What is Collaborative

Learning?
Contents
 Learning & Development
o Continuous learning
o Collaborative learning
o Customer training
o Digital Transformation of Learning
o Learning curve theory
o Learning outcomes
o Lifelong learning
o Gamification examples
o Organizational learning
o Phenomenon-based learning
 Human resources
 Employee training
 Employee performance
 Leadership
 Technologies
 Analytics

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After reading this guide, you will better understand collaborative

learning.
You will get actionable tips on how to improve and implement
collaborative learning within your organisation.

Discover:

 The definition of collaborative learning

 Collaborative learning vs. cooperative learning: What is the
difference?
 The benefits of collaborative learning
 Examples of collaborative learning activities
 Collaborative learning theories
 Collaborative learning research and articles

The definition of collaborative learning

Collaborative learning is the educational approach of using groups to
enhance learning through working together. Groups of two or more
learners work together to solve problems, complete tasks, or learn
new concepts.

This approach actively engages learners to process and synthesize

information and concepts, rather than using rote memorization of facts
and figures. Learners work with each other on projects, where they
must collaborate as a group to understand the concepts being
presented to them.
Through defending their positions, reframing ideas, listening to other
viewpoints and articulating their points, learners will gain a more
complete understanding as a group than they could as individuals.

Collaborative learning vs. cooperative learning:

What is the difference?

There is some confusion about what the difference is between these

two types of learning. In fact, cooperative learning is a type of
collaborative learning, which is why at first glance, the two might seem
similar.
The difference between cooperative learning and collaborative
learning is that, in cooperative learning, participants are responsible
for a specific section of their own learning and success, and also that
of the group as a whole. They must use their knowledge and
resources to make sure that all team members understand the
concepts that they are learning.

The roles and structure of cooperative learning are predefined, and

are often likened to the cast and crew of a theatre production: the
success of the show depends on all of the interconnected roles
supporting each other, but there is a director overseeing the project
closely.

To think about collaborative learning in terms of roles within an

organisation, in software development, a group of junior developers
has a task to learn a new framework, then develop part of a program
while using it. Each developer has their own part of the code to
develop, but their work will only be successful if everybody learns and
performs their part properly. Even though each person has a separate
role in the work, the entire group has a stake in the success of others.

In collaborative learning, individual participants must also take

responsibility for their team learning and succeeding, but their roles,
resources, and organisation is left up to them. There is no director to
administer the rules of engagement, so the group itself must self-
direct.
The benefits of collaborative learning
Why use collaborative learning? Because every organisation can
benefit from having an energized and informed workforce. There are
many benefits of collaborative learning, both for the organisation as a
whole and the learners as individuals.

The organisational benefits of collaborative learning

1. Develops self-management and leadership skills

When individuals are tasked with working together to achieve a

common goal, they are being given the opportunity to develop high-
level skills.

While having to organize, assign, and teach, they are learning how to
manage both themselves and others while leading in a productive
fashion.

2. Increases employee skills and knowledge

When employees participate in collaborative learning, they are

developing a wide range of skills and knowledge. Not only will they
strengthen their existing skills by having to teach others, they in turn
will learn new skills from other employees.
This reduces the need for formal training while encouraging
employees to continually upskill in known concepts and engage with
new concepts.

3. Improves relationships across teams and departments

When individuals have limited contact across teams, it is difficult to

foster connections and teamwork. Collaborative learning across teams
forces individuals to develop new connections and find ways to work
together.

This can be especially beneficial for organisations that depend on

remote workers, as fostering strong connections among distant
workers can be difficult.

4. Improves knowledge acquisition and retention

Studies have shown that utilizing collaborative learning may lead to

increased involvement and better retention of knowledge.

The process of collaborative learning allows participants to achieve

higher levels of thought and the information is retained much longer
than when learned in a non-collaborative setting.

5. Improves employee retention and promotes workplace engagement

Employees that are given the opportunity to learn new skills tend to be
more satisfied in their work, and are less likely to seek out other
opportunities.

