Collaboration is educational, but also challenging. Make it successful with a few conditions. The summary study by Timothy Nokes-Malach and colleagues (2019) showed that research was inconclusive about collaboration. Some studies found benefits and others found no difference or even disadvantages for collaboration. The thoughtful implementation of collaborative learning is therefore necessary because there are certain types of tasks and group contexts in which individuals do not perform well, even if the group succeeds. The main conditions for successful collaboration: • Keep the 'costs' low Communicating and coordinating takes energy. True collaboration will only occur if the benefits of collaborating outweigh the costs. The costs can be kept low by working with task divisions, practicing collaboration, and composing the group based on prior knowledge (homogeneous, although a heterogeneous group can lead to deeper learning). • Ensure the task is complex enough This way, the students are obliged to work together. students need each other to be able to complete the assignment. Too simple assignments result in more 'costs' than 'benefits' for working in a group. The complexity of the assignment is closely related to the prior knowledge of the students. • Emphasize collaboration within the group students must realize that criticism of each other's ideas is acceptable, but personal attacks are not. Additionally, it must be clear that making mistakes and receiving negative feedback are part of the learning process. • Focus on the learning process It is recommended to focus on learning and mastering in groups rather than on the evaluative aspect. It's about the process. students are more motivated in group work when they realize that the assignment is meaningful and see that collaboration offers added value. • Do not assume that students can collaborate Collaboration must be taught and, like other knowledge and skills, is not easily transferable.
Nokes-Malach, T., Zepeda, C., Richey, J., & Gadgil, S. (2019). Collaborative learning: The benefits and costs. In J. Dunlosky & K. Rawson Zepeda, C., Richey, J., (Eds.), The Cambridge Hand- & Gadgil, S. book of Cognition and Education (Cambridge Handbooks in Psychology, pp. 500-527). Cambridge: Cambridge University Press.
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