International Journal of English Literature and Social Sciences

Vol-7, Issue-6; Nov-Dec, 2022

Journal Home Page Available: https://ijels.com/

Journal DOI: 10.22161/ijels

The Benefits of using Collaborative Learning Strategy in

Higher Education
Dr. Lina Fathi Sidig Sidgi

Assist. Prof., Al-Turath University College, Baghdad, Iraq

Received: 19 Nov 2022; Received in revised form: 12 Dec 2022; Accepted: 20 Dec 2022; Available online: 27 Dec 2022
©2022 The Author(s). Published by Infogain Publication. This is an open access article under the CC BY license
(https://creativecommons.org/licenses/by/4.0/).

Abstract— This paper seeks to quantify the value of group work in the classroom. The benefits of group
study on academic achievement are investigated here. To study together is to embrace a way of life and an
approach to education. As the theory goes, when individuals get together in groups, they are better off
working together to achieve their objectives rather than engaging in unhealthy intragroup rivalries to
figure out how to handle sticky situations. The principles of the online learning community were included.
However, today's schools encourage rivalry among students as they compete for higher test scores, better
scholarships, and more prestigious college admissions. To shift this paradigm, it is necessarily important
to include collaborative learning into every stage of a child's education, from pre-K to college. Teachers
need to take on an innovative role if they want to influence their students' conduct. They have to give up
lecturing in favor of active classroom participation. The research indicates that when students work
together to learn, their knowledge and classroom involvement improved. It suggests that universities
should promote collaborative learning spaces because of the positive energy they may bring to the
classroom. Teachers and students alike may gain from the cooperative learning approach by sharing and
discussing ideas and analyzing challenges as a group.
Keywords— Learning, collaborations, students, instructors, and higher education.

I. INTRODUCTION learners. Therefore, it is impossible to overstate his

The two long-term goals of every school or college are to importance in the curriculum's actual execution. The
facilitate the teaching and learning processes. The teaching and learning process is not the only thing
effectiveness of this procedure is influenced by many influenced by the classroom setting.
interrelated factors, including the standard, quantity, and It would be a mistake to neglect the gains of collaborative
efficiency of its primary inputs. The quantity of new environments for learning in university education without
information a student takes away from a lesson is a good also considering the national policies for many countries
indicator of how well that lesson was conveyed. The on higher education that, in their broadest terms, specify
student is treated as a commodity in the classroom, while broad goals, such as improving the academic proficiency
the instructor takes on the role of a manufacturer, and both of persons to recognize and comprehend their indigenous
are evaluated based on their performance. Only after the and international surroundings, obtaining both practical
student has grasped the material can the instructor claim and conceptual expertise, and so on. This requires the
success. To achieve this goal, it is essential for both the learner to have a solid educational foundation. Both the
instructor and the student to be fully invested in the university's environment and the students' achievements
process of education. Every educational program has a have a role in determining the success of a certain
direct link to the instructor, who plays an essential role in university (Long et al., 2000).
making it a reality in the classroom. He communicates the Therefore, the goal of this paper is to encourage
course's rationale, objectives, and subject matter to the interpersonal contacts at universities and colleges. It lists

IJELS-2022, 7(6), (ISSN: 2456-7620)

https://dx.doi.org/10.22161/ijels.76.31 217
Sidgi The Benefits of Using Collaborative Learning Strategy in Higher Education

