Cooperative and Collaborative Learning
Collaborative learning is an instructional strategy that asks participants to work in teams to explore a significant question or create a meaningful project. Participants can be located in the same classroom or can work together on the shared assignment via the internet. Collaborative teams can hold discussions or contribute during real-time meetings or post comments, upload files, or work on collaborative online documents during times convenient to individual members. For ideas on how to structure a collaborative learning assignment, refer to Projects, Case Studies, Observational Activities, and Oral Presentations.
Unlike collaborative learning, which is designed for self-directed learning and exploration, cooperative learning is organized around structured projects or activities. While collaborative learning teams can work independently and combine their contributions, cooperative groups meet face to face and their work is assessed both individually and as a team. For collaborative and cooperative groups to succeed, they need to be small enough so that all members can make meaningful contributions, and they need clearly defined tasks.
Example
Jamal Elkaissi incorporated a collaborative activity into his NHI “Instructor Development Course” training presentation on “Accelerated Bridge Construction.” Figure 23 displays the learning outcomes for his training presentation. To assess achievement of the first outcome, “identify the advantages for using Accelerated Bridge Construction,” he divided the class into groups of three. He then asked them to identify the advantages from the perspectives of a bridge owner, bridge engineer/designer, and construction contractor. The activity helped reinforce the purpose of lesson: to be able to communicate the advantages of the novel construction method. Participants had to reflect on their learning and then evaluate it based on their assigned role. The activity served not only as a review and assessment but also provided participants with an opportunity to practice using their new information when they were back on the job.
Source: Elkaissi (2019).
Collaborative and cooperative learning is beneficial for groups with mixed skill or experience levels. Despite their differences, members can share and contribute. When participants engage in collaborative and cooperative learning activities, they “construct” new ideas based on both their own experiences and understandings and those of their team members. The two learning strategies result in deeper understanding of the content, increased engagement, and heightened motivation. Participants in collaborative and cooperative learning activities tend to take ownership of the material and think more critically about related issues when they work as a team. Collaborative and cooperative learning also increases the number of opportunities learners get to receive feedback. Unlike in whole group activities, where just one or two participants get feedback from the instructor, small group members get personal feedback from their peers on their ideas and responses.
As with any group activity, group dynamics can come into play, and instructors may occasionally need to address any conflicts that arise. The instructor should be aware that collaborative or cooperative activities may place an unfair burden on more experienced participants if they are expected to both teach their less experienced team members and also produce more of the finished product. More assertive members also may take it upon themselves to take over their groups and discount or ignore the contributions of their peers. Instructors need to monitor group work and keep in touch with all participants to make sure that all participants’ voices are heard and that their contributions are valued.
Instructor-Led Training
“Catch-Up” is an easy collaborative activity that can break up a lecture-heavy lesson. At a transition point in the lecture, stop and ask participants to turn to a partner or work in a small group. Explain that they will have 2–3 minutes to compare notes and ask clarifying questions. Once the time is up, open the floor to a few questions.
Web Conference Training
“Four Corners” can be adapted to a web conference course by creating breakout rooms or small group chats.
Instructions:
- Select a topic aligned to the learning outcomes and provide participants with four choices (for example, 4 bridge types, 4 construction methods, 4 crash modification factors, etc.).
- Ask participants to choose one. Based on the learning outcome, ask participants to think of two or three examples, characteristics, issues, etc. Explain that they will share their ideas with a partner who has made the same choice.
- Create a “corner,” i.e., a breakout room or small group chat space, for each choice. Post the choices and assignment in the chat space as a reminder.
- Set a time limit for small group discussions.
- Participants navigate to their appropriate “corner.”
- Participants pair up and discuss their answers with their partner.
- When the time is up, the whole group returns to the main room and the instructor calls on each “corner” to share their ideas.
