EXAMINING THE THEORETICAL PERSPECTIVES UNDERLYING COLLABORATIVE LEARNING

Abstract

Collaborative learning is a widely used educational approach. The purpose of this article is to examine the theoretical perspectives underlying collaborative learning in higher education. In collaborative learning, learners actively participate in group activities where they share knowledge and expertise. An exploration of constructivism shows that it supports the great potential of collaborative learning in enhancing the learning experience. It contributes to an understanding of how collaborative learning improves the academic, social, and psychological aspects of learning. Constructivism forms the theoretical basis for the application of collaborative learning in the classrooms. Social constructivism stresses the importance of reciprocal interaction among group members in the construction of knowledge. This coincides with the nature of collaborative learning, in which students interact with each other on learning tasks to attain a shared goal. Constructivism supports the idea that when students collaborate, they learn more since they are involved in the construction of their own knowledge by interacting with their peers and their lecturer.