the four main kinds of advantages brought about by interacting with others in the classroom, in committee
collaborative learning techniques. They include evaluation, meetings, with different communities, and broadly (Panitz
social, psychological, and academic advantages. To make & Panitz, 2018).
it easier for the reader to concentrate on certain issues The whole range of educational processes, including group
within each category, these regions are further separated. student collaboration in or outside of the classroom, is
References are given to support each advantage outlined included in collaborative learning. It can range from the
below. more formerly structured process to something as
Knowledge and understanding are not simply independent straightforward and informal as partners engaging together
procedures endorsed by the sociocultural settings; rather, during lectures, when students think on an issue on their
they are the outcome of a constantly interactive discussion own, discuss it with a partner to build a consensus, and
between the individual and society setting in which the then begin expressing their conclusions with the class.
person's activities are conducted. This perfectly sums up
the environment of collaborative learning. Knowledge and
II. THE ADVANTAGES OF COLLABORATIVE
comprehension are actively and positively produced by
LEARNING IN ACADEMIC CONTEXTS
both the person and the societal influences. Very few
students nowadays go to universities that habitually Collaborative learning fosters reflective practice abilities.
emphasize peer connections as a major form of learning. When students work together to learn, they are actively
The more students go through the university system, the participating in the process rather than merely taking in
more probable it is that they will be exposed to learning what the instructor is saying or presenting information
environments where competition and individual from a laptop screen. Pairs, trios, and larger groups are the
performance are the rule. If students are not exposed to three most effective ways for students to communicate.
primary school classes before that place an emphasis on When students work together as a team, one participant
the social sharing of cognitive learning tasks, they are less observes while the other outlines the research
likely to see working together and helping one another as methodology. By generating concepts, arguing about them,
normal student behaviors when they are placed in receiving instant responses, and answering their partner's
cooperative learning groups in higher education (Deen, questions and notes, both parties develop essential
1994). problem-solving skills. Both students are actively
participating throughout the lesson and there is constant
The response lecturers have to implementing collaborative
contact.
learning strategies. The proof of students' enthusiasm
becomes so incredibly evident that instructors are inspired Students working on contentious subjects who are
to attempt more once the conceptual change occurs and involved in debate have a high degree of understanding
once professors start practicing collaborative interactions, and memorization of the content being acquired by
which is remarkable and virtually always the case. The cognitively rehearsing their own viewpoint and the efforts
beginning of the academic lectures eventually becomes the to grasp their opponent's argument. Students learn and
standard in the classroom as both instructors and students support one side before collaborating with another group
build momentum. Choosing the best engaging designs for that has adopted the opposing position in the organized
the intended lesson currently presents a hurdle. The models dispute cooperative approach (Bruffee, 1981).
are quietly included into the lecture to introduce the Students will benefit from one another because, within
various interactions to the students and encourage their their exchanges on the topic, intellectual disagreements
participation in the learning circumstances (Fogarty & will happen, faulty thinking will be revealed, disharmony
Bellanca, 1992). will ensue, and better value perceptions will develop
Collaborative learning is not simply a classroom strategy (Slavin, 1990).
but also a personal attitude. It offers a way of engaging Collaborative learning enhances thought and aids in
with people that honors and promotes the abilities and students' idea clarification via debates and discussions.
efforts of each single group member in all situations when When a professor leads a conversation with the full class,
persons are attended in groups. In contrast to competition, there is far less discussion and dispute amongst pairs and
where individuals try to outperform other group members, groups of three or more people. Students don't have to wait
collaborative learning is centered on group members for lengthy pauses to participate in the discourse since they
working together to reach agreement. Learning get instantaneous feedback or questions about their
collaboratively motivates practitioners to follow this opinions and may generate immediate responses. Another
ideology as a broad approach to working with and benefit of collaborative dialogue is how it affects students'

IJELS-2022, 7(6), (ISSN: 2456-7620)

https://dx.doi.org/10.22161/ijels.76.31 218
Sidgi The Benefits of Using Collaborative Learning Strategy in Higher Education

