Collaborative learning Essay Example | Topics and Well Written Essays - 750 words

Collaborative learning - taste ExampleIn case the learners be able to effectively demonstrate that they have been able to sufficiently understand and implement this concept, these learners are then found to inadvertently tend to respect and greatly observe separately others language input (Macaro, 1997, p. 134). This attribute of collaborative learning is most commonly seen to be a result of the principle of positive interdependence that is prominent in collaborative learning. confirming interdependence is basically the degree to which various groups of participants are seen to perceive that they are essentially interdependent in the sense that they happen to share an innately mutual fate, and that their general overall success happens to be in return caused (Davies, 2009, p. 565 Alexandrov et al., 2012, p. 18). It, therefore, falls on the teachers to essentially serve the role of aiding with the facilitation of these given roles. The different groups of students are positivel y enmeshed in working together with the aim of attempting to search for possible solutions, meaning, and understanding in the man of a product(Alexandrov et al., 2012, p. 18). ... In case that any particular question happens to be raised in a collaborative learning environment, different students in a group will often tend to offer varied responses as answers (McAuliffe, 2010, p. 65). It becomes possible for each of these responses to be effectively used by the group in the creation of an end product that serves to reflect the collective input of a wide range of perspectives and as such, the final examination answer or end product is seen to be of a more complete and comprehensive nature. the active agent involvement of students in the learning process. The subdivision of students into a number of various small groups is seen to help with availing easier opportunities for each of the different students to be able to make an individual contribution into the group. It, therefore, follows that students will generally be seen to charge relatively more ownership of the end material generated by the group in addition to their cosmos encouraged to critically think and identify possible related issues (Adams & Hamm, 2011, p. 113). increased opportunities for the students to receive personal feedback. As a result of an increased level of exchanges between the different students in small groups, students engaged in a collaborative learning process are seen to generally receive more personal feedback pertaining to their responses and ideas as made within the individual groups. It is often quite difficult for these students to be able to receive this individualised feedback in a large-group instruction setting as it is often quite common for one or even two students to be actively engaged in exchanging their ideas when the rest of the entire classroom listens to them and, hence, are inhibited from receiving personal feedback (Cuneo, 2008, p. 4). Factors that Can S erve to