INNOVATIVE RESEARCH IN SCIENCE
International scientific-online conference
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DEVELOPMENT OF COLLABORATIVE SKILLS OF STUDENTS BASED
ON MULTI-VECTOR PEDAGOGICAL AND PSYCHOLOGICAL
APPROACHES IN THE MODERN EDUCATIONAL PROGRAM
Turemuratova Aziza Begibaevna
Assistant, Department of Pedagogy and Psychology,
Karakalpak State University named after Berdakh,
Republic of Karakalpakstan, Uzbekistan
Khojabaeva Maral Davletbayevna
Aytbaeva Sayyora Oʻmirbek kizi
Orazbaeva Magʻrupa Berdibay kizi
Students of Karakalpak State University named after Berdakh
https://doi.org/10.5281/zenodo.13943657
Abstract.
The article provides a comparative analysis of the concepts of
electronic, cooperative, collaborative, blended, inverse learning, and raises the
question of the legitimacy of classifying them as educational innovations.
Particular attention is paid to open distance learning in digital networks. The
authors emphasize that, although today the development of computer software
allows everyone to receive an education using digital networks, research shows
that successful one-on-one learning with a computer is difficult and not possible
for everyone.
Kеywоrds:
open distance learning in digital networks, cooperative
learning, collaborative learning.
INTRОDUСTIОN
Collaboration (1830). From the Latin collaborare (co - together and laborare
- to work), cooperation implies working together with someone, participating in
the creation of a joint product with the support of one or more employees. The
concept of "work, labor together with ..." is appropriate and applicable to a wide
range of human groups. Cooperation can be expressed in the form of contribution,
participation, joint management, assistance, service, benefits, etc. In cooperation,
group members work towards a common goal, but individually, each strives to
achieve a specific goal. Two types of activity are carried out in parallel: collective
and individual of each of the participants. This requires the organization of work
corresponding to the situation of cooperation, when the goals and objectives are
common.
MАTЕRIАLS АND MЕTHОDS
Work is accomplished as individual contributions overlap, with continuous
adjustments and regroupings. It involves the mutual involvement of people
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(subjects) in a coordinated effort to accomplish a single task and/or to jointly solve
the same problem. Individual work is difficult to identify because it is fully
integrated into the overall activity throughout the process. Responsibility is thus
continually shared among all participants whose actions determine the final
results.
RЕSULTS АND DISСUSSIОN
Collaborative learning. Collaborative learning [1] can be seen as a
philosophy of interaction and a way of life where people are responsible for
their actions, including their learning, and respect the capabilities and
contributions of their partners. Collaborative learning “is a way of learning in
which the learner learns through interaction with peers” [2]. The educational
outcome of the learner’s individual work in constructing his or her knowledge is
supported by the activities of the group and team. The learner shares resources
with the group, uses group work to learn. The structure of the activity is flexible
and open, and the route of exploration and discovery is free. The teacher plays
the role of a facilitator in learning, while the group acts as a source of
information, motivation, as a means of self-help and mutual support, and as a
special place of interaction for collective knowledge construction. In
collaborative learning, there is no a priori distribution of roles, as in simple joint
(cooperative) work.
Individuals gradually merge with the group, which becomes a single whole
and whose potential is greater than the sum of its parts, which often allows for
high-quality work. At the same time, there is both individual responsibility for
the common cause and the responsibility of the team as a whole. All members of
the group maintain close and constant contact, each brings their own action to
the group, each can contribute to the work of other members of the group in
order to increase productivity and thus join the principle of continuous
improvement in the performance of each task and the project as a whole. The
interaction of group members is long-term, and it is the coordination of the team
that helps in achieving the final goal. For greater coordination between group
members, the number of its participants should be no more than five people.
Often, when adult learners, sometimes teachers, hear the term collaborative
learning, it is automatically associated with the negative context of working in a
group, from which they had to suffer in the school environment or in the
workplace. They refer to their own, sometimes unpleasant, experiences, which
makes them want to abandon the concept of collaboration, which they regard as
unrealistic or as an attempt to shift the burden of learning from the teacher to
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International scientific-online conference
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the students. In open distance learning, we must explain well the benefits of
collaborative work and the need to support each of its participants, especially in
terms of motivational dynamics, where the external aspect is a necessary
variable in building success. This initial concern of some students is worth
noting, since it represents an example of misunderstanding of what has become
an absolutely indispensable approach to the greatest viability of teaching and
learning in digital networks.
Principles. Collaborative learning can be based on the following principles:
- the results of working together lead to mutual understanding, perhaps
greater than when working independently;
- oral and written interactions contribute to the best understanding;
- the ability to recognize through lived experience the relationships that
exist between social interaction and better mutual understanding;
- some elements of this deep understanding are idiosyncratic and
unpredictable;
- participation is voluntary and should provide freedom, but at the same
time be strongly supported.
It seems that the collaborative learning mode requires a broader
participation of stakeholders. For a group, this ability to develop its human
capital is considered by some as a sign of collective intelligence. According to
Pierre Levy [3], collective intelligence is a distributed intelligence throughout
the world, because no one knows everything, but everyone knows something.
Knowledge is present in man, not in some transcendent entity that organizes its
ever wider dissemination in society; therefore, a well-organized collective is the
main human wealth, which is personally coordinated in real time. Here we must
make reference to cyberspace as an instrument of assistance and support for
collective intelligence, which allows for large-scale communication, which leads
to an effective mobilization of skills [4]. Collective intelligence is nothing more
than a theoretical or philosophical concept; it can underlie a new effective and
efficient social organization based on skills, knowledge and experience.
Collective intelligence promotes the power of creative potential that exists
in each of us, as opposed to isolated, divided and weakened power. For P. Levy,
power provides an opportunity, power blocks it, which is why he calls for
“destroying hierarchies” [3]. In collaborative learning, the teacher / tutor /
facilitator becomes a kind of score distributor who supports his musicians
without playing himself. His role is essential for the coordination and
harmonization of all participants, for collective and individual assessment,
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provision of support, individual and group consultations, as well as for
contributing to maintaining a friendly atmosphere, motivation, and the
development of team spirit. By interacting, group members jointly contribute to
the overall success [4]:
- giving and receiving support and assistance;
- exchanging information and resources;
- giving and receiving feedback;
- challenging the reasoning of others;
- intensifying efforts to achieve goals;
- sharing their achievements with each other;
- engaging in interpersonal relationships;
- caring about increasing the effectiveness of the group.
СОNСLUSIОN
The influence of social interdependence on collaboration and interactivity in
courses conducted on the basis of digital networks has been established. That is
why we should emphasize the importance of interpersonal exchanges and
informal socialization (e.g. in chat rooms) in order to achieve high quality
learning outcomes in collaborative learning environments.
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d’Organіsatіon, 2010.
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coopératіf en groupes restreіnts. Montréal: Les Édіtіons de la Chenelіère, 2012.
4. Cohen E. G. Le travaіl de groupe: stratégіes d'enseіgnement pour la classe
hétérogène. Montréal: Les Édіtіons de la Chenelіère, 2014.
5. Dasgupta S. Іnnovatіon іn the Socіal Scіences: Herbert A. Sіmon and the bіrth
of a research tradіtіon. Dans L. V. Shavіnіna (dіr.). The Іnternatіonal Handbook
on Іnnovatіon. Oxford: Elsevіer, 2013, pp. 458−470.
