COLLABORATIVE LEARNING IN THE 21st CENTURY TEACHING AND LEARNING LANDSCAPE: EFFECTS TO STUDENT’S COGNITIVE, AFFECTIVE AND PSYCHOMOTOR DIMENSIONS
Introduction
Students’ achievement and productivity relies on their
immediate environment and their relationship with the
people around them especially their classmates. According
to Thornburg (2000), the cusp of a completely “new era”,
and changes must be made in education to ensure that all
students leave school prepared to face the challenges of a
redefined world.
Learning plays a necessary part in improving oneself. It
is one of the most important mental function of humans,
animals and artificial cognitive systems . It relies on the
acquisition of different types of knowledge supported by
perceived information. It leads to the development of new
capacities, skills, values, understanding, and preferences
leading to higher productivity implications. Its goal is to
increase individual and group experiences within a given
environment. Learning functions can be performed by
different brain learning processes, which depend on the
mental capacities of learning subjects and achieving goals;
the type of knowledge which has to be acquitted, as well as
on socio-cognitive and environmental circumstances.
Learning is a process that is active which process of
engaging and manipulating objects, experiences, and
conversations in order to build mental models of the world.2
Learners build knowledge as they explore the world around
them, observe and interact with phenomena, converse and
engage with others, and make connections between new
ideas and prior understandings it builds on prior knowledge
and involves enriching, building on, an d changing existing
understanding, where “one’s knowledge base is a scaffold
that supports the construction of all future learning”.
According to Alexander, 1996, p. 89;3 occurs in a complex
social environment and thus should not be limited to being
examined or perceived as something that happens on an
individual level.
Instead, it is necessary to think of learning as a social
activity involving people, the things they us e, the words they
speak, the cultural context they’re in, and the actions they take.
4 and that knowledge is built by members in the
activity 5, is situated in an authentic context provides
learners with the opportunity to engage with specific ideas
and concepts on a need-to-know or want-to-know basis.6
lastly, it requires learners’ motivation and cognitive
engagement to be sustained when learning complex ideas,
because considerable mental effort and persistence are
necessary.
The conditions for inputs to l earning are clear, but the
process is incomplete without making sense of what outputs
constitute learning has taken place. At the core, learning is
a process that results in a change in knowledge or behavior
as a result of experience. Understanding what it takes to get
that knowledge in and out (or promote behavioral change of
a specific kind) can help optimize learning. Collaborative
learning is a positive, inclusive and powerful learning
strategy that engages students throughout their school life
and has had a significant positive impact on classes’
personal outcomes.
Collaborative Learning (CL) is an educational approach
to teaching and learning that involves groups of learners
working together to solve a problem, complete a task, or
create a product. It also refers to an instruction method in
which learners at various performance levels work together
in small groups toward a common goal. And now we give
emphasis on the impact of collaborative learning to the
student’s academic performance. This is abou t the patience
and effort of the teacher to facilitate teaching -learning of
the students through collaborative learning. Furthermore,
this research undertaking will serve as an appraisal on the
impact of collaborative learning to students’ academic
performance.
Teacher Education students are highly bombarded with
expectations of achieving high and producing more. Thus,
instructors utilized various methods to enable them to
develop holistically. The productivity and achievement of the
students strongly relies on their adaptive measures to
drastic changes from Senior High School to College.
In the conduct of this research, the respondents were
the 1st year and 2nd year teacher education students. The
effects of collaborative learning to the cognitive, affective
and psychomotor dimensions of the 1st and 2nd year
teacher education students is the main foci of this research
undertaking. As one of the instructors in the College of
Teacher Education, the researcher felt the need to know the
effects of Collaborative learning to the students’ cognitive,
affective and psychomotor dimensions. It is premised on the
assumption that Collaborative learning heightens these
dimensions of the students.
Conclusion
In the light of the findings, the following conclusions were drawn.
- Female outnumbered male students in terms of population enrolled in the programs and majority were teenagers.
- Collaborative learning significantly effects on students cognitive dimension/ Academic learning indicating that it is a good teaching approach indicating that it caters the holistic learning of the students.
- A collaborative learning teaching guide was developed which presents different techniques of instructions delivery and assessmen t methods with the use of Collaborative learning.
Researcher
- Romeo B. Sotto, Jr.