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A Unique Learning Method - Collaborative Learning

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 PRESENT SCENARIO OF
INDIAN EDUCATION

Editors
Dr. Abhishekh Kumar Pandey
[Link]. Mathematics, [Link]. & Ph.D. in Education
Principal
Vidya College of Professional Studies
Rasulpur, Varuna, Chipura, Patna, Bihar

Dr. Abhay Kumar Sharma

M.A History, [Link]. & Ph.D. In Education
Assistant Professor ([Link].)
Basmatti Devi Sankatha Prasad Mahila P.G. College, Khochwa,
Varanasi, UP
 All the rights reserved. No part of this book may be
reproduced, stored in a retrieved system, or
transmitted in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise,
without the prior written permission of author or
publisher.

All rights reserved

Copyright ©Authors of chapters

ISBN: 978-81-19463-61-9

Present Scenario of Indian Education

Editors
Dr. Abhishekh Kumar Pandey
Dr. Abhay Kumar Sharma

Year of Publication: January 24

Front Cover
Blue Duck Designer

Publisher
Blue Duck Publications
Srinagar, J&K
Cell: 9682133341
Website: [Link]
 CONTENTS
S. Title & Author P. No
no.
1 Present Scenario of Higher Education in India: 1
Emerging Issues, Challenges
Dr. Rajesh Kumar Sharma
2 Analysis of Educational Policies and Present 7
scenario of Education System of India
Anjana Kumari
3 Focus of New Education Policy on Higher 16
Education
Mrs. Anjali Dhanraj Shirsi
4 Focus on Salient Features of the NEP 2020 25
Dr. Archana Shrivastava
5 Trends and Issues in Language and 32
Communication in the Educational Process in
NEP 2020
Dr. Satkala & Dr. Yogendra Singh
6 English Language Teaching through 'Blackboard- 40
Chalk and Applications-Gadgets' and NEP-2020
G.J.V. PRASAD & S. Devaki Devi
7 New NEP 2023: An Innovative Approach to 52
Education
Dr. Pranav Sudhir Mulaokar
8 Ensuring Universal Access to Education at School 60
Level
Shahaji Vishnu Thombare
9 National Education Policy 2020 & Digital 66
Transformation for Higher Education
Dr. Sunil Chauhan
10 Academic Bank of Credits: A Multi-Institutional 73
Approach
Dr. Amit Kumar
11 NEP 2020: Integrating Practical, Community, 86
Intuitive & Tacit Knowledge into School Subjects
Shashi Kumar Shekhar
12 A Unique Learning Method: Collaborative 98
Learning
Dr. Mohit Dixit
13 Role of Teacher Training Programs for 109
Enhancement in Quality Education
Dr. Nikhat Afroz
13 Impact of Education on Culture 115
Dr. Shahbaz Rizvi
15 Peace Education 122
Sandhya Yadav
16 Teaching of Mathematics and Sciences as 133
Vehicles of National Development
Ms. Phool Saba
17 Transformations in Junior College Science 142
Education in Maharashtra: Navigating the 21st
Century Landscape
Avinash S Jejurkar
18 Teaching of Science and Mathematics as vehicles 150
of National Development Yogesh Kumar Rai
19 Burnout Among Teachers : A Burning Problem 156
Dr. Shailendra K. Verma
20 Sustainable Development: Learnings from IKS in 163
Education
Vinay Singh
21 Indian Education System: Changing scenario with 182
NEP 2020
Dr Prachi Sinha
22 The Evolution of Management Education: A 187
Comprehensive Analysis through Historical
Roots, Current Dynamics, and Future Perspectives
Prof. Manjunath Naik & Dr. I G Srikanth
23 The Relation Between Emotional Intelligence and 199
Suicidal Behavior: A Systematic Review
Reena Rai
24 Performativity for the development positive 206
notions of body self.
Dr. Asha Kumari Roy
25 Inclusive Eduction 223
Dr. Vedpal & Dr. Bobinder
26 Introduction to the Concepts Of Education In 230
Present Perspective
Nitesh Kumar Maurya
27 Technology-Enabled Assessment: Practices and 240
Trends
Nitin Singh & Dr. Nishi Tripathi
 12
A UNIQUE LEARNING METHOD:
COLLABORATIVE LEARNING
Dr. Mohit Dixit
Head, Department of Education
Parishkar College of Global
Excellence (Autonomous)
Jaipur, Rajasthan