Satisfied employees are more productive and will engage in their

work, leading to increased efficiency and output.

The individual benefits of collaborative learning

1. Turns learning into a truly active process

The learner must organize their thoughts, present a cohesive

argument to demonstrate their point, defend that point to their peers,
and convince others that their argument is correct.

This active engagement means that the individual learns, and retains,
more knowledge.

2. Promotes learning from others viewpoints

Learners benefit from hearing diverse viewpoints. Studies show that

when a person is exposed to diverse viewpoints, especially from
people with varied backgrounds, they learn more.

3. Teaches how to think critically and quickly

The learner must quickly synthesize responses and, if they find that
their argument is lacking, adjust their ideas on the fly.
Individuals learn how to think critically and quickly, while intaking new
information and adjusting their own viewpoint as new ideas are
introduced.

4. Promotes listening to criticism and advice

The learner will also listen to others talking through their ideas,
offering their thoughts for or against their peers’ arguments.

This dynamic approach means that learners gain a more full

understanding of the topic, as they have to consider it from all angles.

5. Develops public speaking and active listening skills

Individuals learn to speak well in front of an audience of their peers, to

listen actively, to challenge ideas and build a framework of ideas in
conjunction with others.

This increased social ease will help individuals both socially and at
work.

6. Improves cooperation

When given a specific goal, learners are more likely to engage in

thoughtful discussion with each other, improving both their
understanding of the subject and their esteem for each other.
Examples of collaborative learning
activities
There are many ways to foster collaborative learning within an
organisation:

1. Evaluating training systems

Within teams or departments, pair newer employees with more senior

ones.

Have them work together to evaluate the training systems currently in

place, assess flaws in the system, and develop recommendations on
how to effectively update the training to better serve the organisation
and its employees.

2. Solving problems across teams

Bring together various teams and present them with a problem to

solve.

This might be how to develop a new feature for a product, what

changes should be actioned on an existing software, or instituting a
new training program.

Outline what results you would like to see in broad terms, then let the
teams work.
At the end, the teams will present what they have developed, justify
their choices, and outline their plans to accomplish the task.

3. Developing new products

When it comes to developing new products, collaborative learning can

be a massive asset.

Teams can work together to identify relevant niches, brainstorm

solutions, and create product concepts.

After presenting their products, a question and answer session can

help develop the idea further, as they defend their ideas, respond to
criticism, and sharpen their pitch.

4. Explaining concepts to other departments

Have departmental teams create a presentation that teaches their

work to the other departments.

They should present the work that they do, the problems that they
solve, and present some ongoing concepts that they are working on.

Other departments will participate in a question and answer session,

giving the benefit of their experience to help solve ongoing issues
while also learning more about how the organisation works as a
whole.

5. Build a collaborative learning community

A collaborative learning community is an environment that fosters
working together to solve problems, prioritizes open communication
and gives individuals many opportunities to both learn from and teach
others. An organisation that chooses to provide these opportunities on
a regular basis will create a collaborative learning community, in which
individuals will actively participate in collaborative learning.

Good examples of collaborative learning activities will have clear

instructions, a set goal, mid-sized groups of three to five individuals
and flexible rules, so that groups can experiment within themselves
and work with open communication.

Collaborative learning theories

While there are some differences between collaborative learning
theories, as a whole, collaborative learning is underpinned by the
concept that learning is a naturally social act, and that learning occurs
through talking, attempting to solve problems, and seeking to
understand the world.

To begin, we will look at the first theories of collaborative learning,

which were concerned with how children learn. Later theories took into
account how adults continue to cognitively develop throughout their
lives.

Vygotsky’s theory of social development

Lev Vygotsky’s social learning theory puts an emphasis on the
importance of social interaction for the development of learning and
cognition. He believed that community was an important factor in the
process of creating meaning and knowledge.

