Encouraging Knowledge Transfer Through E-Learning
Collaborative Learning and Application in English Language Teaching
Modern schools demand contemporary teaching and learning methods, one of which is collaborative learning. This method is based on the idea that students work together on tasks, discovering knowledge themselves while being guided and mentored by the teacher. Collaborative learning is increasingly present in educational practice and applies to various tasks across almost all subjects. This post focuses on its application in English language teaching in high schools, particularly in the context of e-learning.
Collaboration and Collaborative Learning
Collaboration is defined as a form of direct interaction between at least two parties voluntarily engaged in joint decision-making while working towards a common goal. In the context of learning during class, students participate in pairs or groups, sharing tasks according to their affinities or individual abilities, and contribute to solving the task in collaboration with other students, using the experience of all group members. This approach allows multiple students to analyze tasks and solutions from different perspectives and similarly evaluate learning outcomes. In such teaching, the teacher is not the only source of knowledge or organizer of learning for each pair or group but helps students design their learning and task execution. However, for group work to be called collaborative learning, interaction among students aiming for cooperation is necessary: even if students are divided according to affinities, abilities, and task parts, it is important that each student contributes to solving the task and the group’s success, and that each student’s success depends on the entire group’s success.
In designing this type of learning, the teacher plays a key role in clearly defining the purpose of learning, the type of task, and the method of collaborative learning before the learning process begins. Depending on these factors, the teacher can also define group members to make learning more successful and knowledge transfer more effective.
Characteristics of Collaborative Learning
When examining the direction of knowledge transfer between teachers and students during collaborative learning, we notice a departure from traditional teaching methods, particularly in the direction of knowledge transfer. Before the learning process, the teacher must teach students skills specific to the task, from active listening and team spirit development to group research, problem-solving, and information and communication technology (ICT) use. As previously mentioned, the teacher is not the only source of knowledge in this learning form; the teacher also learns new information and develops certain skills during collaborative learning, acting as a recipient at the other end of the learning process. The dynamics among students within the group develop similarly, especially if the group is heterogeneous: students transfer knowledge to each other and, in this process, develop transversal skills, enriching the group’s work quality. Therefore, when defining task outcomes involving collaborative learning, the development of social and transversal skills should be included. One of the advantages of collaborative learning is the heterogeneous group structure, where the knowledge of academically successful students and students with potential learning difficulties can both come to the forefront.
Furthermore, the teacher acts as a mediator in knowledge transfer, motivating students to further research, teaching them how to learn, and emphasizing the need to take responsibility for their learning, especially when group work slows down due to poor cooperation. In this way, the teacher encourages the development of skills necessary for lifelong learning, which is imperative in modern education.
Collaborative Learning in Online Environments
Besides collaborative learning methods like debates, brainstorming, and group research, using digital tools can contribute to group success and add a new dimension to the learning process and knowledge transfer. In online learning, the teacher continues to organize activities, design tasks, and choose the work environment, teaching students how to use selected tools. It is important to note that teachers need specific ICT skills, innovation, and regular professional development in digital technologies for this type of teaching. As digital tools for teaching are rapidly developing, teachers have an increasing and more diverse selection for everyday work and enhancing their teaching. It should be emphasized that the key to successful ICT tool use is the enthusiasm of individual teachers for applying these tools in their teaching.
Application in English Language Teaching
Using digital tools in foreign language teaching has opened many new possibilities for knowledge transfer, while collaborative learning in online environments is crucial for group project work. ICT offers opportunities that motivate students, provide various communication channels, content storage for further research, various creative ways to present their work, and the ability to evaluate group work and learning outcomes.
In my lesson planning, I often use collaborative learning in online environments, paying particular attention to planning active student learning, designing group collaboration, and being available to guide knowledge transfer in the right direction. The most commonly used digital tool for collaborative learning in project work is Google Sheets, where a group of students can access a single document to jointly create a presentation on a specific topic (culture, quiz, vocabulary). My most successful tasks with this tool have been cultural themes, such as designing a week-long program in a city. Furthermore, tools like Tricider and Wakelet have proven effective in collaboration and research result evaluation, as students can enter arguments for and against certain topics and vote for the best ideas (evaluation within and between groups). Also, tools like Padlet are great for brainstorming activities during the research phase, while Genially is excellent for collaborative learning and creating digital materials, and Kahoot for group collaboration in quizzes. All these tools can be used synchronously and asynchronously, depending on the task requirements and group organization.
For activities where students need to combine real-world situations and ICT use, Actionbound has proven excellent. Using this tool, students must collaborate synchronously outside school to complete tasks based on GPS settings, such as finding answers to quiz questions (“scavenger hunt”). When aiming for a fully online learning environment, the Moodle LMS platform has proven most effective — students can enroll in courses on the platform, and collaboratively learn using custom-made content. Furthermore, in creating vocabulary tasks in Quizlet, students can research digital dictionaries, evaluate other students’ solutions, and use learning outcomes for further task creation.
Many more digital tools offer opportunities for collaborative learning, with Canva being one of the most interesting examples. In Canva, students can simultaneously create digital presentations or posters while the teacher monitors progress and provides comments, similar to Google Sheets.
Conclusion
Collaborative learning is based on the idea that students will more easily discover and understand complex concepts through cooperation and interaction, and the knowledge gained will be more lasting. Additional advantages include improved relationships among students and the development of transversal skills such as problem-solving, critical thinking, decision-making, accepting different opinions and learning styles, and enhancing self-esteem. Also, increased student motivation for classwork, improved discipline, more positive and tolerant peer relationships, and more positive attitudes towards subjects, learning, school, and teachers are among the benefits.
For successful collaborative learning in real or online environments, the following criteria must be met: all participants must be aware that group success depends on individual success and that each individual is responsible for their learning and the group’s learning; conditions for mutual interaction among students and between teachers and students must be created; and finally, conditions for developing student skills for effective group work must be established.
Sources of information:
Batarelo Kokić I., Nevin A., Malian I., Razvijanje suradničkog učenja u online okruženju: provođenje višedimenzionalnog poučavanja i učenja, Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, Vol. 15 №2, 2013.
Felder, R. i Brent, R. (2007). Cooperative Learning. 10.1021/bk-2007–0970.ch004
Friend, M. i Cook, L. (2013). Interactions: Collaboration Skills for School Professionals (4th Ed.). Allyn and Bacon
Galecka, J., Guznik, A., Mizerska, M., Nerc., O., Wisniowski, W., Zalevska, M., The Book of Trends in Education 2013/2014, Young Digital Planet
Johnson D. W. i Johnson R. T. (1999), Making cooperative learning work, Theory Into Practice, 38:2, 67–73, DOI:10.1080/00405849909543834
Kadum-Bošnjak, S.,: Suradničko učenje, METODIČKI OGLEDI, 19 (2012) 1, 181–199
Tinzmann M. B., Jones B. F., Fennimore T. F., Bakker J., Fine C., and Pierce J., What Is the Collaborative Classroom?, NCREL, Oak Brook, 1990