Abstract
Collaborative learning methods can help you achieve
complex skills that cannot be achieved through individualistic and
competitive methods. Collaborative learning as an educational
approach is based on active task interdependence and reward
interdependence. In this approach, students work in groups. The
jigsaw method, team game tournament method, problem-solving
method, group research method, and project method have been
shown to be promising and suitable for teaching in elementary
classrooms. These methods can be used to teach academic
subjects and develop interpersonal skills and behaviours.
Teachers can choose appropriate learning methods and
collaborative learning situations depending on the nature of the
subject and topic being taught. Positive task interdependence
increases student motivation and fosters collaboration within
groups.
Positive reward interdependence exerts peer pressure to
achieve better academic performance. Group composition also
affects student performance. Homogeneous or mixed groups
perform better compared to heterogeneous groups. Democratic
group organizations are more functional in collaborative learning.
When forming groups, teachers should consider the student's
performance level and the organizational aspects of the group.

PRESENT SCENARIO OF INDIAN EDUCATION (ISBN: 978-81-19463-61-9) 98

Finally, teachers should continually seek feedback to improve the
teaching and learning process.
Keywords- Collaboration, Learning, Teaching,
Activities, Classroom.
Collaboration is the process by which two or more people
think and work together towards a common goal. In the context of
learning, collaboration refers to teamwork or joint efforts of
learners to achieve a common goal, such as solving a problem,
completing a project, or developing a new product. As we
understand it, cooperative learning is when small groups of
students, directed by a teacher, work together to maximize their
own learning and each other's learning. Teachers identify the most
important goal for each lesson and plan and implement
collaborative activities to achieve this goal.
What is collaborative learning?
Collaborative learning is a teaching-learning technique that
creates an environment in which learners collaborate with other
learners to achieve common learning goals. Collaborative
learning is a general term for a variety of educational approaches
that involve joint intellectual endeavours between students or
students and teachers.
Why use collaborative learning?
Research shows that active, social, situated, engaging, and
student-driven educational experiences lead to deeper learning.
The benefits of collaborative learning are:
• Developing higher order thinking, verbal communication,
self-management and leadership skills.
• Promote interaction between students and teachers.
• Increase student retention, self-esteem, and sense of
responsibility.
• Engage with different perspectives to deepen your
understanding. • Preparation for real social and professional
situations.
Theories of Collaborative Learning

PRESENT SCENARIO OF INDIAN EDUCATION (ISBN: 978-81-19463-61-9) 99

 The concept of collaborative learning is based on several
theories. In the 1920s, Russian psychologist Lev Vygotsky
introduced the concept of "zone of proximal development" (ZPD).
In his opinion, a child can learn new skills and acquire knowledge
with the support of a more competent person, and gradually
acquire more knowledge and skills independently without such
help. It is said that you will be able to learn it. This theory posits
that children can acquire new knowledge and skills in an
environment that does not require a teacher per se and has all the
other elements necessary for learning, including a variety of
stimuli. Another concept that contributed to the development of
the concept of cooperative learning was the theory of cooperation
and competition proposed by Morton Deutsch in 1949. This
theory is based on human psychology and deals with the effects
of collaboration on group functioning. It has been stated that the
most important element in collaboration is the goal. All people in
the group must have a common goal (or interdependent goals).
For collaboration to be successful, all individuals must:
[Link] (movement in objective social space, e.g. improved
psychological attitude in problem-solving situations),
[Link] the mobility of other members,
[Link] intellectual or emotional energy; Attraction of
members due to their contribution to the goal (positive
cathexis), and
[Link] influence on others and thus on their outcomes
(positive inductiveness).
Therefore, collaboration not only contributes to the achievement
of common goals, but also significantly contributes to the
development of positive characteristics of individuals.
Collaborative Learning Processes
In 1992, Barbara Leigh Smith and Jean T. MacGregor
proposed the following general theories of learning processes and
defined collaborative learning processes based on these theories.
1. Incorporating new information and relating it to previous
knowledge frameworks.
PRESENT SCENARIO OF INDIAN EDUCATION (ISBN: 978-81-19463-61-9) 100
 2. Active learning requires incentives and challenges for
learners to actively engage with peers, process and synthesize
information, rather than simply memorize and repeat.
3. Learning occurs when learners are exposed to different
perspectives from people from different backgrounds.
4. The learning process is facilitated in a social environment
where conversation takes place between learners. In this
environment, learners create the framework and meaning for the
conversation.
According to Smith and MacGregor, in collaborative
learning environments, learners are encouraged to engage and
converse with their peers. You can experience various
perspectives. In such an environment, learners begin to create
their own framework for learning, rather than relying solely on
what the teacher says or what is written in the textbook. In a
collaborative learning environment, learners can converse with
their peers, present and defend ideas, exchange differing beliefs,
question and engage with other conceptual frameworks.
Advantages of Collaborative Learning
1. Facilitates learning: Cooperative learning provides a strong
stimulus to learning materials. This increases student interest and
allows them to participate in discussions and problem solving.
When students help each other, everyone's performance level
improves. Improves learner satisfaction.
2. Develop critical thinking skills: As students improve their
writing and oral presentation skills, they also develop critical
thinking skills.
3. Develop social skills: In a collaborative environment, students
are exposed to different cultures and exchange ideas and
understandings about challenges. Access a wider range of
solutions. This allows students to understand other cultures and
develops tolerance and acceptance of other people's perspectives.
All these experiences improve your social skills.

