Teaching & Learning

Collaborative Learning

"working in a group of two or more to achieve a common goal, while respecting each individual’s contribution to the whole” (McInnerney & Robert, 2004, p. 205).

Collaborative learning is a type of active learning that encompasses terms such as cooperative learning, team-based learning, group learning and peer learning (Davidson, Major & Michaelsen, 2014). The common thread is that students (as peers) engage in activities where they can learn together and learn from each other, often under the guidance of a teacher or senior peer to provide instructional scaffolding (Siefert & Sutton, 2009). Collaborative learning activities can involve groups ranging from dyads (pairs) and triads to large groups that encompass the entire class or cohort.

Collaborative learning is an approach that can be planned and used to enhance student engagement by incorporating the social aspects of active learning. By using face to face or synchronous class time for collaborative learning in blended and online learning times then you have the basis for an effective ‘flipped classroom’ approach (Hamden et al., 2013; Lage & Platt, 2000).

The relative effectiveness of collaborative learning compared to non-collaborative classroom learning on learning outcomes as well as student self-esteem and attitude toward learning, has been clearly established in meta-studies by Johnson, Johnson & Smith (2006). A meta-study by Springer, Stanne & Donovan (1999) showed similar results in STEM subjects with an added positive impact on student persistence (retention). Kuh et al (2007) showed positive impact of collaborative learning on student success through enhanced student engagement and learning outcomes.

The theory underpinning collaborative learning is that of constructivism, where each student learns by integrating new understanding from their experiences and ideas, to build upon their existing knowledge (Piaget, 1971). Where groups of students can come together to share experiences, ideas, and understandings, toward reaching a learning goal or to solve a problem, then this is termed social constructivism (Vygotsky & Cole, 1978; McMahon, 1997).

Relevant to online learning, connectivism, related to constructivism, is an innovative theory that focuses on helping learners make deeper connections with content through connections with each other via technology. For online learners, collaborative learning techniques have been shown to improve student learning outcomes and experiences (Yusifzada, 2021; Mitra, 2021; Barkley, Cross & Major, 2014, p. 29), while reducing isolation by creating peer to peer relationships (Stoytcheva, 2021).

What can it look like?

"Group learning is about getting people to work together well, in carefully set up learning environments" (Race, 2014, p. 197).

Collaborative learning can be implemented in large groups, small groups, and teams.

Team-based learning is distinguished from small group learning in that a student team works on a given project or problem that may span one to many classes during a teaching period. Such teams are often formally convened by the teacher, based on strengths and abilities rather than friendships as is seen in informal or impromptu groups (Johnson, et al., 2014).

Large group activities are most often led by a teacher and can be used to break up didactic content delivery with learning activities that consolidate and test knowledge as it is developed. A large group may be a large lecture (or ‘lectorial’) of a hundred or more students. Modern large classrooms increasingly incorporate flexible seating arrangements that can facilitate small (variable size) breakout group activities. Where large groups are convened online, the use of online breakout rooms can be a most effective mode for facilitation of group activities.

Small group activities can occur in any space where a manageable number of cooperative groups can be implemented with appropriate supportive resources, space, and technology. Informal cooperative learning groups are often ad-hoc groupings of two to four students convened to address a question raised by the teacher.

From a student experience perspective, collaborative learning activities that are well-designed and adequately supported can provide opportunities for students to reach learning outcomes while building ‘softer’ skills that are highly valued by employers of graduates. These so-called ‘soft’ skills or attributes include, but are not limited to, abilities to work in teams toward common goals, communicate with new people, listen to others critically, value skills that others bring to teamwork, ideate, and create solutions to problems, critically review teamwork effectiveness, manage interpersonal difficulties, and develop leadership potential (Race, 2014).

From an active teaching perspective, facilitation of collaborative learning can require a sound understanding of complex group dynamics, potential issues, and management approaches to minimise or take advantage of them. Managing effective team learning means providing appropriately timed inputs (interventions) to scaffold learning beyond what groups or individuals can accomplish on their own (Vygotsky & Cole, 1978). It also means ensuring that individuals and groups have an intellectually and emotionally ‘safe’ place to learn.

