Бірлескен оқу және үйрену процесі

Situation in which two or more people learn or attempt to learn something together

Collaborative learning is a situation in which two or more people learn or attempt to learn something together. Unlike individual learning, people engaged in collaborative learning capitalize on one another's resources and skills (asking one another for information, evaluating one another's ideas, monitoring one another's work, etc.). 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 asymmetric 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. These include both face to face conversations and computer discussions (online forums, chat rooms, etc.). Methods for examining collaborative learning processes include conversation analysis and statistical discourse analysis. Thus, 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. Furthermore, collaborative learning redefines the traditional student teacher relationship in the classroom which results in controversy over whether this paradigm is more beneficial than harmful. Collaborative learning activities can include collaborative writing, group projects, joint problem solving, debates, study teams, and other activities. The approach is closely related to cooperative learning.

Collaborative learning is rooted in Lev Vygotsky's concept of learning called zone of proximal development. Typically there are tasks that learners can and cannot accomplish. Between these two areas is the zone of proximal development, which is a category of things that a learner can learn but with the help of guidance. The zone of proximal development gives guidance as to what set of skills a learner has that are in the process of maturation. In Vygotsky's definition of zone of proximal development, he highlighted the importance of learning through communication and interactions with others rather than just through independent work. This has made way for the ideas of group learning, one of which being collaborative learning. Collaborative learning is very important in achieving critical thinking. According to Gokhale (1995), individuals are able to achieve higher levels of learning and retain more information when they work in a group rather than individually, this applies to both the facilitators of knowledge, the instructors, and the receivers of knowledge, the students. For example, Indigenous communities of the Americas illustrate that collaborative learning occurs because individual participation in learning occurs on a horizontal plane where children and adults are equal.

There has been a split regarding the differences between collaborative and cooperative learning. Some believe that collaborative learning is similar to, yet distinct from, cooperative learning. While both models use a division of labor, collaborative learning requires the mutual engagement of all participants and a coordinated effort to solve the problem whereas cooperative learning requires individuals to take responsibility for a specific section and then coordinate their respective parts together. Another proposed differentiation is that cooperative learning is typically used for children because it is used to understand the foundations of knowledge while collaborative learning applies to college and university students because it is used to teach non foundations of learning. Another believed difference is that collaborative learning is a philosophy of interaction whereas cooperative learning is a structure of interaction. However, many psychologists have defined cooperative learning and collaborative learning similarly. Both are group learning mechanisms for learners to obtain a set of skills or knowledge. Some notable psychologists that use this definition for both collaborative and cooperative learning are Johnson & Johnson, Slavin, Cooper and more.

There also exists cultural variations in ways of collaborative learning. Research in this area has mainly focused on children in indigenous Mayan communities of the Americas or in San Pedro, Guatemala and European American middle class communities. Generally, researchers have found that children in indigenous Mayan communities such as San Pedro typically learn through keenly observing and actively contributing to the mature activities of their community. This type of learning is characterized by the learner's collaborative participation through multi modal communication verbal and non verbal and observations. Mayan parents believe that children learn best by observing and so an attentive child is seen as one who is trying to learn. Thus children and adults in a classroom setting adopt cultural practice and organize learning collaboratively. Within the European American middle class communities, children typically do not learn through collaborative learning methods. In the classroom, these children generally learn by engaging in initiation reply evaluation sequences. This way of learning fits with European American middle class cultural goals of autonomy and independence that are dominant in parenting styles within European American middle class culture. People of this Mayan community use the shared endeavors method more than European Americans who tend to use the transmit and test model more often. During planting and harvesting season, entire families are out in the fields together where children usually pitch into the activity with smaller tasks alongside adults; however, are always observant when it comes to activities done by adults, such as driving a tractor or handling an axe. Children and adults work as cohesive groups when tackling new projects. Age is not a determining factor in whether or not individuals are incorporated into collaborative efforts and learning that occurs in indigenous communities. Participation of learner is a key component to collaborative learning as it functions as the method by which the learning process occurs. Thus collaborative learning occurs when children and adults in communities switch between "knowledge performers" and "observing helpers". For example, when parents in an indigenous Mazahua community where assigned the task of organizing children to build a roof over a market stand in such a way that they would learn to do it themselves, parents and children both collaborated on a horizontal structure. Switching between knowledge performer and observing helper, adults and children completed the task peacefully, without assigned roles of educator/student and illustrated that children still took initiative even when adults were still performing. This horizontal structure allows for flexible leadership, which is one of the key aspects of collaborative learning. The indigenous communities of the Americas are unique in their collaborative learning because they do not discriminate upon age, instead Indigenous communities of the Americas encourage active participation and flexible leadership roles, regardless of age. Children and adults regularly interchange their roles within their community, which contributes to the fluidity of the learning process. In addition, Indigenous communities consider observation to be a part of the collaborative learning process.

Collaborative learning varies across the world. The traditional model for learning is instructor based but that model is quickly changing on a global standpoint as countries fight to be at the top of the economy. A country's history, culture, religious beliefs and politics are all aspects of their national identity and these characteristics influence on citizen's view of collaboration in both a classroom and workplace setting.

While the empirical research in Japan is still relatively sparse, many language educators have taken advantage of Japan's natural collectivism and experimented with collaborative learning programs More recently, technological advancements and their high adoption rate among students in Japan have made computer supported collaborative learning accessible. Japanese student's value for friendship and their natural inclination towards reciprocity seems to support collaborative learning in Japan.