PRESENT SCENARIO OF INDIAN EDUCATION (ISBN: 978-81-19463-61-9) 101

4. Develop problem-solving skills: When multiple people solve
a problem together, problem-solving skills improve because each
person has to solve part of the problem to complete the task.
5. Improving communication skills: Collaboration improves
communication skills as students discuss, debate, and express
their opinions and ideas.
6. Cultural awareness increases: Students from different
cultures learn in school. They may have different ideas, beliefs,
and ways of working. This will increase students' awareness.
7. Students are expected to distribute responsibilities,
collaborate, and trust each other.
8. Students learn to share their ideas, discuss strategies, and
express themselves in a group setting.
9. Additionally, it helps you build a network of people from
different fields.
10. Helps students gain confidence and develop important skills
for the future.
When cooperative learning methods are designed so that
students are interdependent and work together as a team to
achieve a desired goal, they develop critical thinking skills,
accurate writing, clear reasoning, oral presentation abilities, etc.
The desired learning outcomes will be achieved.
Collaborative learning tools and techniques
Think-Pair-Share: TPS was described by Frank Lyman in
1982. Think-Pair-Share (TPS) is a collaborative learning activity
that works in classrooms of various sizes and in all subjects. The
instructor will ask questions. Students think first before being
asked to discuss their answers with someone sitting nearby (pairs).
Finally, groups share what they discussed with their partners with
the whole class and continue the discussion. Give students time to
think critically and create a learning environment that encourages
quality responses. TPS provides students with the opportunity to
work in groups toward a common goal in a friendly environment
and improve their understanding of themselves and others. Think-
Pair-Share requires students to act rather than passively listen.
PRESENT SCENARIO OF INDIAN EDUCATION (ISBN: 978-81-19463-61-9) 102
 Jigsaw Strategy: Elliott Aronson and his colleagues
developed the jigsaw technique in the early 1970s to ease tension
and reduce competition in the classroom. Puzzles are
collaborative group activities where students rely on each other to
achieve a common goal. In the first part, each group receives a
different prompt. Group members become experts on this prompt
and create a group response. In the second part, new groups are
formed. It is made up of students from various subject groups.
Each student in the mixed group is expected to teach the readiness
of the previous group, the "expert group," to the other group
members. The mixed group then completes a new task. The
success of the group depends on each individual and therefore
individual student effort is encouraged.
Circle of voices: Students sit in a circle. You will be given
a topic for discussion and given time to think about it. Each
student speaks for approximately 3 minutes. No one is allowed to
speak between them. The next speaker is asked to build on the
previous speaker's ideas. The aim is to enable students to speak
with intelligence and enthusiasm.
Case Study: Provide a case study to a group of students. Let
them study it and analyse it. After a while, ask them to share their
thoughts. Its purpose is to deepen students' understanding of
complex topics, enable analysis, and thereby strengthen critical
thinking and analytical skills.
Fishbowl: A fishbowl is a strategy for organizing
discussions in medium to large groups. Students are divided into
inner and outer circles. In the inner circle, the fishbowl, students
discuss. Students in the outer circle listen to the discussion and
take notes. This is an engaging, student-cantered strategy that
promotes comprehension of complex texts while developing
group discussion skills. In the inner circle, or "fishbowl," students
practice responding to multiple perspectives. Observing students
in the outer circle provides insight into the requirements for
effective small group discussion. Research supports the use of

