Facilities
Challenges & Advantages of Collaborative Learning: Developing Workforce Readiness in Students By Gina Sansivero Ask management level professionals what is the most difficult part of their job and many will respond, “finding good help.” Arguably, the biggest complaint GenExers have about “workforce rookie” Millennials seems to be their lack of preparedness when entering the “real world” after school. There has been a lot of discussion about using collaborative learning in both K-12 and higher education classrooms to help close the skills-gap. At the forefront of these discussions has been the variety of instructional technologies designed to enhance collaborative classrooms and the modification of lecture-centered pedagogy. There are many technologies and resources available to teachers that support an active learning curriculum. While technology in itself is not collaborative, i.e. collaboration systems are only collaborative if students and instructors utilize them to that end, it can help facilitate and provide a conduit for collaborative, active and group learning. Collaborative or active learning is a methodology that transforms that traditional lecture or teacher focused classroom into a student or learning centered room. Students work together to help each other understand content, solve problems or create projects and products with the instructor working as a moderator or facilitator. Collaborative spaces in education trickled down from corporate “flex/open workspaces.” They were designed based on the understanding that interactivity and collaboration in small groups produces stronger solutions that would have not been reached individually and encourages sharing of research for enhanced learning. Further, it encourages trust building, communication, practical learning/application, and acceptance and enhances problem-solving skills. Creating a Foundation for the Prepared Future Worker Modifying historically lecture-centered pedagogy and curriculum to create active learning based courses is time consuming and difficult without the proper resources — for example, an instructional designer to help teachers. In addition to pushback from educators, some students have concerns with this type of environment, citing concerns such as slower workers holding the group back, team members conducting distracting and irrelevant conversations, and individuals with dominant 74
Spring 2016
SouthEast Education Network
personalities taking over. However, all of these perceived problems will be present in the world beyond school. Preparing students for modern professional interactions is an essential piece of education. Collaborative learning supports this preparation and addresses the current skills-gap in a number of ways. The Global Development Research Center (http://www.gdrc.org/kmgmt/c-learn/index. html) and a study “Benefits of Collaborative Learning” published in the Procedia journal of Social and Behavioral Sciences (http:// www.sciencedirect.com/science/article/pii/S1877042811030205) outline some advantageous findings as follows: • Collaboration affects personality: increases openness, conscientiousness, agreeableness, trust and stability • Teamwork strengthens community bonds, socialization and both written and verbal communication • Collaboration increases measures of achievement • Group work increases subject matter comprehension, efficiency and productivity • Collaboration encourages cooperation and exposure to and acceptance of cultural diversity • Group work increases self-esteem • Collaborative learning increases student retention (sticking to a difficult task, track or course) In fact, a recent report published by ACT® outlines four skills that contribute to success after high school: • Core academic skills in English, math and science (note: research published on the Proceedings of the National Academy of Sciences indicates that active learning increases student performance in STEM) • Cross-cutting capabilities such as critical thinking, collaboration, problem solving and information and technology skills • Behavioral skills such as dependability, working effectively with others, adapting and managing stress • Navigation skills needed to successfully navigate future pathways, such as self-knowledge of abilities, likes and dislikes, values, exploration and planning skills, and knowledge of majors, occupations and career opportunities. (http://www.act.org/newsroom/act-defines-workplace-readinesscalls-for-new-model-of-college-and-career-readiness/) There is indication that potentially all four skills that contribute
