RSA #4: Virtual Warrensburg:
Using Cooperative Learning and the Internet in the Social Studies Classroom
When an
instructor creates a class either online or in a classroom, active engagement
is the goal in the learning process. One
way to increase active engagement is to increase collaborative learning. To have this concept become a reality,
students according to Palloff and Pratt (2007) must
be “clear from the beginning … that we’re all in this together” (p. 159). One cannot assume that the students simply
understand, but instead, they must be guided to the end goal. A system needs to be created that allows the
students to discuss ideas and concepts.
This can be done through a technology tool that allows for collaboration
such as a wiki site. In addition, instructors
must establish guidelines that create team member responsibilities and ask for
inclusion of real life examples and experiences related to the topic of
instruction. This process also must
include feedback between instructor-student and student-student
interaction. These guidelines will help
students grow both individually and as a group.
As instructors explore
ways to create more engaged learners to meet the goals of skills needed for the
workforce, including listening, cooperation, and the ability to make
compromises to achieve a common goal, the use of the Internet comes to mind
with small group activities and research topics. Scott Scheuerell (2010)
suggests, “the use of cooperative learning activities integrated
with technology in the social studies classroom to help students develop those
skills (p. 195). Making cooperative learning a required component for
completion creates an atmosphere of collaboration. In addition, increasing Internet usage for
research and communication will help the students in gaining new information,
better research skills and peer collaboration/communication through various
technology tools.
With increased use of
the Internet and the idea of cooperative group learning to create more engaged
learners, certain steps must be followed.
It is a learned process that must have clear and concise guidelines with
modeling to help explain for visual learners what is being asked. Also, include
team responsibilities that define the role of each person in the group. If the goal is to increase skills such as
listening, the ability to compromise to achieve the common goal, and
incorporate the use of technology, create an environment that is conducive to
incorporating technology and requires people to be successful with all members
of the group working together collaborating and communicating throughout the
program. Create the program so that it
cannot be completed without all persons executing their role in the group.
References
Palloff, R., Pratt, K. (2007). Building online learning
communities: Effective strategies for the virtual classroom. (2nded.).
San Francisco: Jossey-Bass.
Scheuerell.
S. (2010). Virtual Warrensburg: Using Cooperative Learning and the Internet in
the Social Studies Classroom. The Social Studies, 101 (5), 194-199. doi: 10.1080/00377990903493861
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