ability to peer-edit written work. Peers' comments and new ideas and basing their remarks on their background
editing of one other's work may help students improve experiences. Students engage directly in the classroom
their writing, according to certain students who focus activities because this method results in a better
largely on revision. In contrast to students who did not comprehension and a higher likelihood that they will
collaborate in groups, students who replied to one other's remember the information greater than if they had just read
works preferred to conceive modification as a more the content (Atman & Durak, 2022).
profound reconsideration of content rather than just Collaborative learning provides a setting conducive to
modifying (Lander et al., 1995). active, engaged learning. Exploratory learning occurs
Collaborative learning both inside and outside of the whenever two or more students work together to attempt to
classroom may improve professional growth and address an issue or provide a solution. They talk with one
development while making it less repetitive. The another, share ideas and facts, seek further information,
utilization of collaborative learning may promote the develop conclusions based on the outcomes of their
acquisition of practical skills and knowledge. Students conversations, and then present their outcomes to their
need to have a foundation of knowledge to build capacities classmates. Students get the chance to contribute shape the
for critical thinking. It often takes some amount of classroom experience by making ideas for the processes of
repetition and cognitive training to develop these talents. the class. They may mentor their classmates or get
When students engage in a learning process together, the assistance. Additionally, collaborative learning promotes
active learning turns fascinating and enjoyable despite the students' ownership of their education. Students who are
repetitious nature of the classroom activities, which may given more responsibility for their education are raised in
be tiresome, uninspiring, and stressful when this is an atmosphere that promotes professionalism. Both the
performed independently (Deen, 1994). instructor and the student go from being controllers and
Oral communication skills are developed through directors, respectively, to facilitators and eager participants
collaborative learning. When students collaborate in pairs, (Slavin, 1990).
one colleague speaks the answers out loud while the other The importance of involving students in the creation of the
observes, starts asking questions, or adds to what has been curriculum and operating procedures for the classroom.
said. The collaborative approach greatly benefits from the Students are invited to look inside of themselves, their
elaboration and justification of one's response, which is a groups, and classroom policies while engaging in
higher level of thinking talent. Three advantages result collaborative activities. When cooperative learning serves
from students' group projects and spoken communication. as the foundation for performance and quality (Kort,
First, the more proficient students show how they evaluate 1991).
materials, develop reasons and explanations for their ideas, There are four distinct ways that students get involved in
and choose the best way to address a topic. Second, a creating those procedures. The class can decide on the
group will often see an issue from a larger perspective and layout of the physical space, including the types and
examine more suggestions and answers than one person numbers of breaks that will be taken, the setup of the
can. This is in contrast to a person who thinks about a tables and chairs, and the showcase of classroom supplies,
problem in tiny, isolated chunks. Thirdly, the less to name a few. The future generations of lecturers receive
experienced members of the group may take part in training in efficient teaching techniques through this
addressing the issue by asking the more experienced program. Additionally, it aids students in weaning
students questions and raising different parts of a proposed themselves off the idea that instructors are the only sources
solution (Deutsch, 2020). of information and comprehension (Kiesler, 1992).
How to develop collaborative learning metacognition in Collaborative learning encourages a learning objective as
students. Metacognition includes students recognizing and opposed to a performance objective. Additionally, it
analyzing their learning processes. Students may track meshes nicely with the reconstructive method. The only
their progress in a curriculum and their understanding of time students are actually thinking critically is when they
the topic by engaging in metacognition exercises. Students create their own frameworks and answers. When students
engage in significant amounts of reflective practice when play an vital role in formulating problems in their
they read a text, discuss the concepts with one another, and particular words and coming up with solutions together
then evaluate one another's interpretations. Collaborative rather than copying information from the instructor or a
conversations also help students remember the text's reading materials, a particular strategy is created
material. They build a new depth of knowledge on top of (Beckman, 1990).
their old foundation by applying their own language to the

IJELS-2022, 7(6), (ISSN: 2456-7620)

https://dx.doi.org/10.22161/ijels.76.31 219
Sidgi The Benefits of Using Collaborative Learning Strategy in Higher Education

