Abstract
There are many challenges impeding the implementation of collaborative active learning (CAL) ranging from the different definitions itself to social interactions among students where the effect of social presence is paramount. Having a socio-constructivist theoretical framework, CAL primarily deals with the process of student learning thereby the focus is on the nature of the educational transactions such as assessment and feedback for learning. It is important to gain insights into some educational technologies to grasp a full conceptual understanding of CAL whose effectiveness has been examined from different perspectives ranging from learning and teaching strategies to eventually assessment and feedback approaches. There remains, however, certain degree of concerns regarding the challenges of CAL strategies and how best to utilise the strengths and opportunities of these strategies in both the online and offline environments. Since CAL is already—and will continue to be—used by the students, lecturers should adopt these strategies as a pedagogical basis. To achieve effective results, the author provides some general guidelines in the design and implementation of CAL lessons in this chapter.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Alvarez, I., Espasa, A., & Guasch, T. (2011). The value of feedback in improving collaborative writing assignments in an online learning environment. Studies in Higher Education, 37(4), 387–400. https://doi.org/10.1080/03075079.2010.510182
Arvaja, M., Salovaara, H., Häkkinen, P., & Järvelä, S. (2007). Combining individual and group-level perspectives for studying collaborative knowledge construction in context. Learning and Instruction, 17(4), 448–459. https://doi.org/10.1016/j.learninstruc.2007.04.003
Avidov-Ungar, C., Leshem, B., Margaliot, A., & Grobgeld, E. (2018). Faculty use of the active learning classroom: Barrier and facilities. Journal of Information Technology Education: Research, 17, 495–504. https://doi.org/10.28945/4142
Beebe, S. A., & Masterson, J. T. (2003). Communicating in small groups. Pearson Education Inc.
Bereiter, C. (2002). Education and mind in the knowledge age. Lawrence Erlbaum Associates.
Boud, D. (1986). Implementing student self-assessment. Higher Education Research and Development Society of Australia (HERDSA) Green Guide No. 5.
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698–712. https://doi.org/10.1080/02602938.2012.691462
Buchs, C., Butera, F., Mugny, G., & Darnon, C. (2004). Conflict elaboration and cognitive outcomes. Theory into Practice, 43(1), 23–30. https://doi.org/10.1207/s15430421tip4301_4
Capdeferro, N., & Romero, M. (2012). Are online learners frustrated with collaborative learning experiences? The International Review of Research in Open and Distributed Learning, 13(2), 26–44. https://doi.org/10.19173/irrodl.v13i2.1127
Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(5), 395–407. https://doi.org/10.1080/03075071003642449
Carvalho, A., Teixeira, S. J., Olim, L., de Campanella, S., & Costa, T. (2021). Pedagogical innovation in higher education and active learning methodologies—A case study. Education + Training, 63(2), 195–213. https://doi.org/10.1108/ET-05-2020-0141
Chang-Tik, C., & Dhaliwal, J. (2022). Collaborative learning approach to teach computer coding in informal spaces. Learning: Research and Practice, 8(1), 5–24. https://doi.org/10.1080/23735082.2021.1953571
Chang-Tik, C., & Goh, J. N. (2020). Social and cognitive dimensions of collaboration in informal learning spaces (CLIS): Malaysian social science students’ perspectives. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2020.1799029
ChanLin, L. J. (2012). Learning strategies in web-supported collaborative project. Innovations in Education & Teaching International, 49(3), 319–331. https://doi.org/10.1080/14703297.2012.703016
Chi, M. T. H. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1(2009), 73–105. https://doi.org/10.1111/j.1756-8765.2008.01005.x
Cho, K., & MacArthur, C. (2010). Student revision with peer and expert reviewing. Learning and Instruction, 20(4), 328–338. https://doi.org/10.1016/j.learninstruc.2009.08.006
Cress, U., & Kimmerle, J. (2008). A systemic and cognitive view on collaborative knowledge building with wikis. Computer-Supported Collaborative Learning, 3(2), 105–122. https://doi.org/10.1007/s11412-007-9035-z
Crooks, T. (2011). Assessment for learning in the accountability era: New Zealand. Studies in Educational Evaluation, 37(1), 71–77. https://doi.org/10.1016/j.stueduc.2011.03.002
Curseu, P. L., Schruijer, S. G. L., & Fodor, O. C. (2017). Minority dissent and social acceptance in collaborative learning groups. Frontiers in Psychology, 8(458), 1–9. https://doi.org/10.3389/fpsyg.2017.00458
Dawson, P., & Henderson, M. (2017). How does technology enable scaling up assessment for learning? In D. Carless, S. M. Bridges, C. K. Y. Chan, & R. Glofcheski (Eds.), Scaling up assessment for learning in higher education (pp. 193–207). Springer Nature.
