Abstract
The collaborative form of education places on students the following requirements in particular: distribution of social roles, planning of their own activities, division of partial tasks, learning to consult and help, controlling each other, solving partial conflicts, combining partial results into a whole, evaluating the contribution of individual members. Many models of collaborative learning such as The Structural Approach to Cooperative Learning (Spencer Kagan), have been tested at universities. Collaborative learning (CL) is directly linked to information and communication technologies (ICT) that seem to be the best environment for this form of learning. This review article seeks to define the structures of the CL model in the higher education environment, the basic elements of it and the strengths and weaknesses and to give examples of good practice.
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The paper was written with the support of the specific project 6/2018 grant “Determinants of Cognitive Processes Impacting the Work Performance” granted by the University of Hradec Králové, Czech Republic and thanks to help of student Tomáš Valenta.
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Mohelska, H., Sokolova, M. (2018). Collaborative Style of Teaching and Learning with Information and Communication Technology (ICT) from University Teachers and Student’s Perspectives. In: Hao, T., Chen, W., Xie, H., Nadee, W., Lau, R. (eds) Emerging Technologies for Education. SETE 2018. Lecture Notes in Computer Science(), vol 11284. Springer, Cham. https://doi.org/10.1007/978-3-030-03580-8_9
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