Networked and Collaborative Learning Models

Approach Overview

When designing a program there are fundamental choices that can greatly influence how students in the program form connections, who they connect with, and how they collaborate with their peers. This resource will provide an introduction to implementing a cohort model, collaborative learning, and networked learning environments.

Cohort Learning

The cohort learning is a structured learning model admitting a group of students to learn at the same pace in a program. The collection of people pursue the same cognitive development through well-organized programs and learning environments.

There are generally two types of models:

Closed Cohort Model - students in this cohort are taking the same courses together all the way through
Open Cohort Model - some courses in the program are specified to a particular cohort, but other courses in the program allow for mixing cohorts or even allow enrolment from outside the program.

Collaborative Learning

Collaborative Learning is an umbrella term referring to a variety of educational approaches that involve a temporarily organized group of 3 to 5 members working together on one or more tasks for a specific duration. For example, a well developed research project that requires 3 to 5 students to investigate together for one semester can be a good fit for a research oriented program.

There are other effective approaches within a cohort or a program that instructors may adopt to develop collaborative learning. One such approach is simulation, which involves role-playing elements to recreate specific scenarios. It helps students seek deeper understanding of a designated social phenomenon, a school of thought, or multi-perspectives.

Networked Learning Environment

Network learning is a learning model that organizes a group of learners that seek the same cognitive development through one or more virtual platforms. It emphasizes interactions and collaborations between learners and instructors.

There are different forms of network learning. For example, a cross-classroom network learning would need the program to take a portion of the curriculum online and connect students in other classrooms to work together on projects. It can also take place on specialist forums where users access and communicate outside of lecture.

Cohort Learning

The cohort learning model is an approach where groups of students learn together at the same pace in program. A cohort is not just a collection of people, instead it brings people together with a common purpose, with the intention of influencing each other through social interaction, and with the goal to develop as individuals as well as a group.

There are generally two types of models: The closed cohort means the students in this cohort are taking the same courses together all the way through. The open cohort consists of a mixture of students from different cohorts or even different programs in some courses but other courses requiring membership in the cohort.

Advantages

The cohort model helps with student connections, support, and networking. As networking starts among students at the beginning, the cohort can create a positive learning environment. This also contributes to student retention when peers' support and encouragement is valued in the learning process.

The cohort model also helps with deepening course discussions, creating safe space for sensitive issues. A strong bond allows students to engage in topics, especially controversial ones in an honesty, trusting, and in-depth manner. Familiarity within the cohort can encourage engagement and more freedom in elaborating one’s opinion. This approach also facilitates program and course planning, having a more detailed sense of the progression of learning experiences, allowing scaffolding, compounding learning, and deliberate pacing.

Challenges

The cohort model can pose challenges to program coordinators, instructors, and students. While familiarity can be a strength, it can lead to predicable patterns in courses with the learning experience feeling more routine. Another challenge can be overcoming the potential of designing an insular program, one where students are not encountering new understandings from their peers. The cohort itself may become insular and difficult for late-joiners to integrate themselves into the community of learning.

Another challenge to consider is the influence of interpersonal relationships in the cohort. If there are tensions between students that are not managed in a timely manner this can negatively impact student learning across multiple courses and negatively impact the cohort as a whole.

Lastly, the cohesion of students in one cohort changes the power dynamics between students, faculty members and program organizers, giving students more influences in negotiations or conflicts, and putting more pressure on faculty-driven decision-making processes such as pedagogy implementation, or program planning.

Implementation

To best take advantage of the benefits and to navigate the challenges in cohort learning, there are some recommendations in the implementation of this model in different levels.

In Program Design

Program organizers should consider curriculum mapping to lay out how the cohort will progress through the program taking account for the heightened influence implementing a cohort model has on learning progression and development over the course of the program.

Program organizers may want to consider a more regular course review process for cohort programs than programs using more traditional models, particularly for programs using a closed-cohort models. These programs can leverage learning connections across courses because of the regimented progression through the program, but regular review may be necessary to ensure the required alignment between courses.

