MULTI-VECTOR PEDAGOGICAL AND PSYCHOLOGICAL APPROACHES TO IMPROVING COLLABORATIVE SKILLS OF STUDENTS

Аннотация

The authors of the publication analyze the essence of collaborative learning based on foreign sources. It is noted that collaborative learning allows developing students' responsibility for joint activities and contributes to the formation of collective intelligence. Collaborative learning is most effective when students work on creating a common project. The services that allow organizing collaborative e-learning are listed (Google Drive, Podio, Show Document, Open Study, Kidblog, Padlet, etc.). Kеywоrds: sociality, social skills, collaborative learning, cooperation, teamwork. INTRОDUСTIОN The cardinal changes that have affected all spheres of modern human activity are caused by technological breakthroughs in the field of artificial intelligence, robotics, the Internet of Things, nanotechnology, biotechnology, materials science, energy accumulation and storage, etc. Modern people study, work, communicate, and express themselves in a new virtual-real space. Sociologists note that the modern generation of young people lives in online sociality, the main means of communication in which is “public intimacy”. The new sociality brings with it not only new opportunities for personal development (self-presentation, self-realization, etc.), but also new risks associated with the lack of social interaction skills. Therefore, one of the areas of modern pedagogical practice is the problem of developing social skills in students through joint activities. MAIN PART Social skills are most effectively formed and developed in collaboration, when two or more people interact. During joint work, each person has certain personal goals, but to achieve a common goal, it is necessary to compromise. In this publication, we will consider collaborative learning (from the verb "collaborate") - learning in which people work with each other to achieve one goal, but not necessarily to complete one task. In collaborative learning, responsibility is constantly divided between all participants and their actions 156 MODELS AND METHODS IN MODERN SCIENCE International scientific-online conference affect the final results. Collaboration is characterized as a philosophy of interaction between people working together to obtain a specific product or goal [1], organized cooperation [2]. The phenomenon of "collaborative learning" in Russian pedagogy has not yet been sufficiently studied. Most authors consider the possibilities of collaborative learning in a web environment [3], in the conditions of the information and educational environment of a university [4], in an electronic network environment [2], based on web 2.0 technologies [3] and metadata [2], in social networks [1]. Collaboration is actively used in business processes and international scientific programs [3], etc. Bruffee's ideas about collaborative learning are based on the statements of Thomas Kuhn that knowledge belongs to a certain social group. Since learning is a social construction of knowledge, it is necessary to rely on group work methods. Bruffee believes that knowledge is something that people build together during discussions, reaching an agreement between students and teachers. To achieve this, students must be able to work and listen to others, respecting each person's contribution, synthesizing different points of view. In this case, collaborative learning turns into a joint activity of students and teachers aimed at creating new knowledge, since most of the time students must ask questions, discuss problems and exchange opinions on the material being studied. Collaborative learning allows developing students' responsibility for joint activities, gaining new knowledge in conditions of interaction with each other and with the teacher. Foreign authors [3] describe the stages of collaborative learning: • familiarization - the student gets acquainted with the material being studied in any form (lecture, books, Internet, etc.); • research - students prepare initial reasoning, express their opinions out loud; • transformation - students process information for a deeper understanding, the teacher, if necessary, corrects the students' shortcomings and provides additional information; • presentation - students present their understanding within a group (from 2 people); • reflection - the student’s awareness of the material studied and the experience gained. The effectiveness of collaborative interaction depends on the conscious goal- setting and motivation for joint work, how deeply the participants are immersed 157 MODELS AND METHODS IN MODERN SCIENCE International scientific-online conference in achieving the set goals. Therefore, the main task of leaders of collaborative interaction is to assess the progress of the community's activities and support coordination between them and its goals. Analyzing collaborative interaction in digital networks, J. Fraissin [4] noted that "individuals gradually merge with the group, which becomes a single whole", ... the interaction of group m