Collaborative learning enables students to have a themselves and pursue their perspectives without worrying
perception of authority over their work. Because teachers about failing or receiving negative feedback.
who take the time to meet with their students motivate Large lecture sessions may be personalized through
them to strive for superior productivity, it also encourages cooperative learning exercises. It may be tailored to
increased success and class attendance. Additional include students in participatory, reflective practice
advantages of collaborative learning include higher grades, exercises after lengthy lectures. Cooperative learning has
greater class attendance, longer effective learning, and the benefit of being adaptable to large courses. When
better sharing of knowledge across subjects and fields. The questioned to constitute pairs or small groups in a
increased performance may be explained by the substantial classroom, students may be required to spin around in their
positive link between participation in class and academic seats or perform with the person seated beside them. Large
accomplishment (Sharan et al., 1997). lecture halls make it almost impossible to have classroom
Collaborative learning encourages an optimistic mindset discussions, but it is still possible to assign students an
toward the material and improves student comprehension. activity that necessitates their ability to think critically by
Interactive lectures promote a climate that encourages high giving them ten minutes to work with a colleague before
levels of student enthusiasm, involvement, and having representative groups present and defend their
engagement. It also improves one's capacity for self- answers to problems. This method aids in concentrating
control. The educational conversations assist students in students' focus on a specific subject, fosters a dynamic
developing self-management skills. Collaboration among learning environment that engages students immediately in
students increases their sense of self-confidence their own education by enabling them to bear some
cognitively. Additionally, it fosters inventive lecture hall responsibility for their own and their groupmates'
and teaching methods (Slavin, 1990). knowledge acquisition (Gasen, 1996).
The collaborative learning method includes collaborative Learning in a collaborative way is particularly beneficial in
thinking, brand awareness quizzes, and pleasant exercises digesting a foreign language, where language-related
for the class. The size of the groups that the students work communication is valued. This is frequently seen in French
in will depend on the task at hand. Working in pairs or club members because members typically converse in the
groups to finish a homework assignment is only one language more proficiently than non-members. Therefore,
example of the many various ways that groups might work collaborating with others is a smart method to speed up
on materials., problems, studies, educational routines, and language learning and practice the topic and dialogue
group assessments (Panitz & Panitz, 2018). norms that are common in a certain academic discipline,
Classes are interesting and enjoyable since the instructor such as economics, philosophy, or politics. Collaboration
has a variety of projects at their disposal. It encourages the with the instructor outside of the classroom and during
peer mentoring of students' approaches to problem - class is another way to speed up the socialization stage.
solving skills. Due to collaborative learning, more difficult Numerous tactics can be employed to deal with
activities can be assigned without increasing the burden mathematical issues. Groups of students can teach one
excessively (Price, 1997). another different approaches to a common issue (Chamot,
1993).
Davidson (1995) notes that "students in groups can
frequently manage hard circumstances that are much above
the capacities of individuals at the cognitive stage." When III. THE ADVANTAGES OF COLLABORATIVE
students are taught to collaborate, their competence and LEARNING IN SOCIAL CONTEXTS
production substantially rise. Relatively weak students also Collaborative learning promotes integration and diverse
perform better when placed in groups with stronger knowledge. With the ability to speak with the students
students. There is no need to wait for assistance while individually or in small groups, collaborative learning
studying collaboratively since it is readily accessible from facilitates collaboration and closeness between the
other learners or the instructor, who moves between the instructors and students. By discussing activities and
groups. Additionally, it encourages the development of behaviors that affect student classroom performance as
more and more difficult exam questions. In a secure well as methods of problem solving, there is a general
context, students also investigate other approaches to tendency to interact professionally with the classmates.
solving problems since many of them are reluctant to voice
Through cooperative learning, students also enhance their
their thoughts in front of others in a typical classroom
social abilities. Students are fully informed of the
environment for concern of seeming silly. As a result, it
significance of having balanced, beneficial interactions
fosters a secure atmosphere where students may present
when they collaborate in teams by requesting group

IJELS-2022, 7(6), (ISSN: 2456-7620)

https://dx.doi.org/10.22161/ijels.76.31 220
Sidgi The Benefits of Using Collaborative Learning Strategy in Higher Education

