Group work is considered as a convenient environment to help learners face to challenges or problems which require them to work together to find out solutions through the ways how they think about the problems. In addition, when a student recognizes the difference between her understanding and what she hears from the other members in group discussion, this helps her take the understanding into consideration by restructuring her ideas to correspond to the group, so the learners are able to improve their thought. Similarly, Johnson (1971) cited by Laal and Ghodsi (2011) showed that problem-solving skill is also developed through formulating ideas, discussing them receiving immediate feedback and responding to questions and comments by their partner. For example, when students are given a set of problems to solve, each person is responsible to be problem-solvers and listeners respectively. One suggests the first solution by explaining the reason why they choose this one.
Earlier studies found that students learning experiences were compromised by the field instructors own limited exposure to groups; this often due to the lack of focus on group work as a treatment option offered in agencies. Additionally, social work graduates ability to be effective group leaders may be compromised because of their lack of adequate preparation in the classroom and in fieldwork. The insignificant focus and attention showned by social work schools regarding group work also contribute to the students’ lack of interest in using group work as an intervention. As a result, this decreases the likely hood that students will use this intervention in their future professions (Knight,
Learning is lively, productive process: In collaborative learning situations, students are not just taking new thoughts or information. They are producing something new with the information and ideas. To learn new information, skills or ideas, students have to work lively in purposeful ways. They need to integrate what they already know to recognize what they thought they knew. Learning depends on rich contexts: Collaborative learning activities usually start with problems, for which students must give out relevant facts and ideas.
Group work gives learners exposure to a range of items and language functions. (Krall, 1989-1993:161) I had observed that while students work together in a group, they feel free to ask and answer questions with their peers. On the contrary, some learners sometimes find it difficult
Team members learn to support each other, even after the project is over. Team members would learn to adapt to other people’s working styles which may result in beneficial approaches outside of the team work structure. It would also lead to a more social work environment where employees share ideas or brainstorms to reach their personal and professional goals. Disadvantages of team working Lack of participation – in some teams, there can be a lack of participation where a few of the members sit back and make others do most of the work. This could lead to resentment in the workplace, and conflict may occur as a result which can affect the entire workplace.
Being able to identify where one is able to work best in can be used to one’s advantage, as the person can transform any environment into an effective teaching and learning environment catered best to their needs. Some students prefer sitting in a group setting whereas others prefer sitting alone. The design and layout of the classrooms are an integral part of stimulating a student’s learning productiveness. A classroom whereby a student sit on individual seats encourages independence in learning whereby a circular
7) Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement. "(Weltman, p. 8) It is a model of instruction that focuses the responsibility of learning on learners. It was popularized in the 1990s by its appearance on the Association for the Study of Higher Education (ASHE) report (Bonwell & Eison 1991). In this report they discuss a variety of methodologies for promoting "active learning". They cite literature that indicates that to learn, students must do more than just listen: They must read, write, discuss, or be engaged in solving problems.
In order for the collaborative group to succeed in a task, all members must be willing to accept the insights of the other members. According to Hsiang Ann Liao (2014) collaborative learning has been found to benefit students in various disciplines. Moreover, in the science, technology, engineering, and mathematics literature, it was noted that minority students benefited the most from collaborative learning. This statement suits our study. The students in
Active learning benefits all children as they can participate in their own learning, internalising what is explored. They can transfer learnings into their everyday lives. Active learning can engage children at different levels and it places children at the centre of learning. The challenges with active learning are the specified curriculum, assessment and relationships in the classroom. The constructivist theory is the main one in the classroom and is the best for the teacher to assume the role of facilitator –expand.