PRESENT SCENARIO OF INDIAN EDUCATION (ISBN: 978-81-19463-61-9) 103

fishbowls as a particularly effective way to motivate students of
different abilities and backgrounds.
Round Robin: Students sit in groups (3-4) and the teacher
asks them questions or gives them problems to solve. Questions
and problems are chosen deliberately because there are several
ways to solve them and several issues. Students in the group take
turns answering, sharing ideas with each other and working
together to find an answer that everyone agrees on. This strategy
is important because it gives students an opportunity to work
together to solve a goal and come to a common understanding.
Requires the participation of all students in the group and ensures
that students share their ideas. In this activity, students take turns
working, supporting each other, and sharing ideas.
Drama/Role Playing: Directing a play, playing a character,
understanding the different roles and roles, and understanding the
different depths of responsibility required for a play's success will
help students work in teams and take responsibility. It will help
you spread out and make the necessary decisions. Role-playing
games are also a type of experiential learning. Students take on
assigned roles and act out their roles based on a script. Role play
can be performed individually (individual role play) or as a group
role play where each member of the group assumes a
role/character. Role-playing games provide a very powerful
learning experience for students by immersing them in simulated
reality situations where they play specific roles/characters in a
safe environment.
Team games or quiz competitions: In these team games or
quiz competitions, a team is a group in which all team members
work together to achieve a goal and win the game. The
tournament format for team games uses group cooperation and
group competition. Organize your team this way. You can assign
tasks to each team. Members of each team work together to
complete the given task. Then the competition between the teams
begins. During the competition, each team is assigned points for
their team score. Playing games and quiz competitions in different
PRESENT SCENARIO OF INDIAN EDUCATION (ISBN: 978-81-19463-61-9) 104
groups increases team spirit and competitiveness among students.
Additionally, forming teams to play and perform together
strengthens trust with other students, promotes compatibility, and
ensures good group ethics within the team.
Praise-Question-Polish (PQP): The PQP strategy was
developed by Lyons in 1981. Praise Question Polish is critical
comments from students using the PQP, not just about what they
don't like, but also about what they like and suggestions for
improvement. Also included. First, students compliment their
classmates on what they like about their writing style and ideas.
Students then ask questions to the writer and colleagues to clear
up any confusion about their writing. Finally, students are
expected to share ideas for improving their writing with their
colleagues. Therefore, this strategy is very helpful in contributing
to the improvement of students' writing skills, as each student has
the opportunity to revise his writing with a partner and improve
the quality of his writing.
Peer Learning: Peer learning is the process by which
students learn from each other. This is typically facilitated
through teaching and learning activities such as student-led
workshops, learning groups, peer-to-peer learning partnerships,
and group work. Benefits include the development of students'
collaboration and communication skills, increased student
confidence, and the ability to take control of their own learning.
Because students feel comfortable collaborating with others, they
are able to interact, reflect, and explore ideas more deeply than in
a teacher-led environment.
Problem-based learning (PBL): PBL involves introducing
a particular problem to students, usually in groups, over an
extended period of time, allowing them to understand the problem
and begin to suggest answers and solutions under the guidance of
the teacher. Requires discovery of the final issue. problem solving.
Its purpose is to provide students with an environment in which
they can engage in various steps of problem solving, such as