members to consider their behavioral responses. So, embrace alternative ways because they work in a life-filled
participants are asked to assess their contributions to the situation where group cognitive talents are qualified than if
group's success or failure in a way that facilitates they were in a competitive environment that prioritizes
collaboration and encourages members to consider their single initiative over collective effort. In comparison to
role in the group's successes or failures (Cohen, 1991). lectures given by professors, collaborative learning
Collaborative learning enriches encouraging environments exposes students to a far wider range of techniques.
for managing problem solving and encourages favorable Additionally, it teaches students in the same class how to
social and cultural responses to issues. It lessens violence collaborate. As a result of their frequent, supervised
in all contexts, gets rid of guilt and disgrace, and raises interactions and active exploration of concerns, students
respect, amiability, reliability, and common understanding. are better able to appreciate one another's uniqueness and
It strengthens the social circle of endorsement among understand how to deal with any potential social conflicts
students. Students' social perspectives are used in (Deen, 1994).
collaborative learning to promote their participation in the Students learn how to evaluate concepts in cooperative
educational procedures. All throughout the course, social learning, not as individuals. Students should be taught how
support was built through warm-up activities and group to question assumptions and argue for their viewpoints
practices. The lecturer's involvement in guiding the without putting themselves in the perspective of the other
learning method and communicating with each student is person in order for collaborative education to be actual in
essential. Incorporating senior instructors, administrators assisting students in resolving conflicts peacefully.
and families into the cooperation process gives it Additionally, students are equipped with conflict
numerous opportunities for help for anybody who has resolution techniques that are helpful in both academic and
difficulties due to factors outside of the classroom, such as real-world settings. In collaborative classrooms, students
economic, social, or familial issues (Johnson, 1999). also practice imitating social and professional
In collaborative learning, improvements in social responsibilities; they may be assigned duties in order to
interactions among students are brought about by the enhance group collaboration. For each new assignment or
increasing dependency on groups to support them as they task, group members alternate in the roles of readers,
count each other's acting skills, the mutual support organizers, presenters, materials controllers, timekeepers,
generated by both individual and group evaluation and critics, and others. Students are thus urged to acquire and
performance enhancement, and the common framework of implement the skills necessary to operate in society and the
the teamwork educational process. Learning in a workplace. These include the ability to lead, collect data,
collaborative way promotes groups to work outside of the communicate results both verbally and through writing,
classroom, connecting individuals together for extended challenge ideas in a positive way, take part in
durations of time for integrated intellectual and social brainstorming, fulfill deadlines, and others. Therefore,
skills (Bruffee,1981). while keeping individual responsibility, collaborative
learning promotes team development and a cooperative
Students also learn to be accountable for one another
strategy to resolving issues. It gives the instructor the
because to the supportive atmosphere that is created when
chance to see how the group functions and take appropriate
they help each other and take responsibility of the growth
action to promote engagement from all students (Schneider
of their complete group. Individual and group
& Nakakoji, 1995).
acknowledgement of successes develops a good way of
learning and sheds light on each one's commitment to their Outside the classroom and student courses, additionally,
groupmates in general. Additionally, learning cooperative activities create social and intellectual bonds.
collaboratively increases both instructors' and students' If groups are maintained for a sufficient amount of time
comprehension of differences. It enhances diverse throughout a course, members will be able to become
knowledge and fosters the development of more beneficial acquainted with one another and continue their activities
diverse interactions. It cultivates in students a stronger outside of the lecture hall; however, this effect is not
capacity to see things from other people's viewpoints. necessarily related to the fact that it happens outside of the
Students who are employing collaborative learning lecture hall. This comprises getting together for food or
techniques are expected to assess one another, argue black tea on campus, creating study groups, and gathering
points, and discuss one another's theories and strategies for at one another's homes on Saturdays and Sundays in the
providing answers and resolving challenges. Students get a evening to complete assignments or prepare for tests.
far greater grasp of their own individuality and cultural Students swap phone numbers and get in touch with one
