Documente Academic
Documente Profesional
Documente Cultură
requires a different forms of group of learners to collaborate on a given task (Laal., Ghodsi,
and essential practice that engages students with content, knowledge, fellow students as well
as the teacher. The use of the various styles of collaborative learning within the classroom,
potentially caters to student and teacher development in diverse factors such as increase in
outcomes.
The learning style of CL has the influence to highlight major benefits of social,
psychological, academic, and assessment (Laal et al., 2012, p.486). CL aims to achieve
classroom with fellow peers and teachers. CL as a facilitator to student achievement, drives
2014, p. 4057-4058). Laal et al. (2014) find that being able to successfully engage with CL
accountability, social skills and group processing which further enhance a students social,
academic, psychological and assessment advantages that were earlier stated (p.4061).
As the success of CL is stressed among the students abilities, it is also underlined that a
p.178). Hmlinen et al. (2011) underlines the theoretical and pedagogical perspectives on
successful CL. The theoretical factors that have been highlighted is that CL relies on the
creativity, social perspectives and theoretical sources, Hmlinen et al. (2011) were able to
identify and draw recommendations for the implications. It was stated that orchestrating,
heighten student engagement to CL (p. 174). The research article further highlights how
applying teaching methods and pedagogies to enhance student engagement and CL, pre- and
real-time activities to motivate students CL will play a significant role in student learning
(p.178). It is found that Social, Psychological and Academics factors will be enhanced as
there will be an improvement in classroom, results and critical thinking. (Laal & Ghodsi,
2012, p.487).
supported. In Almajed, Skinnier, Peterson & Winnings (2016) findings found that the
interactions, group and learning processes and outcomes (p.1541). Ultimately, with all these
learning that CL occurred and linked to the study aims. The students who participated in the
study, CL occurred best when certain group-facilitating contextual features were present or
absent (Almajed et al., 2016, p.1541). Students also believed that having a mixture of
students that shared similar and different attributes and behaviours allow positive interactives
and critical thinking. Students strongly believed that by engaging with the group enhanced
their social and knowledge skills as they had to manage conflict and implemented strategies
to overcome obstacles. The article also highlights that students responded well to having
deadlines and work-load as it inhibited their learning skills (Almajed et al., 2016, p.1555).
102097 Al Amira Dounia Ayoubi 17631307
Chandra (2015) conducted a study to underline the principles that are involved with CL.
Chandra (2015) states that the findings that students using CL opposed to Individual Learning
achieved higher scores in their final assessments (p.2). The aim of this study was to examine
and find the teaching method that enhances students academic performances. Chandra
(2015) also highlights that through her study she as able to identify principles of CL which
includes "the learner or student is the primary focus of instruction, Interactions and "doing"
are of primary importance and "working in groups is an important mode of learning" ( p.4).
Impacts and benefits that were also found in the study was that CL allows students to have
interpersonal development such as higher order of thinking and communication with peers.
Students were exposed to diverse perspectives that challenged and also enhance students
high-level thinking and an increase in student retention and responsibility as students were to
adopt leadership skills and responsibility which provided them more opportunities and
personal feedback (Chandra, 2015, p. 4-5). This study further supports that the teaching
engagement with the teaching style gives a personal insight on the relevance of CL. It has
been highlighted that the theoretical framework in the late 1800's that CL has been a powerful
tool within the classroom juxtaposed with students working individually (Osman, Duffy,
Chang, Lee, 2011). It was emphasized that students have positive effects by increasing their
collaborative learning supports the 1800's the theoretical framework (p.548). Results found
that 18 out of the 20 participants found that the best learning experiences were in forms of CL
(p.550). It was quoted from one of the students from the study that "Two students also
102097 Al Amira Dounia Ayoubi 17631307
reported that discussions usually made the class more engaging. Sally explained that the class
goes smoother because youre listening to a whole diverse peoples opinions." (p.550).
However, there were a contrast in the effectiveness of CL within the classroom as students
felt that they are likely to end up being distracted and that teachers play a major role in
Rieger and Heiner (2014) observed students who participated in sitting two exams
individually compared the students working collaboratively before the exam (p.41). Results
highlighted that students as well as teachers supported the idea of CL within the classroom. It
was found that 76%of students had a positive experience and believe benefits learning.
Students perspectives further revealed that (Rieger & Heiner, 2014, p.41). Students felt it was
a good learning experience; students were able to share their knowledge and offer help and
understanding to their fellow peers as they received immediate feedback Reiger & Heiner,
2014, p. 46). Furthermore, another study on students perceptions was researched to find
whether CL has the ability to allow students to learn more and also minimise stress (Ioannou
& Artino, 2010, p,189). The article states that all group activities, tasks and group projects
are more effective than students working independently (p.189). Critical thinking, academic
achievement, social competence and well-being were enhanced (Ioannou & Artino, 2010,
improved performance and improved confidence (p. 193-194). Moreover, it is essential for
knowing where students may need further guidance and to address any implications (Laal &
Ultimately, the articles that have been discussed show that using the pedagogy CL is positive
and engaging practice within the classroom. It addresses many students learning needs
academically and socially. Most importantly, a high number of the results tested that CL
should be used within the classroom for diverse teaching methods and content as it shows
B: Data Collection
Protocol
I am working on a project titled Engaging students in their learning for the class, Researching Teaching
and Learning 2, at Western Sydney University. As part of the project, I am collecting information to help
inform the design of a teacher research proposal.
