Learning Interventions: Collaborative Learning, Critical Thinking and Assessing Participation Real-Time

Abstract

This chapter focuses on the authentic learning interventions for team-based and flipped classroom collaborative learning that assesses real-time class participation which develops competency and employability skills set. The discussions address the process in achieving the intended learning outcomes with the adoption of these learning interventions. It provides evidence-based results in terms of how these learning interventions facilitate effective learning in terms of higher-order critical thinking (refers to the process of thinking is made intensive through scaffolding approach that potentially enables learners to question and reflect deeply), deeper engagement amongst students (refers to the ability for students to be motivated and their involvement through listening and/or participation is much more spontaneous) and higher level of collaboration at inter- and intra-group levels (refers to much more interactivity, team-based involvement in engaging within the team members and/or across members of another group). Collaborative learning is generally defined as a situation in which two or more people learn or attempt to learn something together (Dillenbourg in Collaborative Learning: Cognitive and Computational Approaches 1:1–15, 1999), whereas in a cooperative learning context, individuals work together to optimize, maximize their own and each other’s learning to attain shared goals. Largely, there are three categories of cooperative learning namely informal cooperative learning groups, formal cooperative learning groups and cooperative base groups. In our context, informal cooperative learning was focused on. In accordance with research scholars (Johnson et al. in Change: The Magazine of Higher Learning 30(4):26–35, 1998a; Johnson et al. in Cooperation in the classroom, Interaction Book Company, Edina, MN, 1998b), informal cooperative learning entails students working together to achieve common learning goal in temporary, ad-hoc groups that last from a few minutes to one class period. In a meta-analysis performed by Johnson et al. (Johnson et al. in Change: The Magazine of Higher Learning 30(4):26–35, 1998a), studies since 1924 were reviewed and it was found that when students learn together, academic achievement is enhanced. Moreover, students were found to have higher self-esteem and better quality of relationships (Johnson et al. in Change: The Magazine of Higher Learning 30(4):26–35, 1998a). The functionalities offered within the learning interventions and support systems fundamentally promote collaboration. Student engagement is correlated with participation in public service, self-reported learning gains, increased student achievement (Carini et al. in Research in Higher Education 47:1–32, 2006) and job engagement (Busteed & Seymour in Gallup Business Journal 19, 2015). The goal of the learning interventions is to maximize student engagement in meaningful learning activities within classroom settings. When students engage in more meaningful learning activities, they are actively learning. DeLozier and Rhodes (DeLozier & Rhodes in Educational Psychology Review 29:141–151, 2017) believed that it is the active learning in class that is responsible for the enhancement in learning performances. The use of learning interventions also increases the number of students participating in meaningful learning activities through providing the quieter students in class an alternative avenue of input other than speaking up in front of the class. Cain and Klein (Independent School 75(1):64–71, 2015) found in their study that quiet students indeed feel more comfortable sharing their ideas online. Moreover, shy and quiet students contribute more through synchronous online discussion than in regular classroom discussion (Warschauer in CALICO Journal, 7–26, 2015). Lastly, with the synchronous online discussion feature of the activity support system and the organized class activity sequences, it is expected that there will be a reduction in time used for transitions between activities, introductions to activities, and disruptions within activities. Both collaborative learning, through “discussion, clarification of ideas, and evaluation of others’ ideas” (Gokhale in Journal of Technology Education 7:22–30, 1995), and high student engagement (Carini et al. in Research in Higher Education 47:1–32, 2006) enhance the development of critical thinking. It was also argued that critical thinking can be learnt through every interaction (MacKnight in Educause Quarterly 23:38–41, 2000) provided the interaction is supported with specific critical thinking activities (Astleitner in Journal of Instructional Psychology 29:53, 2002; Kim in Interactive Learning Environments 22:467–484, 2014; Weltzer-Ward & Carmona in International Journal of Emerging Technologies in Learning 3:86–88, 2008). Therefore, our learning interventions and supports systems, which enhances students’ engagement and collaborative learning, would also lead to a desirable development of students’ critical thinking ability. The chapter will also describe the varying functionalities and the process of how the learning interventions enable the intended learning outcomes to be achieved. This chapter also furnishes the relevant video and training resources that are developed for the learning interventions. The findings from the surveys and interviews serve as evidence based to validate the discussions that emerge from the analysis.