Page 19 - Online Collaborative Learning_Neat (perbab)

and to help learners when they have needs and are willing to show how they have the

determination to learn.
4) Heterogeneous group of learners. Learner’s growing and developing attitudes,

skills, and knowledge are essential to enrich classroom learning. In collaborative
classrooms, learners can demonstrate their abilities and skills, share information, and listen

to or discuss the contributions of other learners. In this way, there is "unity" in the

heterogeneity of the learners.
In a collaborative classroom, the teacher creates a learning environment that allows

students to interact with each other. This environment is different from the conditions in

many college classrooms, where students sit alone, spend a lot of time passively listening to
lectures from lecturers on the podium, and are expected not to speak because it would

divert attention that should be focused only on the lecturer. Therefore, it is important to
create an image from the beginning that in a collaborative class students will be involved in

active interaction (Diana, 2020).
1. Learners and teachers work together to create knowledge.

2. Learners avoid dependence on the teacher, who acts as an authority on both the

subject matter and the learning process.
3. The teacher should not be a mere monitor of the learning process, but should be

a member, like the learners, of a knowledge-seeking community.
4. The goal of collaborative learning is to build autonomous individuals who can

articulate their thoughts.
In a collaborative classroom, the teacher acts as a task setter, designing problems,

brainstorming with learners, and providing guidelines for them to reach agreement. The

teacher acts as a classroom manager who effectively organizes groups of learners, as a
facilitator who helps all students actively participate in the lesson without much

intervention. The teacher also acts as a synthesizer, helping to compare the results of group

learning and guiding them to appreciate the intellectual goals of the tasks given, rather than
just looking for the right or wrong answer (Diana, 2020).