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Abstract

Collaborative learning is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product. This review article outlines benefits of learning in collaboration style, begins with the concept of the term and continues with the advantages created by collaborative methods. This paper sets out major benefits of collaborative learning into four categories of; social, psychological, academic, and assessment benefits. Each of them is further subdivided to more specific themes.
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... Collaborative learning is still to be a range that is progressively getting consideration in academic fields, as it has many advantages (Laal & Ghodsi, 2012;Scager et al., 2016). Meanwhile, small group discussion, as part of collaborative learning, is a common method used in higher education which provides much opportunity for students to be active since the students will act and talk more than lecturers. ...
... Conducting collaborative learning and small group discussion provide benefits to the learning process and the students as stated in the research result of Laal & Ghodsi (2012); Padugupati et al., (2017);and School (2019). For instance, it can improve learning, students' remembrances, and student's performance in the examination. ...
... From the six statements spread, the statement "Small group discussions increase my skill in oral and written communication" was the highest score 88,3. This finding was in line with the research result of Christiani & Mintohari, (2014); Laal & Ghodsi, (2012);Saputri, (2017) ;Sulistyowati, (2017). It shows us that the students get advantages through holding small group discussions, especially to increase their speaking and writing skills. ...
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Collaborative learning remains to be a range that is progressively getting consideration in academic fields. As it has many advantages to individual student learning. One of collaborative learning methods is small group discussion. Furthermore, this study was aimed at describing the result of students’ evaluation of the learning experiences in a small group discussion in the third semester of English education students in UIN Sjech M. Djamil Djambek (SMDD) Bukittinggi based on the Students Experience Questionnaire (SEQ). This study is categorized as a quantitative study. This descriptive quantitative research collected data by distributing a questionnaire to the third-semester students. The issues addressed are students’ learning experiences in doing a small group discussion. Based on the data analysis, the result showed that the third-semester students had a good learning experience in all aspects; in the good teaching scale, understanding of learning, assessment, appropriate workload, the skills of affective and psychomotor, motivation, and satisfaction with the module used during the learning process through the small group discussion. However, the teachers still need to improve their ability in managing small group discussions.
... Digital collaborative learning merupakan salah satu jenis strategi pembelajaran, di mana mahasiswa belajar dalam kelompok dengan memanfaatkan sistem pembelajaran berbasis digital seperti internet dan teknologi multimedia yang dapat menembus batas ruang dan waktu (Tian & Lin, 2016). Pembelajaran kolabortaif bermanfaat untuk menghasilkan pencapaian yang lebih besar, produktivitas yang lebih tinggi, hubungan yang lebih peduli, munculnya motivasi dan komitmen, kesehatan psikologis yang lebih baik, dan kompetensi sosial yang lebih baik (Laal & Ghodsi, 2012). Didukung hasil penelitian lain yang menyatakan bahwa motivasi dan kompetensi sosial memiliki dampak pada efektivitas kemampuan leadership seseorang (Aldawsari, 2020). ...
... Digital collaborative learning menawarkan kesempatan bagi mahasiswa untuk berlatih menggunakan kemampuan leadership mereka selama interaksi dengan teman sejawat sehingga membantu mereka mengembangkan kemampuan leadership. Pembelajaran kolaboratif dapat menghasikan pencapaian yang lebih besar, produktivitas yang lebih tinggi, hubungan yang lebih peduli, munculnya motivasi dan komitmen, kesehatan psikologis yang lebih baik, dan kompetensi sosial yang lebih baik (Laal & Ghodsi, 2012). Dengan diterapkannya pembelajaran kolaboratif berbasis digital menjadikan mahasiswa untuk dapat bereksplorasi mencari dan berbagi informasi serta mengembangkan kemampuan leadership melalui berbagai tugas dan proyek. ...
