COLLABORATIVE LEARNING

Collaborative Learning

Abstract

In this study we try to explore the concept of “Collaborative Learning” in a holistic context. The main focus of the research is on “Collaborative Learning” and its relation with “Facilitating teachers and improving adult learning”. The research also analyzes many aspects of “Collaborative Learning” and tries to gauge its effect on “improvemnet of adult education. This paper is a reflection on what we are learning collaboratively about how teachers and facilitating out if collaborative learning and how collaborative learning and improves learning in adult education.

Collaborative Learning

Collaborative learning

Collaborative learning is an important shift from the typical teacher-centered lecture or university classroom atmosphere to cooperative classrooms, speech / hearing / notes process may not completely disappear. Teacher who uses collaborative learning approaches incline to think of themselves less as skillful senders of knowledge to students, and more as skillful designers of rational experiences for students-as handlers or mid-wives of a more emergent learning processes.

Collaborative learning is all about building learning communities. Learning community is a term that we use it in a broad way but in a specific sense. Fifteen (15) years ago, the numbers of universities have recognized the deep-seated structural factors that undermine the quality of undergraduate study, inhibiting the development of society. These schools have problems, attack developing learning community, a "purposeful adjustment of the curriculum linked to learning in their courses so that students receive greater coherence and, therefore, learning community of teachers and students' Delivery system and increase the interaction is the practice of collaborative learning for structure. (Slavin, 2000)

Approaches of Collaborative Learning

There are broad territories and variability in the approaches of collaborative learning, group is formed inside out of the class or in the class for the group work. There are many activities of collaborative learning that may range from long research teams that lasts the whole year or term to short lectures, group discussions, and long lectures through entire class periods. The processes and goals of activities of collaborative learning vary. Some teachers prefer more self-generated agendum formulating out of student questions and interests and some teacher's invention small group work around tightly structured or specific sequential steps. (Woods, 2004)

Collaborative Learning: Challenges and Opportunities

A wonderful opportunity can be creating a classroom of collaborative learning but they are full of dilemmas and challenges. Most Our cooperation based on their undergraduate experience, how many of our graduates from teacher-centered, lecture mode of teaching to promote strengthened. For each of us to strengthen the center and group activities is to work hard to attract students, especially at first. We get radical questions as we involved more and more into the collaborative learning. Long-held assumptions are touched by the assumptions of learning and teaching of collaborative learning. The changing role of the classroom: teachers and students a more complex role and responsibility. The classroom is no longer a separate and individual teachers, students; it becomes more and all the joy and tension and difficulties, the interdependence of all communities to participate in ...