It was by far one of the most enlightening article on collaborative learning that I have read. I think the author we spot on in saying that cooperative learning is often mistaken as being collaborative learning when in fact it only serves as a precursor. In cooperative learning students are provided a lot of structure with little free agency in working with their tasks. Where else in collaborative learning it is necessary for teachers to loosen the structure to encourage students to assume a higher level of agency.
Firstly, it is important for teachers to understand the difference between the two. To date, it is widely accepted among educators that cooperative learning focuses on how individuals learn within group settings whereas collaborative learning examines group learning or group cognition (Koschman 2002; Zhang et al, 2009; Hong, 2010).
Secondly it is imperative for teachers understand the benefits of collaborative learning in the classroom.
(a) Interaction with peers promotes progression in students’ ZPD (b)Dialogism promotes active construction of knowledge
(c) Cognitive load gets shared out
(d)Interaction with content knowledge as practitioners in the field (e) Cultivate social emotional learning and social emotional skills
Finally teachers need to develop the skills needed to to promote collaborative learning in the classrooms which will take time and effort but one that comes with incredible benefits.
Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge building communities. Journal of the Learning Sciences, 18(1), 7‐44.
Hong, H.‐Y. (August, 2010). An idea‐centered view of representing and assessing community knowledge. Paper presented in the Knowledge Building Summer Institute, Toronto.
Koschman, T., & Hall, R. Naomi. M.(Eds.).(2002). CSCL: Carrying forward the conversation.