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Collaborative Learning

What is Collaborative Learning?

Collaborative learning is where groups of students work simultaneously on a task, each contributing to a shared outcome beyond what a student could achieve individually.

The terms co-operative and collaborative are similar, but there are key differences; in cooperative learning, task outcomes are interdependent e.g., the sharing of resources that necessitates cooperation. In collaborative learning, students are working together to build an understanding of concepts, create and test solutions, or create products (Watkins, 2015).

In this section, principles of Collaborative Learning are introduced. Self-guided resources are:

  • Learning approach: how learning takes place in Collaborative Learning, and the role of teacher and student in the classroom process.
  • Video: Collaborative Learning: in this 2-minute video, Dylan Wiliam describes how collaborative learning can achieve group goals, and individual accountability for students (Wiliam,2016).
  • Explore further: Additional resource links and videos to explore to support Collaborative Learning.

Quick Links for Collaborative Learning

Learning approach: The teacher plans and structures tasks so that activities are not decomposable, i.e., students cannot complete individually. Teachers plan group roles and model. Learning outcomes must be dependent on the contributions of all group members, with individual student outcomes reciprocally dependent on other group members. Groups are two or more students. Students will progress at different rates, and teachers need to consider how support will be allocated.

Using collaborative learning approaches:

In this 2-minute video, Dylan Wiliam describes how collaborative learning can achieve group goals, and individual accountability for students (Wiliam,2016).

How learning takes place in collaborative learning: Communication skills are key to learning taking place. Dialogue occurs between group members, who must listen to each other and explain their ideas. Synthesis occurs from building on the ideas of others. Students build critical thinking and problem-solving through talking through a problem, testing, and refining ideas. Students need to listen, take turns, apply independent learning strategies, and include all group members. Structuring the task Is key in ensuring all students make progress beyond that which they could do alone on a task.

Colloborative Learning Process

Explore Further: Resources to Support Collaborative Learning

EdutopiaVideoImage

Video: Collaborative Learning - Edutopia

Collaborative Learning Builds Deeper Understanding (US)

In this 8-minute video, US high school students describe how they use collaborative learning techniques in the classroom.

Co-operation vs collaboration

In this article about improving classroom pedagogy, Chris Watkins looks at collaboration between pupils: why do they enjoy it and how does it work? (Watkins,2015)

Evidence based, collaborative learning approaches (UK)

Education Endowment Foundation (2021)

Dylan Williams Collaborative Learning

In these Education Scotland resources, reflective questions invite you to consider the impact of your own approach using collaborative learning strategies (Education Scotland,2023). 

Teacher experience: collaborative learning strategies run counter to a philosophy of individualism of learning in high accountability school systems. Teachers need time and resources to support the development of effective structured activities, to foster group roles and interdependent learning. Sessions need prompts and targeted questioning to ensure they move at pace. Similarly, debriefs about what worked, helped, or improved will need initial scaffolding, and learners may always need an element of support for reflection. Teachers report collaborative learning works best in groups of three or four, but to introduce or begin more complex tasks pairs can be of value; similarly, groups can begin work in pairs, then come together in fours to refine/decision make and produce the final product or outcome. (Watkins, 2015; Education Scotland,2023)

Student experience: As students build their skills of explaining and defining their ideas, they practise and embed technical and subject-specific language. Reinforcement develops more sophisticated and detailed explanations over time. Studies suggest live experience produces enhanced learning against teacher instruction or modelling. Students report they enjoy structured group collaborative learning sessions, with clear roles. Learners gain satisfaction from creativity and ideas beyond that which their sole efforts would achieve. Group work can foster risk-taking with ideas and the power of mistakes in a creative process. Equally, students are frustrated if other group members do not contribute or free load, assimilate ideas at different rates, or need too much peer support (Watkins, 2015; Education Scotland,2023).

Students can tackle more complex problems as part of a group, benefit from individuals’ different skill sets, and learn from different voices, angles and understanding of members of the group. Peer support can help explain ideas, demystify concepts, and give shared ownership of testing approaches that do not work or require refinement. Shared group activities support independent learning (Watkins, 2015).

Ofsted (2019) research states that teachers need to ensure activities are appropriately structured, with students clear about their roles, and to have the communication skills and learning independence to be able to work effectively in a group. Teachers need to be alert for members of the group who are not contributing: the “free rider” or “social loafer” effect described by Ofsted and Williams. Teacher prompts, questioning, and reinforcement of key knowledge occurs throughout the session, learning moves at a suitable pace and teachers address misconceptions. Teachers need preparation time for developing structured activities.