Cooperative Learning and the Use of Classroom Software

Challenges of Group Work

Group work and collaboration are essential skills that students should develop in the classroom. However, educators should keep in mind the many challenges that collaborative tasks will present for students. For this reason, educators must become knowledgeable in group dynamics, whether in person or online, to anticipate those challenges and plan for collaborative tasks accordingly.

Le et al. (2018) found that when teachers utilize collaborative learning in their classrooms, they run into obstacles due to not being attentive to collaborative skills. In fact, teachers did not explicitly teach collaborative skills. This explains why many students do not know how to collaborate with others. For this reason, Le et al. suggest that teachers train students in how to improve/develop time management, punctuality, commitment, and group planning. However, because teachers have expressed that they do not feel prepared to incorporate collaborative learning tasks due to a lack of professional development training, specifically online learning, they must first receive that professional development (Morgan et al., 2014).

As mentioned, students often do not know how to collaborate. Specifically, they face challenges with meeting group deadlines and providing support to each other (Le et al., 2018). Another obstacle reported in the same study was the concept of free-riding. Students expressed dissatisfaction with their peers because some of them worked more and others less. Based on their interview responses, free-riding can negatively impact the whole group because it either creates more work for one group member or marginalizes low-achieving group members. Furthermore, free-riding can discourage other group members who are responsible. Other studies also found that learners struggled to navigate group dynamics and solve their differences, especially at the beginning of a project (Ardaiz-Villanueva et al., 2011; Zengin & Tatar, 2017).

Several studies cite accountability, competence status, and friendship as issues to navigate within group dynamics. Koh et al. (2010) found that students perceived a lack of accountability in the group process. More than half of the students reported struggles in their groups because members missed group meetings, did not give timely feedback, or did not do their part of their work. Moreover, students faced difficulties when they switched from synchronous to asynchronous communication mode. Asynchronous communication presented challenges because students did not respond to emails and could not meet online at the same time. Consequently, students fell behind in their work or could not complete a more finished product without the missing group member's input. Le et al. (2018) classified competence status as another obstacle in collaborative work. Low-status students expressed that they felt intimidated in their groups because they worked with high-status students and felt their ideas were not valuable. On the other hand, high-status students did not feel confident enough to assign responsibilities to the low-status students. In addition to competence status, friendship can pose a challenge to collaborative tasks. A small number of students reported that friendship made them less disciplined when completing homework and less responsible during collaborative work (Le et al., 2018).

Attributes of and Strategies for Effective Group Work

Group work and collaborative/cooperative activities play an important role in virtual learning and traditional classrooms (in-person instruction). Not all group work, however, is effective, as described in the previous section. Therefore, it is imperative to consider attributes and strategies of effective group work as teachers design instruction.

It is necessary to identify attributes of collaborative problem solving and digital literacy in order for teachers to be able to help students master productive collaboration (Scalise, 2016). It cannot be assumed that students know what effective or successful collaboration looks like. Instead, teachers need to determine if students know what it entails and, if not, they must be explicit in communicating and modeling it. Positive interdependence, individual accountability, promotive interaction, appropriate use of social skills, and group processing are variables in the effectiveness of cooperation (Johnson & Johnson, 2009). Assigning appropriate tasks based on age level and the interaction of children contribute to the success of cooperative learning and mastery of critical concepts (Slavin, 2014). Designating team roles and individual tasks, as well as developing group structures, are ways to promote individual accountability when students are collaborating. Having structures in place for group work also allows for self-directed learning with less teacher control (Looi et al., 2010). Furthermore, Zengin and Tartar (2017) found that the cooperative learning model “had a positive effect on student achievement,” in that students had positive attitudes toward learning and perceived better comprehension and retention of what they were taught.

Practical considerations to assist students when completing work in groups include providing multiple ways of communication, preparing for technology, building virtual team skills, assisting with group formation, and evaluating group processes (Koh et al., 2010). There are different approaches when forming teams. However, teams whose interests and ideas align generally have successful results, even more so when their goals are similar (Ardaiz-Villanueva et al., 2011). Reflection and assessment of team effectiveness is valuable and should include teachers and students (Wu & Rau, 2017). Teachers specifically should identify actions within groups that contributed to the success or struggles of the team in order to improve the effectiveness and achieve the goals of the group (Johnson & Johnson, 2009).

