Is collaborative learning essential for education ?

Collaborative Intelligence has always been part of the world of education. In fact, in earlier times, it was described as an instructional design in where students were placed into groups towards reaching a common goal. This theory would only place its importance on the result . Now with technology, this aspect has been broaden, and made it possible for the student to document the process. Now, this type of learning has been transformed rather than placing the importance in groups to the student in itself ( Montbello et. Al, 2018) . In this new spaces, since it is virtual, students are more exposed to culture. It is highly likely to come from diverse backgrounds, have different technical and language abilities and have the desire to study at diverse times and in places where the student choose (Roberts, 2003) . As a concrete definition, Strauß & Rummel (2020) states that collaborative learning can be defined as “ a situation in which two or more people learn or attempt to learn something together”. This learning can be face to face (Magen-Nagar & Shonfeld, 2018), or online (Spears, 2012).

As for its elements, collaborative learning, whether it online or face-to- face contains different kinds of elements. The first element is the social interaction. As Vygotsky states, social interaction is crucial to learn a language and learn through the language. In fact, learning emphasizes the use of expressive talk, expressive writing, peer collaboration and meaningful problem-solving tasks (Washauner, 1997). Furthermore, the fact that it has social interaction, makes the student active. It is important to mention in this point that learning is an active process. Student has to integrate this new material with what he already knows, and connect it. They are creating something with new ideas (Smith & McGregor, 1992).

As a second factor, underlying this aspect is the Zone of Proximal Development. This Created and mentioned by Vygotsky, this zone facilitates learner’s engagement with “more capable students, teachers, advanced peers, who provide assistance and guidance” (Kato et. Al, 2015). Furthermore, it is important to say that besides collaborative learning, not only is this process helpful in the process of sharing information with others, but in the ZPD, students learn to also think critically ( Nykos & Hashimotto, 1997).

As a third factor is the element of feedback. In the case of languages, Lightbrown and Spada (1993) found that corrective feedback placed in the context of communicative interaction contributed to the correct use of questions in communicative tasks in ESL learners. Adding up, collaborative learning facilitates the exchange of ideas, and materials, and backs up peer review and continuous feedback during virtual activities ( Arshad, 2008).

As a fourth aspect is the factor is the move from assimilation to construction. This means that the student creates its own understanding based on social discussions. An activity made for this is the asking of thought provoking questions. Thought-provoking questions require thinking and they promote a high level of thinking, when its collaborative. In here, argumentation can be supported. Collaborative activity gives the learners a context since it offers ideas to generate, compare and evaluate multiple conclusions, theories, counter-theories, counter arguments and rebuttals along with any supporting evidence. In fact, in here, individuals are not just exchanging theories. They are often negotiating meaning and arriving at a reconceptualized and having a deeper understanding about a topic or issue being argued. Consequently, these jointly constructed meanings can be internalized as their own revised mental representations of topic of this issue (Fischer et. Al, 2007). Furthermore the fact that the student creates its own their own proper knowledge, debating and negotiating ideas, within their peers levels up their interest in learning. Moreover, by the student being social and creating its own meaning, its makes him easier to retaining more information longer and feel more satisfied with their classes. (Fischer et. Al, 2007).

Last but not least, there are some tools in which teachers can use to promote collaborative learning, or Web 2.0. According to Lee & Lan (2007) through the Web 2.0 platform, the traditional knowledge examples have shifted into a more interactive conversational approach”. Knowledge from specific disciplines is no longer given and addressed solely by domain experts, but by peers. These platform can also be seen in the model of Laurillard D. (2002), in which she proposes some tools such as wikis, blogs and social media for different ends. She calls them learning experiences. Here are some examples.As a first example, is social media. Laurillard (2002) states that social media can be used for debating and discussing topics. This links with idea of Ashrad (2008) which states that collaborative leaning combined with social media applications gives the student an environment that is integrated. The fact that it is online, means that it provides students experiences of self-discovery. Students do not have to focus on the textbooks or the teacher when using social social applications (Arshad, 2008). It is important to say that “social media” for Laurillard is not the same as “ social media” for Ashrad. Both determine social media differently. Laurillard (2008) determines it like Itunes and Youtube. On the other hand, Ashrad (2008) mentions “ social media” as Twitter and Blogs.

Both authors define social media’s purposes differently. On one hand, for Ashrad (2008) this purpose is communication and is related to the Zone of Proximal Development by Vygotsky and language use. It is not a learning experience but a matter of more profound description. This connection connected to the aspect of cognitive responses. On the other hand, for Laurillard (2008) is for attending and apprehending. Nevertheless, both options can be linked to the main concept of this essay doing different activities proposed by the teacher.

The second one, are online discussion forums. Researchers have stated that online learning may be supported for experimentation, divergent thinking, exploration of multiple perspectives, complex understandings and face-to face experimentations (Spears, 2012). Furthermore, in collaborative forums, students can learn new ideas from their peers, justify their point of view, and be able to criticize arguments. Adding up, in collaborative settings, in forums, students can be called to express problems, concepts, and procedures to their peers. These explanations frequently allow peers to realize flaws or limitations in their reasoning. It is needless to say that collaborative activities empower students to empower on students to develop more cogent and powerful arguments (O’Donell et. Al., 2013).

Besides online forums, as a third tool, is an online place composed by virtual workshops called WeScratch. Presented in the study made by Presicche et. Al (2020), WeScratch is a place where all the materials and sources are inclusive. Also, it integrates playful elements, as well as, it supports peer to peer collaboration. Not to mention that this app promotes that students create their own projects. This app supports the fact of the student being active, and engaging with knowledge, which is one of the principles of collaborative learning. Furthermore, virtual workshops can lead into knowing people from different parts of the world and be a part of a research team that works into a common goal and sustaining meaning. The fact that everyone is giving examples of what they know makes the group be more unique. These can be seen in the article of Brown et. Al (1999) in the part where it mentions the aspect of research integration.

As a fourth tool can be found wikis. As a definition of this word, Raman (2006) defines “it as an open author system for conjoined construction and maintenance of websites”. As Laurillard (2002) declares this places can also be used for articulating and expressing knowledge. Furthermore, Raman (2006) reinforces that these places can provide facilitation through cooperative knowledge and knowledge construction. They even have the function to be worked as a discussion board, essay or model (Laurillard, 2002). As for their benefits, they enhance communication, support knowledge sharing, as well as the facilitation of editing.

Finally, as a fifth tool can be found the example of blogs. Blogs can be useful since you can share knowledge and narrate ideas. In reference to Dos & Demir (2013) state that blogs have changed from simple online diaries to make people collaborate between them. Blogs can be a source about student learning, providing ongoing feedback and enhancing reflective thinking.

As a conclusion, it is important to take into consideration collaborative intelligence to form part of the curriculum of the school, if as teachers want a change in eduaction. Collaborative Intelligence is more than just participating on a virtual space. It is more about the student creating their own individual model of a concept and documenting the process. Collaborative intelligence mades everyone’s perception and connotation unique and full of value. It is important to remember that feedback must be given. With feedback and communication paired together, has the power to create in the student a process of enrichment. Taken this into consideration ideas and opinions, a model can be modified and made more interesting. Finally it is important to state that collaborative intelligence will be beneficial, only if we, as teachers, know how to use it.





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• Rebeca Pares