Perspectives of in Service Teachers on the Benefits, Disadvantages and Limitations of Collaborative Learning

Abstract

The purpose of this research is to investigate the perspectives of in service teachers on the benefits, disadvantages and limitations of collaborative learning. The sample consisted of 100 teachers working in formal and non-formal education. The survey was conducted with a questionnaire and their views were related to their individual characteristics (gender, years of service, prior training on the method) and to the characteristics of the context in which they work (number of pupils in the classroom, formal / non-formal educational environment). The results showed little significant differences between the views of the teachers and only in relation to the educational context in which they work (formal / non-formal). The most important benefits that this method recognizes, according to the rates of their statements in the corresponding questionnaire questions, is the improvement of the pupils' social skills, the establishment of friendly relations among the members of the team and the promotion of a positive attitude towards learning. Respectively, as the most important constraints and disadvantages, they identify the need for some time in the classroom, the preparation time and the great effort to implement it, as well as that many students expect the other members of the team to do the work. From the teachers who apply it to their class (n = 50) it appears that they use it more to motivate students and to improve their social skills.