Vygotsky’s theory approaches learning from a sociocultural viewpoint,

arguing that individual development does not happen without being
informed by social and cultural contexts. He proposed that speech
plays a major role in the development of thought, with conversations
with more knowledgeable people driving forward understanding and
cognition.

An important aspect of Vygotsky’s social learning theory is the Zone of

Proximal Development.

This is the idea that, if you visualise what a person can and cannot do
as zones, between those zones is a third zone, known as the zone of
proximal development. This is what a person is able to learn, but
needs guidance to be able to do so. It is in this zone that new skills, in
the process of development, are found. When a person has access to
other people who will teach them, they will learn the skills found in
their zone of proximal development.

Vygotsky also developed the concept of the More Knowledgeable

Other.

This is a person who already has the knowledge or experience that

the learner is seeking. It could be a parent, teacher or older adult, but
could just as easily be a peer. It is through interactions with this
person that a learner can see desired behaviours modeled or receive
important information.

Vygotsky termed this as collaborative dialogue, as the learner seeks

knowledge, internalises the information provided by the More
Knowledgeable Other, then uses that information to guide their own
actions. More Knowledgeable Others allow the learner to operate
within the Zone of Proximal Development.

Piaget’s theory of cognitive development

Jean Piaget set out to understand how infants and children develop
their understanding of their world, and how they become able to use
reason and thought to develop hypotheses.

His theory states that, as children grow, they construct an

understanding of the world around them, experience discrepancies
between their understanding and their experiences, then correct those
discrepancies through reorganizing their mental processes.

Piaget developed the concept of ‘schemas,’ which he defined as units

of knowledge, the basic building blocks that allow humans to organize
knowledge and understand complex concepts.

He defined a schema as “a cohesive, repeatable action sequence

possessing component actions that are tightly interconnected and
governed by a core meaning.” He believed that there are some innate
schemas, such as the sucking response of newborn infants, and
others that are acquired through experience.

For Piaget, the cognitive development of a person was directly

connected to the number and depth of their schemata.

As children develop, they use their schemata to process the world

around them using assimilation and accommodation. In assimilation, a
child uses an existing schema to handle a new object, situation or
interaction. Accommodation is when a child finds that their existing
schema does not work for the new object, and so the schema is
changed.

Piaget believed that this is driven by a need for equilibrium, which in

turn drives development. Equilibrium is the state in which a child’s
existing schemata can handle most new information in the assimilation
process. When that doesn’t happen, disequilibrium will commence and
the child will be uncomfortable. The child will respond to that by
seeking to adjust, through the process of accommodation, and will
master new knowledge through that process.

To Piaget, the processes of assimilation and accommodation require

an active learner, as the child must seek to discover the problem-
solving skills they need. In this process, the child must interact with
physical and social environments to learn.

Piaget also presented a four-stage cognitive development process,

which he believed must happen before learning could commence.
1. Sensorimotor, birth to two years, is the stage where a child learns to
form mental representations. This is when a child will develop object
permanence.

2. Preoperational, two to seven years, is the development of symbolic

thinking.

3. The concrete operational stage, seven to eleven years, is the

beginning of using logic to work things out in their head, rather than
needing to learn concepts physically.

4. The formal operational stage, beginning at age eleven, is when full

logical cognition is possible, including working out complex
hypotheses.

Piaget versus Vygotsky: What is the difference?

While both Piaget and Vygotsky agreed that cognitive development

comes in stages and has roots in both nature and nurture, they
differed on some key points.

1. Piaget believed that a child drives their own cognitive

development, as children have an innate tendency to adapt to
new experiences, whereas Vygotsky believed that social
interaction is what drives the cognitive development of children.
2. Piaget thought that children learn best when allowed to use self-
discovery and active learning, and Vygotsky thought that
instruction and guidance were key to a child’s learning.
 3. Vygotsky also posited that different cultures and periods of time
have an impact on cognitive development, while Piaget thought
that it was the same universally.
4. Piaget also thought that, while the stages of development are
more or less set, children will only proceed to learning when they
are ready, and Vygotsky believed that development could be
accelerated by using the zone of proximal development and
more knowledgeable others.