Deeley, S. J. (2014). Summative co-assessment: A deep learning approach to enhancing employability skills and attributes. Active Learning in Higher Education, 15(1), 39–51. https://doi.org/10.1177/1469787413514649
Deeley, S. J., & Brown, R. A. (2014). Learning through partnership in assessment. Teaching and Learning Together in Higher Education, 1(13). https://repository.brynmawr.edu/cgi/viewcontent.cgi?article=1107&context=tlthe
DeMonbrun, R. M., Borrego, M., Finelli, C. J., Prince, M., Henderson, C., & Waters, C. (2017, April). Creating an instrument to measure student response to instructional practices. Journal of Engineering Education, 106(2), 273–298. https://doi.org/10.1002/jee.20162
Dillenbourg, P., & Jermann, P. (2006). Designing integrative scripts. In F. Fischer, H. Mandl, J. Haake, & I. Kollar (Eds.), Scripting computer supported collaborative learning: Cognitive, computational and educational perspectives (pp. 275–301). Springer.
Evans, C., & Waring, M. (2009). The place of cognitive style in pedagogy: Realising potential in practice. In L. F. Zhang & R. J. Sternberg (Eds.), Perspectives on intellectual styles (pp. 169–208). Springer.
Fransen, J., Kirschner, P. A., & Erkens, G. (2011). Mediating team effectiveness in the context of collaborative learning: The importance of team and task awareness. Computers in Human Behavior, 27(2011), 1103–1113. https://doi.org/10.1016/j.chb.2010.05.017
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Frykedal, K. F., & Hammar Chiriac, E. (2018). Student collaboration in group work: Inclusion as participation. International Journal of Disability, Development and Education, 65(2), 183–198. https://doi.org/10.1080/1034912X.2017.1363381
Fu, F.-L., Wu, Y.-L., & Ho, H.-C. (2009). An investigation of coopetitive pedagogic design for knowledge creation in web-based learning. Computers & Education, 53(3), 550–562. https://doi.org/10.1016/j.compedu.2009.01.004
Garcia-Prieto, P., Bellard, E., & Schneider, S. C. (2003). Experiencing diversity, conflict, and emotions in teams. Applied Psychology: An International Review, 52(3), 413–440. https://doi.org/10.1111/1464-0597.00142
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2, 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
Gikandi, J. W., & Morrow, D. (2016). Designing and implementing peer formative feedback within online learning environments. Technology, Pedagogy and Education, 25(2), 153–170. https://doi.org/10.1080/1475939X.2015.1058853
Haak, D. C., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011). Increased structure and active learning reduces the achievement gap in introductory biology. Science, 332(6034), 1213–1216. https://doi.org/10.1126/science.1204820
Hadwin, A. F., Oshige, M., Gress, C. L. Z., & Winne, P. H. (2010). Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning. Computer in Human Behavior, 26(5), 794–805. https://doi.org/10.1016/j.chb.2007.06.007
Hailikari, T., Virtanen, V., Vesalainen, M., & Postareff, L. (2021). Student perspectives on how different elements of constructive alignment support active learning. Active Learning in Higher Education (online). https://doi.org/10.1177/1469787421989160
Hakkinen, P., Arvaja, M., & Makitalo, K. (2004). Prerequisites for CSCL: Research approaches, methodological challenges and pedagogical development. In K. Littleton, D. Faulkner, & D. Miell (Eds.), Learning to collaborate and collaborating to learn (pp. 161–175). Nova Science Publishers.
