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ERIC Number: EJ1230824
Record Type: Journal
Publication Date: 2019-Aug
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0268-2141
Collaboration in Students' Learning: The Student Experience
Gratton, Rob
Support for Learning, v34 n3 p254-276 Aug 2019
Recognising that traditional approaches to education, and in turn a teaching and learning pedagogy which focus on the triumvirate of predefined knowledge, situationally applied understanding and domain specific skills were no longer appropriate, in 2009 I embarked upon an exploration of the myriad effects of an engagement with a pedagogy designed to facilitate Collaborative Group Learning (CGL) within a History classroom in a North London Secondary School. Following an identification of the recorded benefits of collaborative learning, I sought to isolate the principles of collaborative group learning, apply these principles to classroom practices of both the educator and learner and over a period of twenty-four weeks capture and narrate the benefits of "actively engaging" in CGL. Central to the narrative were the experiences and perceptions of the thirty Year 8 boys (aged 12-13 years) who experienced CGL over a period of twenty-four weeks. The study identified a range of benefits of engaging in and with this form of inclusive pedagogy including, effective self-directed and autonomous learning, interdependence, enhanced verbal communication skills and social-cohesion. An unintended outcome has also been academic success measured through progress and attainment.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)