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Leadership is the most essential ability of accounting graduates needed by the labour market. This study aims to examine the effectiveness of digital collaborative learning on the leadership abilities of undergraduate students of applied accounting. The research design uses a quasi-experimental with a quantitative approach. The research was conducted at the Bachelor of Applied Accounting Study Program, Faculty of Economics, Yogyakarta State University in the odd semester of the 2022/2023 academic year. The research sample consisted of an experimental class and a control class of 35 students. An online questionnaire based on a Likert scale with five alternative answers was used to collect data. To ensure that the data met the requirements for analysis, the normality and homogeneity tests of variance were performed. The data was described using quantitative descriptive statistical analysis, and the hypothesis was tested using an independent sample t test. The results of the study show that there are significant differences in the effectiveness of digital collaborative learning on the leadership abilities of undergraduate students of applied accounting. This means that providing digital collaborative learning treatment has a significant impact on improving the leadership abilities of undergraduate accounting students. This means that if lecturer want to improve the leadership skills of their students, they can apply digital collaborative learning to their learning. Further research has the opportunity to examine the effectiveness of different digital collaborative learning media on leadership abilities.
... Similar to the body of research demonstrating that group learning increased students' motivation and academic performance better than independent learning in computer-or mobile-supported environments (Chen & Law, 2016;Kolloffel et al., 2011;Lou et al., 2001;Santosa et al., 2020), the students in the present study participated more actively and engaged more deeply when playing the AR game in groups than when playing individually. This finding is also consistent with previous research suggesting that group work can help students deepen their understanding, develop critical thinking and communication skills while negotiating with peers, and engage fully in academic tasks (Laal & Ghodsi, 2012;Taqi & Al-Nouh, 2014). ...
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Using a mixed-method approach, this study examined student engagement, attitudes, and task participation in an augmented reality (AR) mobile game and pleasure reading among 78 undergraduates learning English as a foreign language (EFL) in South Korea. The location-based AR mobile game involved taking up the role of a private investigator, interviewing virtual characters while walking around campus, solving the given problem, and writing a case report using collected information. Pleasure reading involved choosing a book, reading it, and submitting a book review. After experiencing both the AR mobile game and pleasure reading, the students completed case reports, book reviews, reading logs, questionnaires, and semi-structured interviews for seven weeks. The results indicate that the AR game elicited significantly higher levels of behavioral, cognitive, and emotional engagement, as well as more positive attitudes (involvement, enjoyment, satisfaction, and willingness to continue), than pleasure reading. Furthermore, the challenging problem-solving task of the AR game demanded a considerable amount of intellectual and personal effort, which kept students cognitively and affectively engaged in the game, whereas the absence of such a challenging task in pleasure reading, other than understanding the English, ironically led students to engage less in reading books. Despite the significantly higher ratings on perceived usefulness of books in EFL learning, many students expressed strong psychological barriers to books, particularly when they had received few pleasurable reading experiences during childhood or adolescence. Furthermore, playing the AR game in groups enhanced student engagement and task participation significantly better than working individually; the advantages of working in groups were not evident in pleasure reading.
... It is clear from all of the literature that student collaboration benefits learning [8][9][10][11]. This is especially true for courses that demand a high level of critical thinking and problemsolving abilities [12]. There is more to online teaching than creating a library of learning materials or broadcasting a lecture [13]. ...
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The rapid spread of COVID-19 has forced schools and universities to close. Globally, education systems face unprecedented challenges, and learning management systems (LMS) are the only solution. The current study aimed to investigate the effectiveness of a Blackboard collaborative breakout group on the cognitive achievement of physical education teaching styles. The quasi-experimental method involved creating two groups: one experimental and one control, with the experimental group using Blackboard collaborative breakout groups and the control group relying exclusively on online lectures and continuing with the same method without breakout groups. The study sample consisted of 40 students who were randomly assigned and divided equally into the two groups. Based on the research sample, homogeneity within the group and equivalence between groups in terms of age, Grade Point Average (GPA), and high intelligence test (IQ) were evaluated. The results showed that the experimental group’s cognitive achievement was superior to that of the control group. Therefore, the design of the learning process enhances student collaboration, participation, and reinforcement. Additionally, the experimental group retained the learning outcomes for a month after the cessation of all teaching and learning processes. To conclude, giving a lecture using webinar tools such as Blackboard Collaborate Ultra does not necessarily mean achieving the intended educational goals. As a result, it is necessary to look for ways to integrate active learning strategies, such as collaborative learning, to enhance student involvement in distance learning.
... This method makes learners' felt more fun and enjoyable because they can have their friends or partners to learn together. Collaborative learning also helps the students to improve their oral communication skill (Laal & Ghodsi, 2012). ...
