COLLABORATIVE LEARNING

Collaborative learning is the type of learning where group members work together to support each other in order to achieve goals that have been agreed upon (Study Guides and Strategies modules 2013; Leigh Smith & MacGregor 1992; Gokhale 2011). Learners at various performance levels work together in small groups towards a common goal. They take responsibility for each other’s learning and their own and success by one member helps others to succeed (Gokhale 2011). In addition, Leigh- Smith & MacGregor (1992) further elaborate on the definition of collaborative learning by identifying the following aspects about this strategy.

• Collaborative learning is a joint intellectual effort by students or with teachers in groups in search of understanding, meaning or creating a product. This means that several ideas are brought together to complete a task which can be a physical one.

• Collaborative learning is learner-centred. This means that the approach looks at the interest and needs of the child.

• Learners discuss and work actively with the course material and as they do, other methods may go in line; for an example, listening and taking notes when someone is speaking.

• Teachers act as coaches and facilitate the learning process.

In collaborative learning, each member of the group is empowered and encouraged to ask and contribute to the attainment of the group goal. Members are expected also to

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accommodate each other in terms of listening and sharing ideas (Study Guides and Strategies module 2013, online). Collaborative learning allows for the exchange of ideas that promote more participation by group members and also leads to critical thinking (Gokhale 1995). Vygotsky (1978) says that working in groups leads to a better performance by learners than working alone. This results from sharing ideas. In a diverse group, individuals gain positive knowledge and experience because there is a wide range of ideas.

Findings by Johnson & Johnson (1986) further reveal that there is higher achievement of thought and longer retention of information by students who work in groups than those who work alone. This means that learners not only achieve better in groups but also remember what they have learnt for a longer period of time. Learners are given the opportunity to engage in discussions, take responsibility for their learning and are trained to become critical in thinking (Gokhale 1995).

Collaborative learning is ideal for juvenile offenders because it is a learner-centred approach which allows learners to work actively with the course material to construct meaning (Leigh- Smith & MacGregor 1992). This means that learners are given the freedom to work independently and be able to solve their problems. By nature, collaborative learning begins with a problem that challenges learners to practice and develop higher order reasoning and problem solving skills (Leigh Smith & MacGregor 1992). Problem solving skills are crucial skills that reduce chances for tension. Armstrong (2011) says social skills groups help learners to gain tools for successful communication that will be used in real life. In other words, these activities are relevant to the learners’ real world.

There are some assumptions about collaborative learning suggested by Leigh –Smith & MacGregor (1992). These assumptions will be discussed below.

The first one is that learning is an active constructive process where learners should be actively involved in constructing meaning from what they learn. The other one is that

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learning is context-based and it depends on rich contexts where a problem is presented to learners and they are expected to find a solution. The problem presented to the learners should relate to their context in order for it to make sense.

The third assumption is that learners are diverse and as they learn in groups we get immediate sense of what experiences and ideas they bring and how they learn. From this feedback, the teacher is in a better position to design programmes that will accommodate their needs and expectations.

The fourth assumption says learning is inherently social. Learners are expected to interact, discuss, explore and make meaning out of the task given. They should be taught team work and cooperation which will impart skills and values such as tolerance, resolve differences, caring and accepting other people’s views.

Collaborative learning is an approach that has a great impact in promoting social wellness habits when implemented properly. Different approaches can be used in collaborative learning. The teacher can use the problem-centred activities where a problem is presented and learners are expected to find solutions or set a case and learners are expected to analyse and resolve it.

Simulations can be used also as part of collaborative learning. These are complex structured situations that help to stimulate experiences of real life. As learners play roles, they get invested in the situation emotionally and then they can reflect on their perspectives after the simulation. Simulations expose learners to different roles that may be required of them in real life. An offender who plays the role of bringing peace in his community will have the chance to reflect on how his behaviour affects other people and may start realising the need for change.

69 2.15.1 Goals of education in collaborative learning

The following are goals of education under cooperative learning:

• To enforce more involvement and more active in learning that leads to better retention and success;

• To ensure cooperation and team work. This way students gain skills and values that are crucial for living in their communities as they learn to tolerate each other, resolve differences without the use of violence, caring and honouring the views of others. In team work, learners also learn leadership skills that can benefit their communities in future once they are put into good use; and

• Civic responsibility of education ensures that learners learn to air their views and at the same time be sensitive to hear other people’s views. This equips them to be good and useful members of their communities.