Dukuzumuremyi and Siklander (2018) found that teachers have a key role in influencing students’ interactions when they are paired or work in groups. Teachers can use similar strategies observed in this study to promote positive interaction among peers. One of the strategies followed and suggested is positive gestures such as giving students a "high five" and showing appreciation for students. Other techniques observed were that teachers encouraged students to try things on their own and provided support; the teacher and assistant were available; teachers used "we" and “everyone” to address the group; and they emphasized social skills and polite behaviors. The finding suggests that teachers should focus on developing students' social skills by seating them in groups, involving them in group bonding activities, encouraging interactions, and regrouping them frequently (Dukuzumuremyi & Siklander, 2018). Essentially, teachers need to help students with these interactions by orchestrating group dynamics. Le et al. (2018) suggest that teachers should focus and explicate social and collaborative goals more than academic goals. However, teachers reported that it is difficult to measure how students grow in their collaborative skills and therefore do not focus on them. Nonetheless, teachers should discuss collaborative goals with students.

Active learning involves students learning through activities and/or discussions during class. Active learning that involves technology-supported collaboration results in higher achievement outcomes than traditional lectures (Wu & Rau, 2017). Students can receive peer feedback and formative feedback through technology supported collaboration. Learners, however, should be able to assess their own performance in order for improvement to occur (Wu & Rau, 2017). In other words, formative feedback is not effective unless students know how to use or respond to it. Some advantages of using technology during group discussions, including small groups, is that students may be more likely to take risks and share their ideas and perspectives. When posting responses, for example, anonymity made students more likely to take risks during whole-class instruction (Looi et al., 2010). Incorporating technology during group work that provides accessibility and flexibility can lead to more collaboration (Peacock & Grande, 2016).

Roles and Uses of Classroom Technology

Technology is a constantly advancing tool which can be extremely beneficial for educational purposes, both for individual and collaborative work. As technology is increasingly integrated into all levels of education, it plays a multitude of roles, with the ultimate goal of improving learning outcomes. It can be used for learning new material, engaging students, problem solving, cooperative learning, and connecting to real world experience (Peacock & Grande, 2016). Active learning, in particular, usually involves the use of tools such as simulations, clickers, and online problems (Wu & Rau, 2017). The type of simulation is determined by the content area and age level of the students (Wu & Rau, 2017). Peacock and Grande (2016) found that giving schools access to technology within the classroom was advantageous to all stakeholders; the added accessibility and flexibility led to more efficient collaboration. Learning new material through online tools, such as Google Drive, was deemed quite helpful by teachers and students alike. In particular, Google Slides, Google Sheets, Google Docs, Google Forms, and Blogger enabled both educators and students to benefit from revision history, cooperative learning, and remote collaboration (Peacock & Grande, 2016). Certain technology not only makes learning more accessible and efficient, but it also creates a more successful environment as teachers are able to constantly supervise their students' progress. More specifically, it lets teachers give immediate, formative feedback and promptly address misconceptions (Looi et al., 2010).

Technology can aid in smoothing out group dynamics, as well. Wikideas and Creativity Connector, specifically, make idea generation less of a personal popularity contest, since the contributions can remain anonymous to other group members (Ardaiz-Villanueva et al., 2011). Ardaiz-Villanueva et al. (2011) discovered that students voted for the best idea, rather than their friend.

Even social media and videoconferencing software can be forms of educational technology. Magogwe et al. (2015) found that more than 80% of students were interested and willing to use Facebook to enhance their oral presentational skills. Additionally, students reported that Facebook made it more convenient and easier to meet online. Most of them stated that Facebook gave them a way to communicate through instant messaging and build rapport with other group members. One of the most popular ways to access online education, especially in recent times, is Zoom. Zoom includes multiple features that assist with online learning, such as annotations, breakout rooms, and screen sharing (Kohnke & Moorhouse, 2020).