Learning Communities

Collaborative learning communities are challenging. While most learners understand and value the importance of collaboration it still seems like a lot of what is expected is never or rarely accomplished; yet, results are usually positive if all members take interest and participate, even if they encounter some bumps. After all e mostly go about our lives working together with others. There are very few activities, other than the everyday routines of personal care that we can do on our own. Learning, above all of them, takes place mostly surrounded by others and receiving their influence while they are themselves influenced by our actions.

Collaborative learning is effective. Having good communication with other members empowers and gives the opportunity to see how within a small group each one's ideas and approaches enrich the collective. This is how historically humans have overcome many of their challenges and succeeded in front of many threats. It is also how they have made mistakes that threaten existence but nonetheless it has proven to be an effective approach. Participating in groups, when everything flows and members act accordingly, brings upon a sense of belonging and of acceptance that enhance creativity and improvement.

What happens when one of the members does not cooperate affects the outcomes. While another member may take upon the part of the reluctant one there is still the individuality of that one missing. What each individual contributes to collaborative learning is unique and can never be replaced. Not participating is not enriching the body of knowledge, hampering and diminishing the contribution. Assessment is to be mindful of this, but even when the reluctant member receives fair grading the lack of participation will forever deprive all of the possibilities of enriched contributions.

A reluctant participant should never be forced to be part of a group. A plan should be designed so that a learner who feels that collaborative learning is not convenient in a given situation can complete an alternative assessment. Yet, even though this may benefit all those involved, it still fails to include the reluctant in the group experience and then the next time that same learner is faced with a collaborative team challenge he or she will remain incapable of contributing or ot do so as effectively as expected.