PRESENT SCENARIO OF INDIAN EDUCATION (ISBN: 978-81-19463-61-9) 105

problem definition or problem-solving objectives, situations,
problems, causes, solvable causes, problems and solutions.
Peer Editing: Peer editing allows students to review drafts
of each other's written work. This foundation of academic writing
educates both editors (who must learn to read critically and
communicate criticism) and writers (who must learn to receive,
evaluate, and synthesize feedback). Helpful. If peer editing is
required, set clear expectations rather than simply asking students
to read and evaluate the text (e.g., ask them to identify the paper's
statement and assess the strength of the author's evidence) let
judge.
Designing Collaborative Learning Activities:
Selecting Topics: The first step is to select topics to include
from the taught subject matter and its learning outcomes. You
don't have to select the entire course, but you should carefully
select the specific aspects of the course that need to be expanded
upon for collaborative learning. Group work or teamwork is used
in situations where students are expected to demonstrate problem-
solving and decision-making skills or apply theoretical
knowledge to real-world problems.
Forming Groups: Teachers form groups and assign
students to these groups. To achieve better results, groups are kept
small, usually consisting of 4 to 6 students each.
Introducing the activity: The teacher introduces the
activity to the students and explains the purpose of the activity
and the process of performing it. Teachers also set time limits for
activities.
Teach students to work in groups: Students are diverse
and tend to have different abilities, academic interests, and
cognitive styles. It is important for teachers to understand each
student's weaknesses, strengths, and learning needs, and to divide
students into groups in a way that ensures cohesion. Groups can
have different types of students. For example, some students are
sceptical, some are shy, and some are dominant. Teachers must
use children's interpersonal and organizational skills to teach them
PRESENT SCENARIO OF INDIAN EDUCATION (ISBN: 978-81-19463-61-9) 106
how to work in a collaborative environment. Teachers teach
students how to listen, clarify statements, give appropriate
feedback, focus arguments, test hypotheses and evidence, identify
points of view and points of view, and mediate conflicts. You
must explain the importance of summarizing the results of your
presentation. Ground rules for working in a team should also be
established. Teachers must assign roles to students. Examples:
facilitators, note-takers, planners, evaluators, etc.
Providing Guidance: The teacher is not there to dominate
the activity, but to provide gentle guidance and guidance.
Teachers should provide appropriate feedback and ensure that
communication within the group flows smoothly. It is important
to give students the opportunity to decide for themselves how to
proceed.
Evaluation: Teachers should consider individual and team
performance when grading group work. Group members should
also be asked to evaluate the process during the activity. Overall
success should be based on both the final results and the group's
operational evaluation.
The role of the teacher in collaborative learning
• Select topics/problems for collaborative learning
• Select appropriate learning methods and situations.
• Form groups and help provide a positive environment and
activities for students.
• Provide opportunities and challenges to foster shared
learning.
• Structure groups to prioritize diversity.
• Provide students with guidance on independent study, peer
instruction, research, and activity completion.
• Provide information on sources and references for
gathering information/knowledge.
• Observe group activities and collaboration within groups.
• Conduct student assessments in groups.
• Evaluate learning success and obtain feedback.

PRESENT SCENARIO OF INDIAN EDUCATION (ISBN: 978-81-19463-61-9) 107

 Conclusion: Collaborative learning is gaining importance
in various educational institutions as it helps focus on different
learning aspects of students. Helps improve teamwork, cognitive
skills, public speaking skills, and critical thinking. Furthermore,
students take responsibility for the ideas and concepts they
develop and for better learning outcomes. In contrast to classroom
teaching where the teacher does almost all the talking, students
are able to better understand the content and discuss it
comprehensively. Students can solve problems on their own, and
teachers can approach students in an informal way to help
students solve problems that are difficult for them. Collaborative
learning also helps students understand each other regardless of
culture, allows more able students to assist with class assignments,
and improves overall performance.

References:
Aronson, E. Blaney N. Stephan, C. Sikes, and Snappm (1998):
The Jigsaw Classroom, Sage Publication, London.
Barrows H.S. Tamblya, R.M. (1980): Problem Based Learning,
Springer, New York.
Cuseo, J.B. (1996). Cooperative Learning: A Pedagogy for
Addressing Contemporary Challenges & Critical Issues in
Higher Education Stillwater, OK: New Forums Press.
Davis, B. G. 1999. Cooperative learning: Students working in
small groups. Speaking of Teaching, 10(2). 1-4.
Deutch, M. (1949) : A Theory of Co-operation and Competition,
Human Relations, 2, 129-152.
De Vries and Slavin P.E. (1978) : Team Games Tournaments
(TGT) Review of Ten Classroom Experiments, Journal of
Research and Development in Education, 12, 28-38.
Dillenbourg P. 1999. What do you mean by collaborative learning?
In P. Dillenbourg (Ed)
[Link]
Kilpatrick, W.M. (1918) : The Project Method, (Vol. l9) Teachers
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PRESENT SCENARIO OF INDIAN EDUCATION (ISBN: 978-81-19463-61-9) 108

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