Achieving collaboration in e-learning

Social teaching forms are organisational forms of relations between teachers and students, but also among students during learning and teaching. This defines the division of social activities among participants, as Pranjić* states, whether a student works alone, with someone from the same bench or the same seminar group, and what their relationship is with the activities of the rest of the group. Therefore, we can discern between:

• individual learning
• partner learning
• group learning
• classroom learning — frontal teaching without real collaboration (which we will not explain below).

Individual learning involves tasks that students complete independently, without direct guidance from teachers or peers. They are usually time-limited and focused on applying what has been learned, practicing and making their own contribution to solving a question or problem.

The advantages of individual learning are that the student is active and independent, learns by discovery, differences in pace and learning style are respected, progress can be clearly monitored, teaching methods are diversified and it is nominally less burdensome for the teacher. The disadvantages are limited or absent social relationships during learning.

Partner learning (learning in pairs) involves two students working together on a short and equal basis to solve a task. The most suitable tasks are exercises, knowledge tests and research with appropriate aids.

The advantages of partner learning are the increased activity and independence of the student, less pressure related to formal classes, the development of self-relationship and social skills. Disadvantages are the possible dominance of one of the students and the establishment of roles.

Group learning involves 3 to 5 students working together through three phases: preparation, task execution and summarisation of results. Clear didactic procedures are needed: in agreement with the teacher, the group decides whether everyone works on the same task, on parts of a more complex task or on different tasks.

The advantages of such an approach are cooperative and productive work, encouraging cooperation, tolerance, respect for rules and communication skills, and recognising different learning styles within the group.

Disadvantages include the possible dominance of an individual or the division of roles turning into the acceptance of the most favoured function, the risk of turning social goals into their opposite (prejudice, rejection of others, their exclusion, etc.)

* Pranjić, Marko. Teaching Methodology in Words and Pictures. Zagreb: Croatian Studies, University of Zagreb, 2013