are provided with useful methods and suggestions for how to use cooperative learning in their ESL classes effectively. Thus, the aim of the paper is to offer additional understanding on how instructors can efficiently adopt cooperative learning to ESL teaching-learning processes in their classrooms.

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Collaborative learning: what is it?

Cited by 313 publications

References 8 publications

Cooperative or collaborative learning: Is there a difference in university students’ perceptions?

Cooperative or collaborative learning: Is there a difference in university students’ perceptions?

The Need for Digital Learning Environments

Differentiating Cooperative Learning and Collaborative Learning: What Is Fit for Pakistani Higher Education?

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