Collaborative learning as a context for quality of interactions with peers and change in moral and emotional behaviour of the studentsAuthor(s):
Dr. Brundabana MeherAbstract:
The purpose of the present study was to explore the process on which the teacher created ecological or collaborative learning environment, how students’ established relationship with peers, how quality of interactions held with peers and what kind of behavioural changes occurred in the collaborative settings. For this purpose, the researcher organised collaborative setting in a sample of 30 undergraduate education honours students studying in second semester of Gangadhar Meher University, Sambalpur, Odisha, India during the session 2019-2020. The design of the study was qualitative in nature. The data were collected though three measuring tools such as participant observation, classroom record/field notes and students’ final notes drafted after discussions. In addition to that, the researcher also used vignettes and triangulation for data collection, analysis and interpretation. The findings of the present study revealed that collaborative learning intended to refine students’ i) content knowledge; ii) inquiry skills; iii) critical and creative thinking; iv) accountability and responsibility to own and others learning; v) socio-cultural background as a meaningful tool for learning; vi) learning with current affairs vii) ethical and moral values and viii) sensitivity and enjoyment to learning. The arguments, counter arguments, discussions, deliberations and negotiations among and between the students enabled them to develop their self-opinions about the world. It was recommended to adopt collaborative learning at higher education levels across the country.Pages: 195-202 | Views: 253 | Downloads: 89Download Full Article: Click Here
How to cite this article:
Dr. Brundabana Meher. Collaborative learning as a context for quality of interactions with peers and change in moral and emotional behaviour of the students. Int J Adv Acad Stud 2021;3(4):195-202.