BENEFITS OF COLLABORATIVE LEARNING

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.

Introduction :
There are a number of benefits that are associated with the concept of collaborative learning (CL). It is
through understanding the benefits, that we can truly use this learning style to our benefit. Before one
can make a judgment on the merits of CL, it is important to understand exactly what CL is . Collaboration
is a philosophy of interaction and personal lifestyle where individuals are responsible for their actions,
including learning and respect the abilities and contributions of their peers. In all situations where
people come together in groups, it suggests a way of dealing with people which respects and highlights
individual group members' abilities and contributions. There is a sharing of authority and acceptance of
responsibility among group members for the groups’ actions. The underlying premise of collaborative
learning is based upon consensus building through cooperation by group members, in contrast to
competition in which individuals best other group members. CL practitioners apply this philosophy in the
classroom, at committee meetings, with community groups, within their families and generally as a way
of living with and dealing with other people . Brown and Lara (2011) cite Johnsons (2009) that say; there
are three ways when individuals take action in relation to the actions of the others. One's actions may
promote the success of others, obstruct the success of others, or not have any effect at all on the
success or failure of others. In other words, individuals may be: Working together cooperatively to
accomplish shared learning goals.

 Working against each other to achieve a goal that only one or a few can attain.
 Johnsons’ survey of educational research demonstrates cooperation, in comparison with
competitive and individualistic efforts, results in; Higher achievement and greater productivity.
 More caring, supportive, and committed relationships, and;
 Greater psychological health, social competence and self esteem.
This paper aimed at presenting the main benefits followed CL.
Material & method:
This review article begins with a concept of the CL, describes the top benefits created by learning in this
method and organizes the advantages into four major categories while further subdividing each area to
specific themes, ensuring the main benefits are brought into account. Key issues are identified through
review of literature on the CL and on the benefits of learning in a collaborative style.

Results Collaboration is a promising mode of human engagement that has become a

twenty-first-century trend. The need for think together and work together on critical issues has
increased , causing to stress on from individual attempts to team work and from autonomy to
community . The concept of CL, the grouping and pairing of learners for the purpose of achieving a
learning goal, has been widely researched and advocated; the term CL refers to an instruction method in
which learners at various performance levels work together in small groups toward a common goal. The
learners are responsible for one another's learning as well as their own. Thus, the success of one learner
helps other students to be successful . Woods and Chen (2010) cite Johnsons (1994) that; in order for a
CL effort to be more productive than competitive or individualistic methods, five conditions must be
met, as: Clearly perceived positive interdependence.

 Considerable promotive interaction.

 Clearly perceived individual accountability and personal responsibility to achieve the group’s
goals.
 Frequent use of the relevant interpersonal and small-group skills, and
 Frequent and regular group processing of current functioning to improve the group’s future
effectiveness. Numerous benefits have been described for CL . A good way for organizing the
benefits of CL, are to put them in categories. Johnsons (1989) and Pantiz (1999) list over 50
benefits for CL. The list below is based on their works. This paper summarizes them into four
major categories of; social, psychological, academic and assessment, as in following:
Social benefits:
 CL helps to develop a social support system for learners.
 CL leads to build diversity understanding among students and staff.
 CL establishes a positive atmosphere for modelling and practicing cooperation, and;
 CL develops learning communities.
Psychological benefits:
 Student-centered instruction increases students' self esteem.
 Cooperation reduces anxiety, and;
 CL develops positive attitudes towards teachers.
Academic benefits:
 CL Promotes critical thinking skills.
 Involves students actively in the learning process.
 Classroom results are improved.
 Models appropriate student problem solving techniques.
 To accomplish goals unrelated to the goals of other Large lectures can be personalized.
 CL is especially helpful in motivating students in specific curriculum.
 Alternate student and teacher assessment techniques.
 Collaborative teaching techniques utilize a variety of assessments.
In our society and current educational framework, competition is valued over
cooperation. By asking group members to identify what behaviours help them work together
and by asking individuals to reflect on their contribution to the group's success or failure,
students are made aware of the need for healthy, positive, helping interactions .

