Cooperative learning, Collaborative learning - Interaction...

Cooperative Learning

To build up the experience of collective action requires cooperation. In this regard, the educational process is increasingly drawn to the model of cooperative learning. It is believed that the success of cooperative learning is achieved through the interaction of the five main components (D. Johnson, R. T. Johnson, K. A. Smith - in the book "Cooperative Education Returns to College"):

- positive interdependence;

- structured individual responsibility;

- ensuring the participants stimulate the interaction of each other's success;

- the teacher and trainees have the necessary social skills;

- enabling all students to join the group process.

Cooperative learning combines:

- methods of working in a dialogue when participants conduct information exchange;

- methods of discussion, during which a choice is made between the proposed options.

The form of group integration is cooperation (from Latin cooperatio - cooperation) - actions for merger and coordination common efforts of the participants in the interaction. However, they may not feel positive emotions to each other. Their cooperation is based on common goals, aspiration to achieve a common result, mutual benefit. Cooperation means coordination, unity, ordering of individual forces of participants in the course of organizing joint activities. Two sides of cooperative interaction are singled out:

- the separation of the process of single activity between the participants;

- changing the participation of each in accordance with its goals and motives.

A special indicator of cooperation, according to experts, is the degree of involvement of participants in the interaction in the educational process in joint activities and their contribution to it. With cooperative interaction, a direct result of everyone's activity is connected with the final result of joint activity on the basis of mutual understanding.

Collaborative Learning

In addition to co-operative learning concepts, the Collaborative learning <( collaborative learning) strategies are also recognized. In addition to collaborating in collaborative learning The importance of training has a consensus of positions and opinions. Collaborative learning considers knowledge itself as a consensus. Knowledge is what people construct in the communication process.

Collaborative learning models are linked to a new concept of knowledge management in an organization. Without revealing the specific features of this concept, which is widely represented in international reports on the "knowledge society", we note that this concept influenced the fact that collaborative learning is primarily seen as a dynamic model for creating new knowledge. The effectiveness of collaborative learning strategies is currently being explored in the context of the analysis of the work of various professional virtual communities of an educational orientation. The research presents the features of the environment of virtual communities, the conditions for their impact on the formation and technological methods of organizing guided learning in this environment.

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