Consider what training may be necessary for program directors and instructor for conflict resolution. While the cohort nature of the program can be a strength it comes with an increased need to address interpersonal conflict to minimize adverse impacts on learning and the cohort community.

Consider appointing an instructor as advocate for each cohort. The role of the advocate would be to follow that particular cohort’s learning and advise on necessary changes for that particular cohort as they progress.

Orientation

An established decision-making procedure should be given in the orientation. It would avoid confusion when students or faculty staff struggle with who should make the final decision, or how much should students be involved.

Before Instruction

Clarify on responsibilities to possible conflicts and guide on expectations on appropriate behavior and group process.

Instruction

Cultivate the sense of shared purpose and informal connection among students to allow the emergence of deep conversation. And when meaningful topics emerge, getting assistance from other faculty members to help with building upon or deepening the discussion.

reference:

Teitel, L. (1997). Understanding and Harnessing the Power of the Cohort Model in Preparing Educational Leaders. Peabody Journal of Education, 72(2). https://doi.org/https://www.jstor.org/stable/1492985

Collaborative Learning

Collaborative Learning is an umbrella term referring to a variety of

educational approaches(Smith & MacGregor, 1992; Laal Laal, 2011). It entails a group of 3 to 5 students working together on a given task. The group size should be carefully designed so as to maximize the participation of each student.

Collaborative learning is based on the educational paradigm that students discover, construct and transform knowledge, faculty aids, contribute and grow with students. And the learning takes place in context rich environments where theories are practiced (Laal& Laal, 2011).

Advantages

Compared with traditional teaching approaches, collaborative learning is a more inclusive method that allows learner diversity to empower collaboration.

It also increases student involvement, cooperation and teamwork. Students are able to take ownership of their learning, to obtain control in the problem solving process, and thus are motivated.

It contributes to cultivating students’ civic awareness through group work participation and responsibility, which potentially brings a larger impact in the local learning community. When guided properly, this educational practice encourages students to actively voice their opinions and listen to others.

Collaborative learning enables students to develop higher level thinking skills too. Information and knowledge exchange within groups requires learners to synthesize, analyze, test and apply them, which covers more levels of learning goals and help to realize the transformation of learners through education.

Challenges

Collaborative learning demands a paradigm shift of educators, especially those who were educated by the traditional teacher-centered way, on how learning is achieved. This shift challenges the traditional role of “teachers as knowledge-givers” and “students as knowledge-receivers”. In collaborative learning, teachers are more like facilitators to learning activities, and students take the initiative on deciding their learning paces, creating their learning atmosphere, and propose and refine their resolutions.

It also needs a careful design of the instructor’s syllabus, especially for the teaching content and time allocation. As collaborative learning emphasizes the learning process, students working together takes more lecture time.

In a greater sense, collaborative learning presents a need for change in grading method too. The reward systems in institutions almost all follow the “grading on the curve” procedure which subtly endorses competition rather than cooperation among students. And this system puts more emphasis on the resolution or result of learning rather than the learning process which is equally important. Therefore, a more holistic grading approach would need to be developed in collaborative learning.

Implementation

There are several effective approaches to collaborative learning.

One such approach is problem-centered instruction, a widely adopted teaching strategy where students are presented with real-world problems to analyze, theorize, test, and solve collaboratively.

The approach usually starts with an ill defined scenario or problem. Students then react to the scenario or problem, exploring the complexity of it. Some further hypotheses or questions could be proposed by the teacher or by the teacher and students together to guide the investigation. Then, for natural science subjects, students may be provided with lab equipment to test each hypothesis; and social science learners would design research methods to examine and respond to the questions. Finally, the students present a resolution to the problem in various forms.

Another approach is simulation, which involves role-playing elements to recreate specific scenarios for studies in social science.This method encourages students to adopt various perspectives and explore the nuances involved. It often culminates in extensive reflections and discussions to cultivate critical thinking skills. While in nature science, it entails computer simulated data running for experiments, hypotheses, or predictions.