Hamalainen, R., & Hakkinen, P. (2010). Teacher’s instructional planning for computer-supported collaborative learning: Macro-scripts as a pedagogical method to facilitate collaborative learning. Teaching and Teacher Education, 26(4), 871–877. https://doi.org/10.1016/j.tate.2009.10.025
Hammar Chiriac, E. (2014). Group work as an incentive for learning – Students’ experiences of group work. Frontiers in Psychology, 5, 558. https://doi.org/10.3389/fpsyg.2014.00558
Hamouda, A. M. S., & Tarlochan, F. (2015). Engaging engineering students in active learning and critical thinking through class debates. Procedia—Social and Behavioral Sciences, 191, 990–995. https://doi.org/10.1016/j.sbspro.2015.04.379
Harrop, D., & Turpin, B. (2013). A study exploring learners’ informal learning space behaviors, attitudes and preferences. New Review of Academic Librarianship, 19(1), 58–77. https://doi.org/10.1080/13614533.2013.740961
Hood, S., Barrickman, N., Djerdjian, N., Farr, M., Magner, S., Roychowdhury, H., Gerrits, R., Lawford, H., Ott, B., Ross, K., Paige, O., Stowe, S., Jensen, M., & Hull, K. (2021). “I like and prefer to work alone”: Social anxiety, academic self-efficacy, and students’ perceptions of active learning. CBE Life Sciences Education, 20(1), ar12. https://doi.org/10.1187/cbe.19-12-0271
Huisman, B., Saab, N., Van den Broek, P., & Van Driel, J. (2019). The impact of formative peer feedback on higher education students’ academic writing: A meta-analysis. Assessment & Evaluation in Higher Education, 44(6), 863–880. https://doi.org/10.1080/02602938.2018.1545896
Hunt, L., Huijser, H., & Sankey, M. (2012). Learning spaces for the digital age: Blending space with pedagogy. In M. Keppell, K. Souter, & M. Riddle (Eds.), Physical and virtual learning spaces in higher education: Concepts for the modern learning environment (pp. 182–197). IGI Global.
Jarvenoja, H., & Jarvela, S. (2009). Emotion control in collaborative learning situations: Do students regulate emotions evoked by social challenges? British Journal of Educational Psychology, 79(3), 463–481. https://doi.org/10.1348/000709909X402811
Johnson, S. D., & Aragon, S. R. (2003, Winter). An instructional strategy framework for online learning environments. New Directions for Adult and Continuing Education, 2003(100), 31–43. https://doi.org/10.1002/ace.117
Johnson, D. W., & Johnson, R. T. (2002). Learning together and alone: Overview and meta-analysis. Asia Pacific Journal of Education, 22(1), 995–1005. https://doi.org/10.1080/0218879020220110
Johnson, D. W., & Johnson, F. P. (2013). Joining together: Group theory and group skills (11th ed.). Allyn and Bacon.
Jonsson, A., & Panadero, E. (2017). The use and design of rubrics to support assessment for learning. In D. Carless, S. M. Bridges, C. K. Y. Chan, & R. Glofcheski (Eds.), Scaling up assessment for learning in higher education (pp. 99–111). Springer Nature.
Joy, S., & Kolb, D. A. (2009). Are there cultural differences in learning style? International Journal of Intercultural Relations, 33(1), 69–85. https://doi.org/10.1016/j.ijintrel.2008.11.002
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1
Klenowski, V. (2009). Editorial: Assessment for learning revisited: An Asia-Pacific perspective. Assessment in Education: Principles, Policy, and Practice, 16(3), 263–268. https://doi.org/10.1080/09695940903319646
Kober, N. (2015). Reaching students: What research says about effective instruction in undergraduate science and engineering. National Academies Press.
Kolb, A. Y., & Kolb, D. A. (2017). The experiential educator: Principles and practices of experiential learning. Experience Based Learning Systems.
Lee, S. J., Srinivasan, S., Trail, T., Lewis, D., & Lopez, S. (2011). Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning. Internet and Higher Education, 14(3), 158–163. https://doi.org/10.1016/j.iheduc.2011.04.001
Lipponen, L. (2001). Computer-supported collaborative learning: from promises to reality. Unpublished doctoral dissertation, University of Turku.