Tips to make collaborative learning work

Starting with collaborative learning can be a challenge for both teachers and students, so there are some basic tips that will facilitate the process:

Pre-lesson

Purposefully design, plan and prepare for the learning activity. Start with a learning objective or outcome for the activity and how this will be demonstrated by the end of the activity. Understand what should happen when during the activity and how you are going to gauge progress toward learning outcomes. Something as simple as a running sheet for the activity can help to keep to time and focus on reaching learning outcomes. Online or blended modes may require consideration of technological and pedagogical strategies to best support the planned activity’s learning goals.
Start with well-known, tried, and tested techniques for student interaction. Some of these are listed in the section below. Once familiar with the basics then expand the repertoire and modify as needed for the context and particular learning requirements. If possible, scale up collaborative activities, within a lesson or across a teaching period, by starting with very structured but brief tasks and moving on to longer, less structured projects as effective collaboration grows.
For longer-term or interdisciplinary project groups, it may be useful to undertake a skills and performance audit of students to inform effective team building. Groups based on friendships alone may not be effective and may indeed be counterproductive. So, group design may be important, particularly for students new to collaborative learning activities.
Where appropriate to project-type activities, provide access to instructional material (videos, short courses, etc.) that cover the basics of teamwork, intrateam communication, reporting, giving and receiving professional feedback, and anything else that is relevant to effective teamwork.
Prepare rubrics for each project outcome that is being assessed.

In-lesson

Setting the scene

If students are not familiar with collaborative learning, then consider building trust, familiarity, and teamwork within groups by starting with an ice-breaker activity before attempting academic tasks. This builds the will to work together as a team to reach objectives.
Ensure that everyone understands the instructions for the activity. Make sure that requirements for the activity are clearly stated, posted beforehand, and addressed again at the start of the activity. Consider having a slide or other documentation that keeps the instructions constantly accessible or visible during the activity.

Focus

For shorter activities provide a focus. Vague instructions such as: “Discuss X” are not as effective as focusing discussion with a question or a point of contention.
Ensure that every activity has an output as well as an outcome. For example, be clear that students should record key points of discussion with the potential for reporting to other teams or the class. For longer-term projects require teams to submit progress reports or action summaries on a regular basis. Records of teamwork may be text or multimedia and might be added to learning journals or other assessable media.
Be clear about the rationale or purpose of the activity, its relevance, and what students should gain from it. Also be clear and explicit about the expectations for conduct of individuals, roles, and teams. E.g., In larger groups: who should take notes; will reporting back to the class be required; how will the teacher assist, etc.
Plan for flexibility in timing or approach, and allow for contingencies for unplanned eventualities to ensure learning outcomes are met. For example, a longer-term project team member missing meetings due to illness, might benefit from contingency planning to enhance team confidence in ability to meet outcomes.

Supporting students to manage their team

Collaboration and collaborative learning are authentic to many workplaces but are not often taught in Higher Education. Ensure that necessary skills such as communication, critical thinking, reflection, and problem solving are introduced, practiced, and assessed alongside the core learning outcome of the activity.
For larger activities or larger groups consider assigning roles to team members to facilitate team effectiveness. It is not advisable to appoint a ‘leader’ for the group. Assigning roles like ‘facilitator’, ‘scribe’, ‘presenter’, and ‘researcher’ in collaborative learning helps each student take responsibility for different parts of the given task.
Partner with students so that they feel supported in the learning activity but so they also have agency and influence on how an activity might be executed effectively to reach the intended outcomes. An alternative to assigning roles within a group may be to students to assign roles. For longer projects, assigning roles based on established skills and knowledge allows students to work to their strengths on behalf of the team. This is particularly important for transdisciplinary teamwork.

Managing workloads

Be aware of student family, study, and assessment loads. If regular team meetings are required, then consider allocating meeting time as a class-time activity.
Vary learning activities. Most short-term collaborative learning activities are excellent for breaking up discursive or didactic classroom activities that may be focused on ‘content delivery’. Be careful not to overuse a particular type of collaborative activity as it may lose its novelty and engagement value for students.

Evaluating

Activities such as the minute paper can be useful for assessing both learning and effectiveness of teaching. Regularly include activities that seek student feedback on effectiveness of collaborative learning activities so that they may be improved or replaced as needed.
Assessing team performance or team effectiveness is a reflective activity to help teams meet team members’ concerns and address them. Learning how to undertake critical reflection on personal and team performance, and subsequent communication of issues or problems within teams on a regular basis to resolve them is of importance.

Examples of collaborative learning activities and approaches

Many of the following activities and approaches have multiple resource sites that explain variations on how they might be implemented. Rather than providing a lengthy description of each technique, these links go to relevant university example sites.