While simulation provides valuable and near authentic learning experience, it requires cross-disciplinary knowledge for the participants. Also, clearly defined roles and responsibilities can cause confusion or distraction in a team work. Finally, for some programs, like medical education, a simulation center would offer the greatest contextual richness to learners.

References

Apriliana, L. P., Handayani, I., & Awalludin, S. A. (2019). The Effect of a Problem Centered Learning on Student’s Mathematical Critical Thinking. Journal of Research and Advances in Mathematics Education, 4(2). https://doi.org/10.23917/jramathedu.v4i2.8386

Lateef, F. (2010). Simulation-based learning: Just like the real thin. Journal of Emergencies, Trauma, and Shock. https://doi.org/10.4103/0974-2700.70743

Dooley, C. (1997). Problem‐centered learning experiences: Exploring past, present and future perspectives. Roeper Review, 19(4), 192-195. https://doi.org/10.1080/02783199709553827

Networked Learning Environment

There are different forms of network learning. For example, a cross-classroom network learning would need the program to take a portion of the curriculum online and connect students in distant classrooms to work together on projects. It can also take place on specialist forums where users access and communicate besides lecturing hours.

To achieve the best learning outcomes, the community size should match the learning purpose and content. For example, a learning circle is ideal with 7 to 10 learners, while a science subject cluster can have 10 to 15 learners. A seminar discussion works best with up to 20 people to balance diverse perspectives and interaction, whereas a group project is most effective with 2 to 5 people (Riel & Harasim, 1994).

Advantages

Network learning has been an exploratory topic in academia since the emergence of computer technology. It allows students to define their learning field and therefore facilitates their engagement in learning. Students demonstrate better fluency, clearer convey of ideas and higher level of organization skills in writing when the work is intended for a distant peer instead of for a grade.

Network learning also contributes to students’ understanding of scientific terminology and willingness to pursue leadership roles. Teachers observe a significant shift in attitude when encountering hardships. This is especially true among those who used to perform poorly in academic learning.

The third important gain for students in network learning is the increase of global awareness and global competence. As network learning enables communications through long distances, simultaneous or asynchronous cross-cultural exchanges become possible. When liaising with students from a different nationality or ethnicity, there is increasing tolerance to different perspectives. This improves critical thinking skills too.

Challenges

Although the internet and computers are becoming more familiar to people, technology can still be a barrier to learning. The experience of using a particular platform affects learners' responses and usage patterns, which in turn influences their participation and learning habits.

The asynchronous nature of network learning challenges instructional design. Traditional teaching approaches may lead to less effective learning or fail to produce any meaningful learning practice. Network learning requires greater flexibility to adapt and allow learning to develop in new directions.

Implementation

To implement network learning, there are different aspects to consider.

A formation of community would need to be initiated at the early stage. The community acts as a collaborative group where dynamics and discourse properties are at the core of success. The following areas are worth planning carefully at this stage:

The size of the community and the necessity of grouping within the community;

The level of prior interactions that the participants have;

The facilitation of appropriate level of interaction among participants;

The degree of support and assistance in terms of accessibility of the network.

An instructor can then share instructional materials for students to learn at their own pace, or give lectures in a virtual or physical setting. This step is not compulsory, and should rely on the nature of the learning goals.

The community would be assigned with group tasks which take everyone’s participation to accomplish. The task aims to promote collaboration and communication among participants. Based on purposes and context, the tasks designs should consider:

The steps and individual engagement involved in accomplishing the task(s);

The level of individual engagement on networking;

The flow of information and response by the participants;

The need for leadership role(s);

The whole learning process can be assisted or led with or without an instructor. The essence in network learning is to create a trusty space where students pursue the same intellectual growth.

The success of network learning lays on the network management and coordination skills, therefore, a team with network learning experts with digital technicians should be installed right at the beginning of the program.

References

Networked Learning Editorial Collective (NLEC). Networked Learning: Inviting Redefinition. Postdigit Sci Educ 3, 312–325 (2021). https://doi.org/10.1007/s42438-020-00167-8

Riel, M. & Harasim, L. (1994). Research perspectives on network learning. Journal of Machine-Mediated Learning 4, (2&3), p. 91-114.

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