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Collaborative learning method is a popular method implemented in classes due to collaborative learning can motivate the students to more active in class, explore the lesson as a team and achieve a task together. This study aims at finding out how collaborative learning method in a speaking class from students' views of EFL students, and what are the challenges when collaborative learning method implemented in English class for students. This study was completed using a survey study method and was conducted with 100 EFL students at SMA Panjura Malang. To explore the students' view on the use of collaborative learning method in speaking class, all 100 students were asked to fill out a questionnaire. The data were then analyzed by thematic analysis. By implementing collaborative learning, the students could do the task together and they agree that collaborative learning better than individual for their speaking learning activities.
... Even though it was well considered during the course development, the difference between student's levels in groups still raised many challenges to the course delivery. It has been justified that in collaborative groups, to realize their common goals as well as actions, individuals are expected to hold joint authority, responsibility, and acceptance of each other's strengths and weaknesses (Laal & Ghodsi, 2012). However, discomfort was instilled in senior team members because it was brought to the lecturers' attention later during the course delivery and tutorials that there were incidents when junior Engineering students in some groups were not able to carry out their discipline-specific tasks. ...
Conference Paper
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CONTEXT It is common for Engineering and Technology programs to nurture interdisciplinary courses when aspirant graduates need comprehensive knowledge and skills to start working even before their graduation. These hybrid courses usually demand collaborative teaching to ensure high expertise of educators to provide for requirements of different disciplines. The Bachelor of Information Technology and the Bachelor of Electrical and Electronic Engineering are two disciplines with close bonds between hardware and software. The course design, implementation and evaluation should be reported to reflect good practice from collaborative teaching in an interdisciplinary environment. PURPOSE The study details the process of designing and implementing an interdisciplinary collaborative teaching in Project Based Learning (PBL) approach, and reflects on its benefits and drawbacks for both educators and students. APPROACH A reflection was done on the teaching practice for course alignment, preparation and delivery based on teaching journals. As for students' evaluation of the course, a post-course survey and focus group interviews were conducted. Also, an analysis of the results of students' learning outcomes (acquired course learning objectives, students' perception of the course, and their product showcase) was carried out to present the advantages and disadvantages of the course. RESULTS The alignment of course learning outcomes, course structure, and assessment were demonstrated. The findings showed that students succeeded in achieving the course objectives and felt positive about the course as a whole. Although, students' interviews revealed some drawbacks of the collaboration, it did not significantly impact the students' learning. Besides, the collaboration of lecturers was generally a success, but still recommendations were given for the improvement of the course delivery. CONCLUSIONS As regards the course design and delivery, more attention is needed in aligning and communicating to students about learning outcomes and assessment of different disciplines. As for the course benefits, authentic project work was facilitated with interdisciplinary group formation encouraging more engagement and self-learning among students.
Chapter
This chapter looks at inclusive pedagogies and social justice for transforming teaching and learning in South African classrooms. Learners should not be marginalised or be made to feel that they do not belong. Therefore, teachers need to utilize inclusive pedagogies to ensure that learners' individual needs are met. The first section of this chapter defines the concepts of inclusive education and social justice, followed by the contextualisation of inclusive education in South Africa. The section that follows then engages the reader with issues of inclusive education globally. Finally, the chapter concludes with a discussion on instructional strategies that promote inclusive pedagogies and social justice.
Chapter
Collaborative learning has an important significance on students’ study, teamwork and social interaction. However, in the specific context of the epidemic, it is a new start to move collaborative learning entirely online. The inconsistency of past offline classroom experience to online teaching and learning makes the survival and development of collaborative learning in the online environment uncertain. To solve this problem, this paper delicately examines the online implementation of collaborative learning in three areas based on the parties involved: online platforms, curriculum design and student feedback. Recognizing the obstacles to the implementation of online collaborative learning, two improvement strategies are proposed, one being the creation of an online community identity and the other being to design the online learning circuit as a complete system.