An essential difference is that Piaget thought that the result of

cognitive development was language, Vygotsky thought that language
was the key to cognitive development.

There is evidence that a child being exposed to guided learning within

Vygotsky’s Zone of Proximal Development shows greater
understanding than a child learning alone within Piaget’s discovery
learning framework, according to a study conducted in 1990 by
Freund.

Kegan’s Cognitive Developmental Theory

The developmental theories discussed above center around cognitive

development in children. It was previously thought that cognitive
development ended around 25, but there are some who believe that it
is a lifelong process. Robert Kegan posited that it is possible for
people to continually develop the systems they use to create meaning
by transforming the way that they interact with the world.

He developed five stages that put an emphasis on transitioning from a

subject (I am) to object (I have) framework. According to Kagan, the
subject framework does not allow self-reflection, as it is too closely
held for objectivity to happen. It can include beliefs, behaviours and
assumptions about the world. The object framework allows a person
to detach from the concept, reflect upon it, and consider it objectively.
This exercise of transitioning framework, according to Kegan, drives
cognitive development.

Simply put, Kagan theorised that becoming an adult means

transitioning to higher stages of development.

This means developing an independent sense of self, and gaining the

traits associated with wisdom and social maturity.

An adult with a high stage of development is in control of their

behavior, is self-aware, and is able to more effectively manage their
relationships and the social factors affecting them.

Kegan’s five stages are:

1. Impulsive mind

This stage is early childhood, where impulses drive action.

2. Imperial mind

Subject: Is needs, interests, wants

Object: Has impulses, perceptions

This is the adolescent stage, although some adults remain here.

Relationships are transactional, and self-interest is the driving force
behind all behaviour. Actions are driven by outside consequences,
rather than internal belief systems.

3. Socialised mind

Subject: Is mutuality, interpersonal relationships

Object: Has needs, interests, wants

This is the stage where most people are, according to Kegan. This
stage is dominated by external sources, such as other people, groups
and the society around us as a whole, and what they think of us. The
culturally prescribed way of living is paramount to a socialised mind,
regardless of personal desire.

4. Self-authoring mind

Subject: Is self-definition, personal autonomy

Object: Has mutuality, interpersonal relationships

At this stage, a person is able to self-define. They are not swayed by

the opinions of society, and will decide for themselves who they are,
what they stand for, and how they should behave.

5. Self-transforming mind

Subject: Simply is
Object: Has self-definition, personal autonomy
Kegan believes that only 1% of adults reach this stage. At stage 5, the
sense of self is not static, but is instead able to constantly adjust and
react as new information, interactions and experiences are processed.

In an organisation, it is ideal to give your employees the tools to

transition to the upper stages. Fostering growth within an organization
has many proven benefits, including increased output, higher
employee retention, and better employee satisfaction. Developing
programs to assist your employees to learn and grow within the
organization will have a myriad of benefits.

Transitioning to the upper stages involves curiosity, critical thinking

and openness to new ideas and concepts, all of which are desirable
traits to curate in a workforce.

Collaborative learning research and

articles
1. Collaborative learning in the workplace: Practical issues and
concerns
2. Collective Learning in the Workplace: Important Knowledge
Sharing Behaviours
3. Improving Collaborative Learning and Global Project
Management in Small and Medium Enterprise
4. A Change Theory: Key Concepts for Understanding the Work of
Robert Kegan
5. Lev Vygotsky
 6. Jean Piaget
7. Collaborative learning
8. The benefits of collaborative learning
9. Active and Collaborative Learning
10. Collaborative learning: What is it?
11. Part1: How To Be An Adult— Kegan’s Theory of Adult
Development
Source: https://www.valamis.com/hub/collaborative-learning