Collaborative Learning Worksheets Analysis

Introduction

Collaborative learning is an extremely powerful alternative to standardized instruction that can be implemented by teachers to increase the opportunities for student interaction and discussion. In this present digital age there have never been so many different choices of technological tools that can be used to facilitate this process.

In this paper I will look at the use of SHEETS, a specific component of G suite that was used in EME 6403 and its implications as a medium for reaching the goals of collaborative learning. The focus will address not only the use of the program but also on the implications of this resource as a technological source. The application of SHEETS as well as both the advantages and disadvantages will

This google application based system contains multiple collaborative tools which are very similar to tools presently being used in the classroom; however these tools are accessed completely on-line. These collaborative tools can be accessed by the user from any device with an internet connection.

The most important component of the use of G Suite is that the school can establish a domain host, using their web address, and create a centralized administrative account or dashboard. Once this process is competed the designated users (teachers and students) can easily access the various resources by signing into the system with a simple login

G Suite provides a comprehensive group of core collaborative tools, one that is most frequently used is called SHEETS. This resource allows the students to create a database spreadsheet document which can be accessed by multiple students at the same time and is automatically

It is a tool that can be used to help modify instruction by their instructor so as to adapt to the needs of the students.

In this course SHEETS was used very early on to serve as a medium by which students were able to provide information regarding their background as well as their experience with collaborative learning (see sample 1). This format was also used to develop a causal map survey which was integrated into the individual design of causals maps by students (see sample 2). The benefit of this instructional format was the ability to enter text based information which then could be evaluated and qualitatively analyzed later by either the students or the instructor.

To accomplish this individual cell were designated by the instructor where students would input the required information that was asked for. Students then imputed the information in the appropriate cells for review by the entire class. This allowed for students to have the ability to easily review the biographical and experiential information available about their fellow students. This is extremely important in a virtual forum to help the instructor develop classroom unity and to also provide the necessary information to provide for future team