BASIC PRINCIPLES OF “COLLABORATIVE LEARNING”

Ekaterina Gjergo Suzana Samarxhiu 0 0 University Al eksander Moisiu , Durres , Albania The purpose of this article is to give a general overview on the basic principles and the implementation of one of the most recent learning techniques such as Collaborative Learning . More than thirty years on, it is interesting to look at the legacy of the communicative approach and to observe how current practice has been affected by its basic principles. It has become a popular approach to the organization of the classroom around the world and recently in Albania as well. Collaborative Learning, and its Techniques (also referred to as CoLTs) pay an important role in the learning process as a social activity. This article is designed to discuss the What (definition), Why (purpose), and How (manner) collaborative learning questions. The three of these questions will be answered and analyzed step by step in the following article. - While teaching and learning are no longer restricted to the formal settings, this does not mean that we should ignore other classic models. It fact, it operates hand in hand with other methods and techniques such as Audio Lingual ; Group Arrangements etc. According to John Seely Brown and Richard Adler (2008), social learning areas can co-exit with and expand traditional education . As a young university instructor, I am always looking for innovative ways to motivate my students and encourage them to collaborate with their peers. And it is not just me. There is a whole generation of teachers trying to improve learning and teaching techniques in and out of the classroom, aiming the increase in educational quality in Albania. This technique is considered as an integral part of the philosophy of Aleksander Moisiu University and the Faculty of Education as well. What does it mean? Collaborative learning is a situation in which two or more people learn or attempt to learn something together. More specifically, collaborative learning is based on the model that knowledge can be created within a population where members actively interact by sharing experiences and take on asymmetry roles. Put differently, collaborative learning refers to methodologies and environments in which learners engage in a common task where each individual depends on and is accountable to each other. It is a derivate of the most up-dated student-centered approach, that of Communicative Learning which came to be applied as an alternative to the previous teacher-centered approaches and methods such as Grammar Translation , Total Physical Response , etc. In educational terms, it is a student-centered approach and as such its purpose is that of managing to meet the language learning process to the students needs and requirements. Its main objective is that of fostering cooperation among students through interactive activities rather than competition in learning. Collaborative learning is commonly illustrated when groups of students work together to search for understanding, meaning, or solutions or to create an artifact or product of their learning. Further, collaborative learning redefines traditional studentteacher relationship in the classroom which results in controversy over whether this technique is more beneficial than harmful. It operates on basis of collaborative learning activities that can include collaborative writing, group projects, small/wholeclass-groupings, joint problem solving, debates, study teams, and many other activities. In this point, a close relation to the Group Arrangement technique is exercised. Basically, collaborative learning is any approach to education in which students work together in small groups to solve problems. It is a strategy that permits students and instructors to make good use of communicative forms. It does so while keeping human relationships, both among students and between students and instructors, at the center of the educational process. As such, it is a particularly important approach for those educational institutions and faculties which are interested in preserving the traditional social and intellectual values of a liberal education (as the philosophy of Aleksander Moisiu University clearly states). Why is it important to implement this technique? One of the main reasons we are discussing about Collaborative Learning is that it serves as a good practice in undergraduate education (as our main area of teaching activity). In such terms, this technique offers many advantages in the high education process. If we would rank them in order of importance we would say that it: WHAT results are expected from this method? Two of the major outcomes we receive due to the implementation of this method in the language classroom are: In addition, positive outcomes of this strategy include: knowledge, it must be placed in a conceptual framework (Cooper, et al., 1997; Slavin, 1995). In the small group setting, the learner has the opportunity to rehearse his understanding with others and to be exposed to other conceptual constructs. Social constructivism: For knowledge to be internalized and a framework established, a social discourse must first take place. It is this discourse that leads to the conceptual framework in which to relate the new knowledge (Bruffee, 1992). As MacGregor states, "Knowledge is shaped, over time, by successive conversations, and by ever-changing social and political environments." (MacGregor, 1990). The motivational theorists believe that the inherent structure of cooperative learning creates an environment which motivates learning. For instance, if group and individual performances are components of the final assessment, individuals are motivated not only to learn the material but also to encourage all group members to understand the basic underpinnings of the knowledge. Hence, there is a driving force to foster positive interdependent relationships between group members. That is, cooperative learning creates a "One for all and all for one attitude." (Alexandre Dumas) How can it be implemented? The manner in which it can be implemented asks for a lot of efforts from a number of different units which collaborate to manage to meet the curriculum to the principles of collaborative learning. Action planning with strategies in mind is required through all steps of its implementation. As far as implementation is concerned, the teachers are preferred to work in groups themselves (collaborative teaching). First, the teaching team, through their ongoing research and planning, ensures I are familiar with the recent research and literature on: middle years issues of alienation, Secondly, I should consider some common ways to meet the challenge of collaborative teaching: Moreover, teachers should in the know of the components of an effective lesson design. These components serve as a guide for instructors during the implementation of this technique. Some of them are: Monitoring and assessing student progress In addition, (...truncated)