diversity. Students are considerably more likely to another to ask inquiries or solve difficulties. In a
cooperative manner, students can form study groups and

IJELS-2022, 7(6), (ISSN: 2456-7620)

https://dx.doi.org/10.22161/ijels.76.31 221
Sidgi The Benefits of Using Collaborative Learning Strategy in Higher Education

make new acquaintances more easily. As a result, and responding process that takes place when students
collaborative learning makes advantage of students' social assist one another, students may compare their study
interactions to promote their participation in the process of methods and professional skills with those of other
learning. The course's opening exercises and team-building students and develop modifications (Deutsch, 2020).
activities foster positive reinforcement. Additionally, it Collaborative learning can reduce anxiety. It eases tension
promotes groups to collaborate outside of class, bringing both before and during the presentation in the lecture.
people together for extended durations of time for Competition makes students more anxious and less
integrated educational and social benefits (Chamot, 1993). confident in their abilities. Because the students realize
that the instructor can assess both their knowledge and
IV. THE ADVANTAGES OF COLLABORATIVE their thinking, their text anxiety decreases. Students are
LEARNING IN PSYCHOLOGICAL forced to memorize and replicate fundamental abilities as
CONTEXTS part of the test process. The instructor improves his or her
mastery of each student's learning pattern and performance
In contrast to individual, competitive methods, where
via exchanges with them throughout each lesson. Thus, a
many students fall behind, collaborative activities among
chance is created to offer additional counseling and
students lead to a better degree of performance by all
guiding kinds of examination. A class discussion
students. Competition encourages a system where the best
obviously lacks this kind of engagement. Consequently,
students gain all the accolades and awards while the
collaborative learning fosters more friendly perceptions
average or low-achieving students get nothing. In contrast,
among students regarding instructors and other department
a collaborative workplace is advantageous to everyone.
staff, as well as with their own students. In a collaborative
The collaborative community that is created when students
education, each member is involved at a highly intensive
provide a hand to one another elevates everyone's
and intimate level (Angelo & Cross, 1989).
performance levels and improves their overall happiness
with their educational experiences. Instructors get familiar with students individually. Because
students have several chances to explain their actions to
Instead of encouraging a vulnerable attribution trend,
the instructor, they gain knowledge about their classmates'
collaborative learning encourages a core knowledge
behavior. Open channels of communication are regularly
attribution trend. It promotes asking for assistance and
promoted. Due to the inspired state that the numerous
accepting instructional support from its students. Due to
social encounters produce, all participants adopt a highly
the negative perception that asking for help or teaching
optimistic attitude. It also raises the bar for instructors and
from peers signals dependency, students are extremely
students because, by fostering group discussion and
hesitant to do so. Help-seeking can result in low self-
attempting to set attainable goals for groups, lectures
esteem, disappointment, or feelings of sovereign debt.
create increased expectations that students will acquire the
Additional social psychology research shows that helping
collaborative strategy and enhance their capacity to
behaviors negatively affect a person's intelligence and that
function well in groups, as well as through formative
students have a decreased affinity for those who offer
assessments and certain other means (Peel & Shortland,
assistance. Students also experience negative emotions
2004).
when they do not perceive chances to offer assistance in
return (Wiener, 1986). Collaboration learning employs instructional strategies and
a range of evaluations, including group observation, group
Collaborative learning and social interactions among
self-evaluation, and brief individual tests. During
students are different from a class lecture where the
collaborative learning, the instructor has a better chance to
instructor is the sole authorized aide. Students who ask for
see students conversing, justifying their judgments, raising
assistance during a lecture may come out as uninterested
questions, and debating with their colleagues.
or, perhaps worse, uninformed of the subject matter.
Additionally, tasks offer students who are less adept at
Typically, they will be patient and wait for an appropriate
completing standardized assessments the opportunity to
opportunity to ask questions concerning the lecture topics
focus on subject imitation. Additionally, group
(Johnson,1999).
assignments allow students to convey their understanding
Students who do not ask for assistance but are having in a different manner by verbally presenting their answers
difficulties understanding the course material or to a colleague or group before formulating a proper
conceptual frameworks can still learn from collaborative response (Chamot,1993).
activities and gain knowledge of the material by watching
the group and examining the supporting methods that are
being used by their colleagues. By monitoring the asking

