Collaborative learning involves students working together in small groups or pairs either during or outside of class. In class, students deepen their understanding of course concepts through discussion and problem-solving activities. Outside of class, they collaborate on team projects or with tools, such as online discussion boards or social annotation software.

Collaborative work gives students the opportunity to:

• Serve as thought partners for their peers to make sense of what they are learning, clarify misconceptions, and deepen their understanding.
• Develop communication, leadership, and collaboration skills.
• Connect with others in a way that fosters a sense of belonging and community.
• Learn from each other.
• Develop a more nuanced and complex understanding from exposure to multiple perspectives.

Collaborative learning encompasses a variety of pedagogical approaches, such as Peer Instruction (PI), Problem-Based Learning (PBL), Team-Based Learning (TBL), group work, and teamwork, with each differing in structure and group size. Activities can range in length and complexity, from brief “turn-to-your-neighbor” discussions to extended, semester-long team projects.

Here, we use the term collaborative learning in its broadest sense, referring to both pair and group work with a focus on active learning, cooperation, and engagement. We’ve gathered recommendations drawn from education research, Cornell University instructor experiences, and our own observations, which we hope will inspire you to incorporate collaborative learning into your own courses.¹

• Laying the Groundwork for Collaborative Learning
• Forming Groups for In-Class Collaborative Learning
• Incorporating Short Peer Discussion Activities for In-Class Collaborative Learning
• Incorporating Medium-Length Group Activities for In-Class Collaborative Learning
• Designing Longer-Term Team Projects
• Preparing Students to Work Together on Projects
• Evaluating Team Projects

Continue on to Laying the Groundwork for Collaborative Learning →

¹We are grateful to Dr. Kira Triebergs, a former postdoctoral associate with Cornell’s Active Learning Initiative, for her work on developing successful student teams, and the resources she created during her time here. She generously shared her expertise and materials with us. Many of the examples here come from courses in the Active Learning Initiative, and we are thankful to the instructors who shared their strategies and experiences with us.