Collaborative Learning in Higher Education in the Fourth Industrial Revolution: A Systematic Literature Review and Future Research

Abstract

The goal of this study is to determine the variables and difficulties that contribute to collaborative learning at tertiary institutions during the fourth industrial revolution and future research gaps. This study employs a systematic literature review to summarise and provide a comprehensive understanding of collaborative learning. The systematic literature review process used the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) technique between 2008 and 2022, supported by NVivo and Microsoft Excel. A systematic literature review, which is an appropriate method for strengthening research issues and gaps, was conducted with 61 papers. It should be noted that this manuscript only presents work from the Scopus database with journal criteria. This study has identified six factors related to collaborative learning in tertiary institutions in the fourth industrial revolution era including Task & Context, Environment, Social, Technology, Teacher, and Learner. This study presents a comprehensive literature assessment of collaborative learning in tertiary institutions during the fourth industrial revolution in order to acquire a clear grasp of its importance and application in higher education. Furthermore, Several higher education models have adopted the online-based collaborative learning paradigm, according to the study's findings.