This survey aims to identify the importance of using Collaborative learning as a teaching strategy within
classrooms. This study aims to highlight the effect this teaching strategy has had on students and the
success rate of this teaching pedagogy. I hope to find how the use of Collaborative Learning in the
classroom effects, opportunities and implications of the this method. The data collection will be collected
by a survey that included numerous closed and open-ended questions that hope to gather implicit
findings.
I have read the project information and have been given the opportunity to discuss the
information and my involvement in the project with the researcher/s.
The procedures required for the project and the time involved have been explained to me, and
any questions I have about the project have been answered to my satisfaction.
I consent to allowing my answers to the survey to be private and confidentially and allowed to be
used for data research.
I understand that my involvement is confidential and that the information gained during this
data collection experience will only be reported within the confines of the Researching Teaching
and Learning 2 unit, and that all personal details will be de-identified from the data.
I understand that I can withdraw from the project at any time, without affecting my relationship
with the researcher/s, now or in the future.
By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university student
who is 17 years old.
Signed: __________________________________
Name: __________________________________
Date: __________________________________
By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years old, and
provide my consent for the persons participation.
Signed: __________________________________
Name: __________________________________
Date: __________________________________
102097 Al Amira Dounia Ayoubi 17631307
Age:____________________________________________________________________________
Gender:_________________________________________________________________________
Date:____________________________________________________________________________
O Neutral
O Disagree
2. Collaborative Learning allows students to learn more content?
O Agree
O Neutral
O Disagree
O Neutral
O Disagree
4. Collaborative Learning improves students social skills (communication, well-being,
interaction)
O Agree
O Neutral
O Disagree
5. Do you believe that Collaborative Learning should be practiced in the classroom?
O Agree
O Neutral
O Disagree
6. Do you believe that teacher involvement is important for positive Collaborative Learning?
O Agree
O Neutral
O Disagree
102097 Al Amira Dounia Ayoubi 17631307
O Agree
O Neutral
O Disagree
8. Do you feel that you had performed better in tasks, projects, activities when doing it in
groups?
O Agree
O Neutral
O Disagree
10. What are the positive effects/ experiences you have gained from Collaborative Learning?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
11. What are the negative effects/ experiences you have gained from Collaborative Learning?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
12. What are your overall comments on Collaborative Learning? Please include perspectives,
alterations to the pedagogy, is it a positive strategy to use in the classroom etc
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
102097 Al Amira Dounia Ayoubi 17631307
The protocols used in the survey are based on the effects of CL if the teaching pedagogy is an
engaging practice within the classroom. The survey includes both structured (closed) and
non-structured (open) questions. The questions were created and aimed for students that have
worked in groups. The structures and non-structured questions are based on students
perspectives. The structure has been implemented to be able to collect the data efficiently.
The non-structured questions have been implemented to gain a further insight and perspective
on CL in the classroom and the personal negative and positive experiences that the students
have accounted. The survey is aimed to reveal whether the same effects that were earlier
discussed correlated. The findings in the literature were conducted in various methods of data
analysing the research and articles throughout the literature review, the questions in the
survey were created to have purpose and to gather data. The questions were based off the
research questions within the literature review to compare and contrast findings and to gain a
The chosen collection tools of surveys were chosen as it provides substantial information.
Efron & Ravid (2013) state that it is the most common and efficient tool used to study and
gather information as it provides resourceful and easily analysed (p.107). In addition, using
survey for the research, it will provide a variety of qualitative and quantitate data as it gathers
peoples opinions, perceptions and attitudes as well stresses the area or factors that need to
be addressed how it can be mended (Efron & Ravid, 2013, p.107). The structured questions
give the participants to answer Agree, Neutral and Disagree. Efron & Ravid (2013) state
that the structured questions are focused on predetermined categories and checks are made
102097 Al Amira Dounia Ayoubi 17631307
to record specific measurable behaviour that result in numerical data which will make it
easier to record and analyse the data (p.129). It has been designed allow the data collection to
within the survey, participants are able to explain their perspectives in their own words and
help clarify their belief (p.121). Ultimately, the motivation of the survey is to research and
analyse how different methods and teaching pedagogies can engage student learning.
The ethical values regarding privacy and confidentiality will be practiced and reinforced to
participants doing the survey. Participants will be given a consent sheet that needs to be read
and signed.
References
102097 Al Amira Dounia Ayoubi 17631307
5015.1601
Efron, S.E. & Ravid, R. (2013). Action Research: A practical guide. Guildford Press e-book
retrieved from:
http://ebookcentral.proquest.com/lib/UWSAU/reader.action?docID=1137441.
Ioannou, A, & Artino, A. R., Jr. (2010). Learn more, stress less: exploring the benefits of
http://ezproxy.uws.edu.au/login?url=http://go.galegroup.com.ezproxy.uws.edu.au/ps
/i.do?p=AONE&sw=w&u=uwsydney&v=2.1&it=r&id=GALE%7CA221092150&a
sid=a8d6f2a04f443c1746fe1f44d422abd8
Laal, M., & Ghodsi, S.M. (2012). Benefits of collaborative learning. Journal of Procedia -
doi: 10.1016/j.sbspro.2014.01.890
Laal, M., Naseri, A.S., Laal, M, & Khattami-Kermanshahic, Z. (2013). What do we Achieve
Osman, G., Duffy, T. M., Chang, J., & Lee, J. (2011). Learning through collaboration:
10.1007/s12564-011-9156-y
Rieger, G., & Heiner, C. (2014). Examinations That Support Collaborative Learning: The
from http://www.jstor.org.ezproxy.uws.edu.au/stable/43632011