Collaborative Learning Activities

The UTAS Teaching & Learning website supports staff in designing active and engaging learning experiences for their students. Example activities described on the Facilitating Learning Experiences webpage include 'Buzz' groups, Case Studies, Fishbowl discussions, Jigsaw discussions, One minute papers, Peer evaluation, Pyramid discussions, Simulations and 'Think-Pair-Share'.
Examples of Small-Group Activities described on the ANU Learning and Teaching Professional Development website include Buzz Groups, Fishbowl, Jigsaw, One-Minute Paper, Think Pair Share and World Café.
Example strategies described on the Griffith University Active Learning Design Tool include Pair-Share-Declare, One minute paper, Pyramiding and Round Robin.
The UNSW Teaching for Learning website lists a number of activities which can be used to facilitate student-centred learning and teaching. Examples include Case studies, Debates and Group Work. The Ideas for effective small group learning and teaching resource (pdf) includes One minute papers and Pyramid discussions.
The University of London's Learning at City blog describes a Classroom Carousel technique and the Six Hats for generating ideas, and Debating, Fishbowl discussions, Learning cells and Post-its in on-campus learning spaces.
Cornell University's Centre for Teaching Innovation provides descriptions of a number of Examples of Collaborative Learning or Group Work Activities, including Case studies, Catch-up, Fishbowl debates, Stump your partner and Think-Pair-Share/Write-Pair-Share.
George Washington University provides a Quick Reference Guide to Collaborative Learning Techniques, including Scavenger hunts and Send a problem.
Harvard University's Graduate School of Education offers guidance around Using simulations in the Case-based Collaborative Learning Classroom.
The University of Wisconsin-Madison's Blended Learning Toolkit describes a number of Problem-Solving activities, including 'Send-a-problem' and Think-Aloud.

Collaborative Teaching and Learning Approaches

Peer evaluation is described on the Facilitating Learning Experiences webpage of the UTAS Teaching & Learning website.
Peer teaching and editing are described on the University of Maryland's Active and Collaborative Learning website.
Guided Design and Problem-Based Learning (PBL) are outlined on the University of Maryland's Active and Collaborative Learning website and The University of London's Learning at City blog.
The development and beneficial outcomes of the Jigsaw Classroom are described in detail at jigsaw.org.
The Six Hats of Critical Thinking approach is described by the De Bono Group and The University of London's Learning at City blog.

Other resources

References

Balan, P., Clark, M., & Restall, G. (2015). Preparing students for Flipped or Team-Based Learning methods, Education + Training, 57(6), 639-657.

Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons.

Davidson, N., Major, C. H. & Michaelsen, L. K. (2014). Small-Group Learning in Higher Education–Cooperative, Collaborative, Problem-Based, and Team-Based Learning: An Introduction by the Guest Editors, Journal on Excellence in College Teaching, 25(3,4), 1-6.

Hamden, N., et al. (2013). A Review of Flipped Learning www.flippedlearning.org

Johnson, D. W., Johnson, R.T ., & Smith, K. A. (2006). Active learning: Cooperation in the university classroom (3^rd edition). Interaction.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25, 85-118.

Kuh, G. D., Kinzie, J., Buckley, J., Bridges, B., & Hayek, J.C. (2007). Piecing together the student success puzzle: Research, propositions, and recommendations (ASHE Higher Education Report, No. 32). Jossey-Bass.

Lage, M. J., & Platt, G. J. (2000) The internet and the inverted Classroom. Journal of Economic Education, 31, 11.

McInnerney, J., & Robert, T. S. (2004). Collaborative or cooperative learning? In T. S. Roberts (Ed.), Online collaborative learning: Theory and practice (pp. 203-214). Information Science Publishing.

McMahon, M. (1997). Social Constructivism and the World Wide Web - A Paradigm for Learning.Paper presented at the ASCILITE conference. Perth, Australia, (18) (PDF) Social constructivism.

Mitra, S. (2021). Does collaborative learning improve student outcomes for underrepresented students?: Evidence from an online bottleneck business course. Journal of Education for Business, 1-7.

Piaget, J., (1971). Psychology and Epistemology: Towards a Theory of Knowledge. Grossman.

Race, P. (2014). Making learning happen: A guide for post-compulsory education. Sage.

Seifert, K., & Sutton, R. (2009). Educational Psychology: Second Edition. Global Text Project, pp. 33–37.

Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 96(1), 21-51.

Stoytcheva, M. (2021). Developing a sense of belonging in a collaborative distance learning course: Breaking isolation in online learning. In AIP Conference Proceedings (Vol. 2333, No. 1, p. 050010). AIP Publishing LLC.

Yusifzada, D. (2021). The effects of structured collaborative learning on the learning outcomes of the university students (Master's thesis, University of Twente).

Vygotsky, L. S., & Cole, M., (1978). Mind in Society: Development of Higher Psychological Processes. Harvard University Press.