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Teacher collaboration is widely endorsed across the teacher continuum, including student teachers, due to its positive impact on teachers’ professional practice, knowledge and support, and learner outcomes. Notably, one’s definition of teacher collaboration informs beliefs and engagement in the process. Yet, little attention has been given to student teachers in this regard. Employing Broaden-and-Build theory (BBT; Fredrickson, 2004), this case study examines student teachers’ understanding and the perceived impacts they align to the teacher collaboration. 119 student teachers in one Initial Teacher Education (ITE) institution, in the Republic of Ireland completed a researcher-designed questionnaire seeking their definition of teacher collaboration and aligned impacts they afford to the process. Thematic analysis revealed participants’ understandings of collaboration included working together, sharing and a school-wide activity. Participants were positively disposed to collaboration, with enhanced intellectual, social and emotional resources attributed to collaborators. Inhibitory factors, such as lack of understanding, limited time and problematic working relationships were also identified as restricting collaborative opportunities and by extension associated gains. Discussion of the findings and their support of BBT are presented, as well as future research emanating from this study considered.
Conference Paper
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Collaboration skills are critical for students to develop as they enter the workplace. However, there is a shortage of data on student collaboration skills in the post-pandemic era. This study aimed to ascertain the collaboration skills of Biology students during the pandemic era. This study involved 172 Biology students from several universities throughout Indonesia. They were asked to complete a questionnaire consisting of nine statements and six questions about indicators of contribution, responsibility, and respect for others' opinions. The results indicated that Biology students' collaboration skills were excellent on all three indicators, namely contribution (83%), responsibility (87%), and respect for other people's opinions (80%). However, these findings contradict qualitative data indicating that students made a negligible contribution to group task completion. Only a tiny percentage of the students (10%) contributed to group work by looking for references and completing assignments collaboratively. In comparison, others finished the assignments according to their share (61%), contributed ideas and opinions (16%), contributed nothing at all (13%), and were hesitant to assist their teammates who were experiencing difficulties (67%). Their tardiness demonstrated students' lack of responsibility and disregard for the opinions of others in collecting group tasks (48%), and by the fact that almost half of the students clashed with their group-mates when they had divergent opinions (49%). Collaboration skills, it appears, must still be emphasized in the classroom, even if learning is conducted online. The development of students' collaboration skills can be facilitated by implementing various learning strategies in the classroom, such as cooperative learning strategies.
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Research on classroom cooperative learning techniques, in which students work in small groups and receive rewards or recognition based on their group performance, has been increasing in the past few years. This review summarizes the results of 28 primary field projects lasting at least 2 weeks, in which cooperative learning methods were used in elementary or secondary classrooms. The pattern of research findings supports the utility of cooperative learning methods in general for increasing student achievement, positive race relations in desegregated schools, mutual concern among students, student self-esteem, and other positive outcomes. The various cooperative learning methods are contrasted in terms of characteristics and outcomes, and the next steps for research in this area are outlined.
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Cooperative learning is an instructional model in which students work together toward a common goal. Research has clearly shown that cooperation results in higher levels of achievement. Although students may be a part of a cooperative learning environment, they are also responsible for their own individual achievement. This makes student evaluations a challenge because you are evaluating individual as well as team effort. This paper will review the alternatives for assessing the participation of individual student on a team as well as discuss the cases in which each approach was used. It identifies the positives and negatives of each approach.
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Intergroup cooperation and competition were compared to determine their impact on cross-ethnic relationships. We assigned 48 sixth-grade students to conditions stratifying for minority status, ability, and sex. They participated in a study for 55 min a day for 10 instructional days. The results indicated that more positive cross-ethnic relationships were promoted by intergroup cooperation than by intergroup competition.
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This study examined student ability and student behaviors during small-group interaction as hypothesized mediators of the effectiveness of small-group learning. Fifth-grade students (N = 43) completed ability and attitude pretests. Students were stratified on ability and randomly assigned to small groups within class. The small groups were assigned randomly to either a treatment or control condition. The treatment group was trained in small-group interaction. Students received regular classroom instruction in mathematics for 4 weeks. Each day after the teacher presented new material using direct instruction, students worked on assignments in mixed ability groups of four students. Achievement, retention, and attitude toward mathematics were assessed. A Mann-Whitney comparison showed that trained students participated in more task-related interaction than did control students. Results suggested that task-related interaction in the small group enhanced the achievement and retention of high and low ability students but did not facilitate the achievement of medium ability students.