Using Technology to Learn Cooperatively

Social learning theories place great emphasis on not only on the prior knowledge that learners bring to their learning environment, but also the context in which learning takes place and the interactions learners have with others (Kim, 2001). Cooperative learning requires that students interact with others; in doing so, they construct meaning for new knowledge (Pitler et al., 2007). There are innumerable ways in which cooperative learning can be implemented, as there are many factors to consider when establishing cooperative groups. Groups can consist of only two members for some activities, while for others they might be comprised of four or five students. Duration of assignment is another consideration; partner work is ideal for quick in-class assignments, while carefully constructed, larger groups are often better for long-term assignments. Cooperative learning offers teachers great flexibility and creativity when developing meaningful learning activities for students.

Just as size and duration of activity are factors in cooperative learning, so are the types of activities students participate in. Technology has opened up an entirely new facet of group work. One possibility for cooperative learning is student-created multimedia. Creating a video supports the constructivist theory by allowing students to create a product. Meanwhile, they are also collaborating with other students, thereby supporting social learning theories. It is critical that teachers properly prepare students for a task such as student-created multimedia, however, by setting forth clear expectations, explaining rubrics, and clearly outlining student roles and responsibilities (Pitler et al., 2007). An extension of this activity is to require that groups teach their classmates about a particular topic. As Dr. Orey mentioned, the best way for students to learn a concept is to teach it to others (Laureate, 2010).

There are wonderful and varied web resources available for cooperative learning as well. Internet access has truly opened the world up to classrooms. An interesting type resource on the internet is “Ask an Expert” websites, which allow for correspondence between students and university and industry experts (Pitler et al., 2007). This type of communication would most likely not have occurred prior to the widespread availability of the internet. Another option for communication with others across the country, and even the world, is to have students become “keypals,” or e-mail pen pals, with other students from far away (Pitler et al., 2007). Students can even work on projects with students living across the globe, which is an incredible example of cooperative learning.

Communication software makes cooperative learning even more practical for regular classroom use, particularly on extended assignments. In the past, it was difficult for groups to communicate without physically meeting together. Now, with the advent of wikis, blogs, and shared bookmarking, students can communicate easily to continue their collaborative work. Wikis are a simple way for groups to keep track of researched information, allowing all students to contribute, whether they are at school or home. Shared bookmarking allows for the sharing of resources amongst group members. All of these technologies allow students to learn from one another and to cooperate together to learn new concepts.

References

Kim, B. (2001). Social Constructivism.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved November 30, 2010 from http://projects.coe.uga.edu/epltt/

Laureate Education, Inc. (Producer). (2010). Social learning theories. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.