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1. Welcome to learning together collaboratively!

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1. Welcome to learning together collaboratively!

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Greetings, readers!

As we venture into the world of learning together collaboratively, we are excited as a group to share a design for a learning opportunity that not only gets students working and especially learning together collaboratively but also influences their capacity for collaboration beyond the course.

Happy collaboration!

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2. Motivating meaningful collaboration among students

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2. Motivating meaningful collaboration among students

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*Intrinsic and extrinsic motivational factors greatly affect the quality of learning results and the entire educational experience.

*Collaboration fundamentally requires individuals to work synergistically towards a common goal.

*Positive interdependence fosters responsibility, collaboration, and accountability.

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2.1 Social Learning theory: Albert Bandura

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2.1 Social Learning theory: Albert Bandura

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One of the main points of the theory is learning through modelling others’ behaviors and in order to learn, there are four important aspects that must be present:

Attention – the ability to observe.

Retention – understanding and remembering.

Reproduction – the ability to reproduce.

Motivation – being motivated to reproduce behaviors.

In addition, social learning is influenced by three interconnected factors that are nicely summarized in the model depicted above!

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3. Pedagogical strategies and tools effectively foster active, social learning.

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3. Pedagogical strategies and tools effectively foster active, social learning.

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*Create assignments that help students develop and refine their collaborative skills.

*Practice-based: Case methodology, scenarios, vignettes or problems that they need different perspectives to solve.

*Collaborative: Let them post questions to a text and answer them, aligning their questions with those in the exam.

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What contributes to the effectiveness of learning together?

Knowing each other – it is important that people who will learn together know each other as much as possible.

Psychological safety – it is crucial for people to understand that they can be themselves and share their views and knowledge.

Environment – it is important to build an environment where people feel comfortable and are enabled to learn.

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4. Fostering Student Learning through Social Engagement

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4. Fostering Student Learning through Social Engagement

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*To effectively encourage student learning through social engagement, a multifaceted approach is necessary, focusing on creating supportive and collaborative learning environments, both in person and online.

*A unique approach that considers pedagogical strategies, technological integration, and community building is essential. Educators can create collaborative learning environments that foster active participation and learning among students.

*This can be achieved through group projects, discussions, and peer teaching, which promote the exchange of ideas and collective problem-solving

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Understand the interplay of individual behaviours, group processes, and organisational goals.

Factors such as cohesion, cooperation, and team cognition are essential to consider.

Incorporating lay conceptualisations of cooperation into research when looking to influence social behaviour in a group. This is because expert and lay views of cooperation can differ.

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6. Strategies and tools for online support: The Five Stage Model

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6. Strategies and tools for online support: The Five Stage Model

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*A framework or scaffold for a structured and paced programme of e-tivities.

Stage 1: Access & motivation - transitioning

Stage 2: Online socialisation - Advancing into network

Stage 3: Information exchange - information sharing and achieving cooperative tasks

Stage 4: Knowledge construction - increase in control of learning

Stage 5: Development- deploys knowledge to demonstrate achievements in assessements

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Baker, T., & Clark, J. (2010). Cooperative learning–a double‐edged sword: a cooperative learning model for use with diverse student groups. Intercultural Education, 21(3), 257-268.

Blatchford, P., Kutnick, P., Baines, E., & Galton, M. (2003). Toward a social pedagogy of classroom group work. International journal of educational research, 39(1-2), 153-172.

Gaad. A.L.V., (2022) The Effects of Online Collaborative Learning (OCL) on Student Achievement and Engagement

Haythornthwaite, C, (2019) Facilitating collaboration in online learning

Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of education, 48(1), 103-122

Ghaleb Belal Dahiam Saif (2024). Social Loafing: Understanding, Mitigating, and Enhancing Group Performance. International Journal of Scientific Multidisciplinary Research (IJSMR) Vol.2, No.9, 2024: 1321-1328

Bandura, A. (1977). Social learning theory. Prentice-Hall.

Ying, X., Li, H., Jiang, S., Peng, F., & Lin, Z. (2014). Group laziness: The effect of social loafing on group performance. Social Behavior and Personality: An International Journal, 42(3), 465–472

Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of education, 48(1), 103-122.