IJELS-2022, 7(6), (ISSN: 2456-7620)

https://dx.doi.org/10.22161/ijels.76.31 222
Sidgi The Benefits of Using Collaborative Learning Strategy in Higher Education

V. CONCLUSION Learning and Motivation, 78, 101804.

https://doi.org/10.1016/j.lmot.2022.101804
It has been concluded that considering students working
[3] Beckman, M. (1990). Collaborative learning. College
together with their classmates has several advantages. Teaching, 38(4), 128–133.
When seeing simply the final result, a student may be seen https://doi.org/10.1080/87567555.1990.10532425
going through a whole challenge or assignment revisions [4] Bruffee, K. (1981). Collaborative learning. College English,
to gauge their degree of particular understanding and 43(7), 745. https://doi.org/10.2307/376907
conceptual mastery. By examining if their presentations in [5] Chamot, A. U. (1993). Student responses to learning
groups or in pairs are verbal, cognitive, or experiential, one strategy instruction in the Foreign Language Classroom.
may determine their preferred learning method. If one Foreign Language Annals, 26(3), 308–320.
https://doi.org/10.1111/j.1944-9720.1993.tb02288.x
provides in-class or extracurricular tutoring for the student,
[6] Cohen, M. D. (1991). Individual learning and organizational
this information may be helpful. Adopting several
routine: Emerging connections. Organization Science, 2(1),
preferred learning demonstrations in each lecture is 135–139. https://doi.org/10.1287/orsc.2.1.135
conducive to collaborative learning. The instructor or other [7] Davidson, N. (1995). International Perspectives on
students may make short, targeted interventions to offer Cooperative and Collaborative Learning: An overview.
assistance and direction to struggling students. Informal International Journal of Educational Research, 23(3), 197–
discussions occur between individuals, groups, and the 200. https://doi.org/10.1016/0883-0355(95)93607-w
instructor that help identify potential issues the group of [8] Deen, J. (1994). Collaborative language learning and
students may be facing. These consultations also teaching. David Nunan (ed.). Cambridge: Cambridge
University Press, 1992. pp. VIII + 272. $39.95 cloth, $15.95
contribute to the creation of great relationships as the
paper. Studies in Second Language Acquisition, 16(1), 109–
students get to understand the instructor and the instructor
110. https://doi.org/10.1017/s0272263100012687
becomes familiar with the students. Hesitant students will [9] Deutsch, R. (2020). Critical collaborative thinking. Think
interact with their classmates more in smaller numbers Like an Architect, 225–228.
than in a larger classroom, and you may monitor them as https://doi.org/10.4324/9781003108535-68
well. Recognizing hesitant students can assist you to [10] Fogarty, R., & Bellanca, J. (1992). The New School
engage them in activities without putting them in danger. Lecture: cooperative interactions that engage student
thinking. Teachers College Press, 84–100.
Various exams only provide a fragile foundation for
[11] Gasen, J. (1996). Encouraging social responsibility through
comprehending and assessing student achievement. These collaborative team learning. Conference Companion on
techniques mostly include memorizing facts, mindless Human Factors in Computing Systems Common Ground -
repetition, and sometimes some reflective practice in the CHI '96. https://doi.org/10.1145/257089.257205
form of a paper. Strategies for comprehending students' [12] Johnson, E. (1999). Collaborative learning via in-class group
emotional learning abilities and a range of student learning projects. PsycEXTRA Dataset.
styles are required in addition to of these historical https://doi.org/10.1037/e413782005-889
evaluation methodologies. [13] Kiesler, S. (1992). Talking, teaching, and learning in
Network Groups: Lessons From Research. Collaborative
Ultimately, there are several advantages to employing Learning Through Computer Conferencing, 147–165.
observations as a technique for evaluation to assist https://doi.org/10.1007/978-3-642-77684-7_10
students determine if they have digested course content. [14] Kort, M. S. (1991). Re-visioning our teaching: Classroom
This method puts students in charge of their own fate, research and composition. New Directions for Teaching and
significantly minimizes anxiety, and stresses that they are Learning, 1991(46), 35–42.
accountable for their education. It also increases students' https://doi.org/10.1002/tl.37219914605
[15] Lander, D., Birchall, G., & McCorriston, M. (1995). A
self-esteem. Students' activities, not the instructor's, are
Practical Way of Structuring Teaching for Learning. Higher
what determine the outcomes they get.
Education Research and Development, 14(1), 47–59.
[16] Long, R., Troyer, V. G., Lane, K., & Swanson, M. (2000).
On jalt 2000 towards the new millennium. proceedings of
REFERENCES
the Jalt annual International Conference on Language
[1] Angelo, T. A., & Cross, K. P. (1989). Classroom research Teaching & Learning and Educational Materials Expo
for teaching assistants. New Directions for Teaching and (26th, Shizuoka City, Japan, November 2-5, 2000).
Learning, 1989(39), 99–108. Distributed by ERIC Clearinghouse.
https://doi.org/10.1002/tl.37219893911 [17] Panitz, T., & Panitz, P. (2018). Encouraging the use of
[2] Atman , N., & Durak, H. (2022). Predicting learner collaborative learning in higher education. University
autonomy in collaborative learning: The role of group Teaching, 161–202.
Metacognition and Motivational Regulation Strategies. https://doi.org/10.4324/9780429459092-7

IJELS-2022, 7(6), (ISSN: 2456-7620)

https://dx.doi.org/10.22161/ijels.76.31 223
Sidgi The Benefits of Using Collaborative Learning Strategy in Higher Education

[18] Peel, D., & Shortland, S. (2004). Student teacher

collaborative reflection: Perspectives on learning together.
Innovations in Education and Teaching International, 41(1),
49–58. https://doi.org/10.1080/1470329032000172711
[19] Price, R. H. (1997). In-depth problems for collaborative
learning. AIP Conference Proceedings.
https://doi.org/10.1063/1.53185
[20] Schneider, K., & Nakakoji, K. (1995). Collaborative
learning as interplay between Simulation Model Builder and
player. The First International Conference on Computer
Support for Collaborative Learning - CSCL '95.
https://doi.org/10.3115/222020.222273
[21] Sharan, S., Sharan, Y., & Tan, I. G.-C. (1997). The group
investigation approach to Cooperative Learning. The
International Handbook of Collaborative Learning.
https://doi.org/10.4324/9780203837290.ch20
[22] Slavin, R. E. (1990). Point-counterpoint: Ability grouping,
cooperative learning and the gifted. Journal for the
Education of the Gifted, 14(1), 3–8.
https://doi.org/10.1177/016235329001400102
[23] Wiener, H. S. (1986). Collaborative learning in the
classroom: A guide to evaluation. College English, 48(1),
52. https://doi.org/10.2307/376586

IJELS-2022, 7(6), (ISSN: 2456-7620)

https://dx.doi.org/10.22161/ijels.76.31 224