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International scientific-online conference
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MULTI-VECTOR PEDAGOGICAL AND PSYCHOLOGICAL
APPROACHES TO IMPROVING COLLABORATIVE SKILLS OF
STUDENTS
Turemuratova Aziza Begibaevna
Assistant, Department of Pedagogy and Psychology,
Karakalpak State University named after Berdakh,
Republic of Karakalpakstan, Uzbekistan
Qashqinbaeva Sarbinaz Kewnimjay kizi
Student of Karakalpak State University named after Berdakh
https://doi.org/10.5281/zenodo.14184392
Abstract.
The authors of the publication analyze the essence of collaborative
learning based on foreign sources. It is noted that collaborative learning allows
developing students' responsibility for joint activities and contributes to the
formation of collective intelligence. Collaborative learning is most effective when
students work on creating a common project. The services that allow organizing
collaborative e-learning are listed (Google Drive, Podio, Show Document, Open
Study, Kidblog, Padlet, etc.).
Kеywоrds:
sociality, social skills, collaborative learning, cooperation, teamwork.
INTRОDUСTIОN
The cardinal changes that have affected all spheres of modern human activity
are caused by technological breakthroughs in the field of artificial intelligence,
robotics, the Internet of Things, nanotechnology, biotechnology, materials
science, energy accumulation and storage, etc. Modern people study, work,
communicate, and express themselves in a new virtual-real space. Sociologists
note that the modern generation of young people lives in online sociality, the main
means of communication in which is “public intimacy”. The new sociality brings
with it not only new opportunities for personal development (self-presentation,
self-realization, etc.), but also new risks associated with the lack of social
interaction skills. Therefore, one of the areas of modern pedagogical practice is
the problem of developing social skills in students through joint activities.
MAIN PART
Social skills are most effectively formed and developed in collaboration,
when two or more people interact. During joint work, each person has certain
personal goals, but to achieve a common goal, it is necessary to compromise. In
this publication, we will consider collaborative learning (from the verb
"collaborate") - learning in which people work with each other to achieve one
goal, but not necessarily to complete one task. In collaborative learning,
responsibility is constantly divided between all participants and their actions
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affect the final results. Collaboration is characterized as a philosophy of
interaction between people working together to obtain a specific product or goal
[1], organized cooperation [2].
The phenomenon of "collaborative learning" in Russian pedagogy has not yet
been sufficiently studied. Most authors consider the possibilities of collaborative
learning in a web environment [3], in the conditions of the information and
educational environment of a university [4], in an electronic network
environment [2], based on web 2.0 technologies [3] and metadata [2], in social
networks [1]. Collaboration is actively used in business processes and
international scientific programs [3], etc. Bruffee's ideas about collaborative
learning are based on the statements of Thomas Kuhn that knowledge belongs to
a certain social group. Since learning is a social construction of knowledge, it is
necessary to rely on group work methods. Bruffee believes that knowledge is
something that people build together during discussions, reaching an agreement
between students and teachers. To achieve this, students must be able to work
and listen to others, respecting each person's contribution, synthesizing different
points of view. In this case, collaborative learning turns into a joint activity of
students and teachers aimed at creating new knowledge, since most of the time
students must ask questions, discuss problems and exchange opinions on the
material being studied.
Collaborative learning allows developing students' responsibility for joint
activities, gaining new knowledge in conditions of interaction with each other and
with the teacher.
Foreign authors [3] describe the stages of collaborative learning:
• familiarization - the student gets acquainted with the material being studied
in any form (lecture, books, Internet, etc.);
• research - students prepare initial reasoning, express their opinions out
loud;
• transformation - students process information for a deeper understanding,
the teacher, if necessary, corrects the students' shortcomings and provides
additional information;
• presentation - students present their understanding within a group (from 2
people);
• reflection - the student’s awareness of the material studied and the
experience gained.
The effectiveness of collaborative interaction depends on the conscious goal-
setting and motivation for joint work, how deeply the participants are immersed
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in achieving the set goals. Therefore, the main task of leaders of collaborative
interaction is to assess the progress of the community's activities and support
coordination between them and its goals. Analyzing collaborative interaction in
digital networks, J. Fraissin [4] noted that "individuals gradually merge with the
group, which becomes a single whole", ... the interaction of group members is
long-term, and it is the consistency of the team that helps in achieving the final
goal, so the group can perform high-quality work. Collaborative work promotes
mutual understanding, which allows not only to convey knowledge and
experience, but also to promote personal changes. Mutual understanding as a
pedagogical phenomenon is a source of personal self-development, a space for
deep communication and interrelated self-development of participants in the
educational process, a means of open, subtle and most effective pedagogical
mutual influence, a factor in enriching pedagogical interaction, the foundation of
free, relaxed relations between teacher and student [2].
With regard to the didactic process, oral and written interactions contribute
to the best understanding of the educational material, and form the ability to
experience social interaction in learning.
Electronic collaborative learning contributes to the formation of collective
intelligence, while cyberspace is used as a tool to support collective intellectual
activity, allowing for communication between participants in the global
educational process. In this format of collaborative learning, the teacher
coordinates the work of all participants, provides collective and individual
assessment, conducts individual and group consultations, maintains a friendly
atmosphere, motivates and creates a “team spirit”.
Effective collaborative activity should cover the entire learning process:
students should use their knowledge to make joint decisions (content), plan
activities (process), and develop fundamentally new solutions (result).
Collaboration in e-learning is classified by time, type of communication, and the
number of transmitters and receivers involved in completing a common task [3].
The main elements of collaborative e-learning include: a common task, a list of
roles, technologies and services, people (with certain competencies), the physical
environment, and the social environment. In the practice of collaborative
learning, web tools are actively used to complete educational projects [2]: blogs,
webinars, mind maps, chats, teleconferences, video conferences, online meetings,
instant messages, Internet portals, news groups, social networks, whiteboards.
СОNСLUSIОN
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Teachers note the effectiveness of the Google Drive service, which allows for
real-time collaboration, provides the ability to demonstrate individual work to a
group, collaborate on documents, organize storage available to group members,
and the ability to collaborate with other partners. Podio is designed for teamwork,
allows for project management, the ability to interact in real time, and track
changes made by different users working in the same file. Show Document is an
online program that offers a wide range of collaboration tools for free. Open Study
is a bulletin board that allows for the creation of online research groups. Kidblog
allows for the creation of blogs and creative assignments in the humanities, Padlet
allows for the creation of a virtual wall for collaborative discussion. As we can see,
many tools have been developed to organize collaborative e-learning.
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