Lun, V.M.-C., Fischer, R., & Ward, C. (2010). Exploring cultural differences in critical thinking: Is it about my thinking style or the language I speak? Learning and Individual Difference, 20(6), 604–616. https://doi.org/10.1016/j.lindif.2010.07.001
MacGregor, J. (1991). Collaborative learning: Reframing the classroom. Essays on teaching excellence. A publication of The Professional and Organizational Development Network in Higher Education (Pod Network). https://podnetwork.org/content/uploads/V2-N3-MacGregor.pdf
McConlogue, T. (2015). Making judgements: Investigating the process of composing and re ceiving peer feedback. Studies in Higher Education, 40(9), 1495–1506. https://doi.org/10.1080/03075079.2013.868878
McLoughlin, C., & Lee, M. J. W. (2008). Future learning landscapes: Transforming pedagogy through social software. Journal of Online Education, 4(5). https://nsuworks.nova.edu/innovate/vol4/iss5/1
Mercer, N. (1996). The quality of talk in children’s collaborative activity in classroom. Learning and Instruction, 6(4), 359–377. https://doi.org/10.1016/S0959-4752(96)00021-7
Merrill, H. S. (2003). Best practices for online facilitation. Adult Learning, 14(2), 13–16. https://doi.org/10.1177/104515950401400204
Millar, P. R., Serbun, S. J., Vadalia, A., & Gutchess, A. H. (2013). Cross-cultural differences in memory specificity. Culture and Brain, 1(2–4), 138–157. https://doi.org/10.1007/s40167-013-0011-3
Miller, C. J., & Metz, M. J. (2014). A comparison of professional-level faculty and student perception of active learning: Its current issues, effectiveness, and barriers. Advances in Psychology Education, 383(3), 246–252. https://doi.org/10.1152/advan.00014.2014
Molinillo, S., Aguilar-Illescas, R., & Anaya-Sanchez, R. (2018). Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learning in a social web-based environment. Computers & Education, 123(2018), 41–52. https://doi.org/10.1016/j.compedu.2018.04.012
Muehlenkamp, J. J., Weiss, N., & Hansen, M. (2015). Problem-based learning for introductory psychology: Preliminary supporting evidence. Scholarship of Teaching and Learning in Psychology, 1(2), 125–136. https://doi.org/10.1037/stl0000027
Murphy, K., & Barry, S. (2016). Feed-forward: Students gaining more from assessment via deeper engagement in video-recorded presentations. Assessment & Evaluation in Higher Education, 41(2), 213–227. https://doi.org/10.1080/02602938.2014.996206
Nam, C. W. (2014). The effects of trust and constructive controversy on student achievement and attitude in online cooperative learning environments. Computers in Human Behavior, 37, 237–248. https://doi.org/10.1016/j.chb.2014.05.007
Naykki, P., Jarvela, S., Kirschner, P. A., & Jarvenoja, H. (2014). Socio-emotional conflict in collaborative learning—A process-oriented case study in a higher education context. International Journal of Educational Research, 68(2014), 1–14. https://doi.org/10.1016/j.ijer.2014.07.001
Nemeth, C., Brown, K., & Rogers, J. (2001). Devil’s advocate versus authentic dissent: Stimulating quantity and quality. European Journal of Social Psychology, 31(6), 707–720. https://doi.org/10.1002/ejsp.58
Nicol, A. A. M., Owens, S. M., Le Coze, S. S. C. L., MacIntyre, A., & Eastwood, C. (2018). Comparison of high-technology active learning and low-technology active learning classrooms. Active Learning in Higher Education, 19(3), 253–265. https://doi.org/10.1177/1469787417731176
Niemi, H., & Nevgi, A. (2014). Research studies and active learning promoting professional competences in Finnish teacher education. Teaching and Teacher Education, 43(October), 131–142. https://doi.org/10.1016/j.tate.2014.07.006
Panadero, E., & Alonso-Tapia, J. (2013). Self-assessment: Theoretical and practical connotations. When it happens, how is it acquired and what to do to develop it in our students. Electronic Journal of Research in Educational Psychology, 11(2), 551–576. https://doi.org/10.14204/ejrep.30.12200
Powell, K. C., & Kalina, C. J. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241–250. https://link.gale.com/apps/doc/A216181184/ITOF?u=monash&sid=bookmark-ITOF&xid=e2780743
Roberts, S., & Weaver, M. (2006). Spaces for learners and learning: Evaluating the impact of technology-rich learning spaces. New Review of Academic Librarianship, 12(2), 95–107. https://doi.org/10.1080/13614530701330380
Ryan, T., Henderson, M., & Phillips, M. (2019). Feedback modes matter: Comparing student perceptions of digital and non-digital feedback modes in higher education. British Journal of Educational Technology, 50(3), 1507–1523. https://doi.org/10.1111/bjet.12749
Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535–550. https://doi.org/10.1080/02602930903541015
Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analysis. Psychological Bulletin, 143, 565–600. https://doi.org/10.1037/bul0000098
Sinclair, H. K., & Cleland, J. A. (2007). Undergraduate medical students: Who seeks formative feedback? Medical Education, 41(6), 580–582. https://doi.org/10.1111/j.1365-2923.2007.02768.x
Stahl, G. (2006). Scripting group cognition: The problem of guiding situated collaboration. In F. Fischer, H. Mandl, J. Haake, & I. Kollar (Eds.), Scripting computer-supported collaborative learning: Cognitive, computational and educational perspectives. Kluwer-Springer Verlag.