Discussion:
According to Johnson and Holubec (1984); a major component of learning includes
training students in the social skills needed to work cooperatively. CL develops social interaction
skills . A significant benefit of CL is regarding to the groups operating together long enough
during a course. The people in teams will get to know each other and extend their activities
outside of class. Students will contact each other to get help with questions or problems they
are having, and they will often continue their communications in later [Link] helps to develop
learning communities within classes and institutions. As students are actively involved in
interacting with each other on a regular basis in an instructed mode, they are able to
understand their differences and learn how to resolve social problems which may arise. It
creates a stronger social support system. A natural tendency to socialize with the students on a
professional level is created by CL. Students often have difficulties outside of class. Openings
them can lead to a discussion of these problems by the teacher and student in a nonthreatening
way and additional support from other student services units in such areas can be a beneficial
by-product . CL builds more positive heterogeneous relationships and encourages diversity
understanding . Johnsons (1990) claim:CL promotes positive societal responses to problems and
fosters a supportive environment within which to manage conflict resolution. Research shows
that CL reduces violence in any setting. Sherman (1991) notes; Most social psychology text
books contain considerable discussions about conflict, sometimes instigated by individual or
inter-group competition, and its resolution and/or reduction through the use of cooperative
techniques. CL promotes positive societal responses to problems and fosters a supportive
environment within which to manage conflict resolution. In a CL setting, students develop
responsibility for each other . CL helps students to resolve differences in a friendly manner. They
need to be taught how to challenge ideas and advocate for their positions without personalizing
their statements. Higher level thinking skills are developed by CL .Students are committed in the
learning process. Students working together represent the most effective form of interaction.
When students work in pairs one person is listening while the other partner is discussing the
question under investigation. Both are developing valuable problem solving skills by formulating
their ideas, discussing them, receiving immediate feedback and responding to questions and
comments. In order to develop critical thinking skills, students need a base of information to
work from. Acquiring this base often requires some degree of repetition and memory work.
When this is accomplished individually the process can be tedious, boring or overwhelming.
When students work together the learning process becomes interesting and fun despite the
repetitive nature of the learning. Students who tutor each other must develop a clear idea of
the concept they are presenting and orally communicate it to their partners. CL involves
students actively in the process of learning. During the cooperative process, students can
become involved in developing curriculum and class procedures. Students are often asked to
assess themselves, their groups, and class procedures. The high level of interaction and
interdependence among group members leads to deep rather than surface learning. CL is
student centered, leading to an emphasis on learning as well as teaching and to more student
ownership of responsibility for that learning In a CL setting, students are actively involved in the
learning process and more likely to become interested in learning and participating school;
therefore student maintenance is increased. CL leads to self-management by [Link]
are trained to be ready to complete the tasks and work together within their groups and they
must understand the subject that they plan to contribute to their group. They are also given
time to process group behaviors such as checking with each other to make sure homework
assignments are not only completed but understood. These interactions help students learn
selfmanagement techniques. CL provides the teacher with many opportunities to observe
students interacting, explaining their reasoning, asking questions and discussing their ideas and
concepts .These are far more inclusive assessment methods than relying on written exams only.
Johnsons (1990) state: In a learning situation, student goal achievements are positively
correlated; students perceive that they can reach learning goals if and only if the other students
in the learning group also reach their goals. Thus, students seek outcomes that are beneficial to
all those with whom they are cooperatively linked. When individuals get stuck they are more
likely to give up, but groups are much more likely to find ways to keep going. CL provides many
opportunities for alternate forms of student assessment .CL reduces classroom anxiety created
by new and unfamiliar situations faced by students. The students see that the teacher is able to
evaluate how they think as well as what they know. Through the interactions with students
during each class, the teacher gains a better understanding of each student's learning style and
how he/she performs and an opportunity is created whereby the teacher may provide extra
guidance and counseling for the students.

Conclusion:
CL compared with competitive and individualistic efforts, has numerous benefits and typically
results in higher achievement and greater productivity, more caring, supportive, and committed
relationships; and greater psychological health, social competence, and self esteem.

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