## Design label: collaborative learning

Students naturally seek each other out, leading to collaborations in preparation or execution. Therefore, truly individual learning is almost non-existent. Tables are rarely set apart, but always placed together. Students consult each other and ask for help when they can't solve something on their own. However, this is not necessarily an effective form of learning together. Informal collaboration does not always lead to "collaborative learning."

Collaborative learning is much more than just "you can do it together." It is an instructional strategy that actively engages all students in learning from and with each other. Collaborative learning can be recognised by five key components that are always present:

Want to learn more about Collaborative Learning? Check out the following source:
Ebbens, S. & Ettekoven, S. (2016). Samenwerkend leren: praktijkboek (4th edition). Noordhoff Uitgevers.

(Can also be found in the document folder).

It is the responsibility of the instructor to facilitate and support the process of collaborative learning. This is important for several reasons. First, it stimulates active learning and makes the learning process more visible. It also allows instructors to have more freedom to provide support while helping students develop the skill of "independent learning." Additionally, there are societal reasons for focusing on collaborative learning, as society demands individuals who are socially and communicatively skilled.

## PRACTICAL TIPS

| Provide opportunities It is important to offer students opportunities to learn together at various moments and in different ways, both during synchronous class activities and outside of scheduled class times (asynchronously). For asynchronous collaboration, options can include creating online chat rooms or discussion forums, or having students create, read, and assess blogs. Additionally, collaboration can be encouraged via email or social media. These opportunities allow students to engage with each other in diverse ways, fostering a collaborative learning environment both inside and outside the classroom.
| Make students experts Ensure that students see not only the instructor but also each other as the experts. Encourage students to take an active role in supporting the learning process of their peers. Provide opportunities for students to take on this role, such as having them create content for one another, like instructional videos or shared folders with important resources. Other forms of information sharing can also be explored. For instance, consider using the concept of tutoring, where students support and provide feedback to each other. This approach positively impacts learning outcomes, self-esteem, and metacognitive skills. Students work in pairs as tutor and tutee, with one helping the other. For more information on this method, look at Onderwijskennis.
| Guide discussions Good discussions have a clear structure. The instructor ensures order so that students can truly benefit from the conversation. This allows them to explore shared ideas or practice formulating their thoughts and arguments. A discussion also helps students hear different viewpoints, encouraging deeper thinking and decision-making. Ultimately, they learn a lot from each other. The challenge for the instructor is to ensure that all students are actively involved in the discussion. Practical tips for guiding a group discussion: Define the goal of the discussion and pose a question that encourages everyone to think. Have students first discuss in pairs so that even less confident students can participate. To maintain attention, students should listen to each other, and any new contributions must consider what has already been said. Give unexpected turns to maintain engagement. Add, deepen, or challenge: Add: Provide more examples, facts, or reasons. Deepen: Offer additional reasons or viewpoints. Challenge: Introduce a counterargument. Summarize the discussion and capture the main points.
| Set clear collaboration guidelines When designing collaboration between students, always follow a structured strategy. This promotes predictability, making the process more enjoyable and transparent. Techniques such as the think-pair-share method or check in duo's method can be useful.
| Set up a peer evaluation system Ensure that students can evaluate their collaboration and the active contribution of each member through a specially designed peer evaluation system. This encourages students to be more motivated to actively participate in collaborative learning. Consider using Peerfeedback from FeedbackFruits.
| Guide the development of knowledge structures Instructors play a crucial role in developing clear knowledge structures. This is an essential component of making collaborative learning as effective as possible. The instructor should guide the development of skills such as reasoning, concept mapping, and transfer thinking. Allocate explicit time for this in your course design to ensure students can effectively build and use knowledge structures in their collaborative learning.