Stains, M., & Vickrey, T. (2017). Fidelity of implementation: An overlooked yet critical construct to establish effectiveness of evidence-based instructional practices. CBE Life Sciences Education, 16, 1–11. https://doi.org/10.1187/cbe.16-03-0113
Swaffield, S. (2011). Getting to the heart of authentic assessment for learning. Assessment in Education: Principles, Policy & Practice, 18(4), 433–449. https://doi.org/10.1080/0969594X.2011.582838
Sweet, M., & Michaelsen, L. K. (2012). Critical thinking and engagement: Creating cognitive apprenticeships with team-based learning. In M. Sweet & L. K. Michaelsen (Eds.), Team-based learning in the social sciences and humanities: Group work that works to generate critical thinking and engagement (pp. 5–32). Stylus Publishing.
Szabo, Z. (2015). Better together: Teams and discourse in asynchronous online discussion forums. Journal of Psychological and Educational Research, 23(1), 73–88.
Tharayil, S., Borrego, M., Prince, M., Nguyen, K. A., Shekhar, P., Finelli, C. J., & Waters, C. (2018). Strategies to mitigate student resistance to active learning. International Journal of STEM Education, 5(7), 1–16. https://doi.org/10.1186/s40594-018-0102-y
Thomas, J., & Philpot, T. (2012). An inverted teaching model for a mechanics and materials course. Proceedings of the Annual Conference of the American Society of Engineering Education.
Turpen, C., & Finkelstein, N. D. (2009). Not all interactive engagement is the same: Variations in physics professors’ implementation of peer instruction. Physical Education Research, 5(2), 020101. https://doi.org/10.1103/PhysRevSTPER.5.020101
Van den Bossche, P., Gijselaers, W., Segers, M., & Kirschner, P. A. (2006). Social and cognitive factors driving teamwork in collaborative learning environments. Small Group Research, 37(5), 490–521. https://doi.org/10.1177/1046496406292938
Weaver, M. R. (2006). Do students value feedback? Student perceptions of tutors’ written responses. Assessment & Evaluation in Higher Education, 31(3), 379–394. https://doi.org/10.1080/02602930500353061
Weimer, M. G. (2002). Learner-centred teaching: Five key changes to practice. Jossey-Bass.
Wiggins, S., Chiriac, E. H., Abbad, G. L., Pauli, R., & Worrell, M. (2016). Ask not only ‘what can problem-based learning do for psychology?’ but ‘what can psychology do for problem-based learning?’: A review of the relevance of problem-based learning for psychology teaching and research. Psychology Learning & Teaching, 15(2), 136–154. https://doi.org/10.1177/1475725716643270
William, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3–14. https://doi.org/10.1016/j.stueduc.2011.03.001
Wiltbank, L., Williams, K., Salter, R., Marciniak, L., Sederstrom, E., McConnell, M., Offerdahl, E., Boyer, J., & Momsen, J. (2019). Student perceptions and use of feedback during active learning: A new model from repeated stimulated recall interviews. Assessment & Evaluation in Higher Education, 44(3), 431–448. https://doi.org/10.1080/02602938.2018.1516731
Wright, M. C., Bergom, I., & Bartholomew, T. (2019). Decreased class size, increased active learning? Intended and enacted teaching strategies in smaller classes. Active Learning in Higher Education, 20(1), 51–62. https://doi.org/10.1177/1469787417735607
Yildiz Durak, H. (2022). Flipped classroom model applications in computing courses: Peer‐ assisted groups, collaborative group and individual learning. Computer Applications in Engineering Education. Advance online publication. https://doi.org/10.1002/cae.22487
Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135–147. https://doi.org/10.1080/00461520.2013.794676
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Chang-Tik, C. (2022). Introduction: Collaborative Active Learning—Strategies, Assessment and Feedback. In: Chang-Tik, C., Kidman, G., Tee, M.Y. (eds) Collaborative Active Learning. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-19-4383-6_1
Download citation
DOI: https://doi.org/10.1007/978-981-19-4383-6_1
Published:
Publisher Name: Palgrave Macmillan, Singapore
Print ISBN: 978-981-19-4382-9
Online ISBN: 978-981-19-4383-6
eBook Packages: EducationEducation (R0)