Group collaboration

Dr Michael Noetel
Learning Environments
15
 m
UKPSF Dimensions

Develop effective learning environments and approaches to student support and guidance

How students learn, both generally and within their subject/disciplinary area(s)

What can I do?

Impact
4
Quality
4
  • Run short group tasks (1–3classes) to boost learning and reduce free-riding
  • Design tasks where students rely on each other to succeed
  • Skip the group presentations —they don’t help learning much

What is this about?

Collaborative learning means students working together to reach a shared learning goal. This might involve solving problems, analysing texts, or completing projects. It’s not just about being in a group—it matters how the task is designed. The best collaborative learning makes students explain, argue, and build on each other’s ideas. It’s used in classrooms and online, in every subject area from psychology to engineering.When it’s done right, collaborative learning helps students understand things more deeply and remember them longer.

What's the evidence say?

Collaborative learning improves academic performance ➕➕➕➕ and boosts motivation and attitudes toward learning ➕➕➕(Springer et al., 1999). In STEM subjects, it also increases student persistence in courses ➕➕➕. Collaborative work improves learning more than working individually, especially on group tasks ➕➕➕ (Lou et al., 2001). It also supports transfer of learning to new contexts ➕➕➕ (Pai et al., 2015). The most effective collaborative learning happens when:

  • Students work together for short bursts, like 1–3 class sessions ➕➕➕ (Tomcho & Foels, 2012)
  • Group members are interdependent — they need each other to succeed ➕➕➕➕
  • There’s no formal group presentation — these can lower learning outcomes ➖

Even unstructured collaboration can work well, though its effectiveness varies more ➕➕ (Pai et al., 2015). Collaborative learning also promotes critical thinking, especially when combined with explicit instruction ➕➕➕ (Abrami et al., 2008; Tiruneh et al., 2014).

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What's the underlying theory?

The social interdependence theory says people learn more when they depend on each other to succeed. Collaborative learning builds on this by making students accountable to their peers. The ICAP framework helps explain why this works: learning is deeper when students engage in constructive and interactive behaviours—like questioning, explaining, and discussing—not just listening or taking notes. Group work pushes students into these more demanding forms of thinking. It also mirrors how learning happens in real life and workplaces.

Where does the evidence come from?

This summary draws from eight meta-analyses. Springer et al. (1999) reviewed 39 studies in undergraduate STEM fields. Lou et al. (2001) analysed 122 studies with over 11,000 learners using technology in groups. Pai et al. (2015) focused on how collaboration affects transfer of learning. Tomcho & Foels (2012) zoomed in on what makes group work effective, like timing and task design. Other studies explored the impact of collaborative learning on critical thinking (Abrami et al., 2008; Tiruneh etal., 2014) and in specific domains like psychology (Tomcho & Foels, 2012).All papers had moderate to high quality, used clear inclusion criteria, and synthesised evidence rigorously.

References

Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102–1134. https://doi.org/10.3102/0034654308326084

Lou, Y., Abrami, P. C., & d’Apollonia, S. (2001). Small group and individual learning with technology: A meta-analysis. Review of Educational Research, 71(3), 449–521.

Pai, H.-H., Sears, D. A., & Maeda, Y.(2015). Effects of small-group learning on transfer: A meta-analysis. Educational Psychology Review, 27, 79–102. https://doi.org/10.1007/s10648-014-9260-8

Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review ofEducational Research, 69(1), 21–51.

Tomcho, T. J., & Foels, R. (2012).Meta-analysis of group learning activities: Empirically based teaching recommendations. Teaching of Psychology, 39(3), 159–169. https://doi.org/10.1177/0098628312450414

Tiruneh, D. T., Verburgh, A., & Elen,J. (2014). Effectiveness of critical thinking instruction in higher education:A systematic review of intervention studies. Higher Education Studies, 4(1), 1–17. https://doi.org/10.5539/hes.v4n1p1

Additional Resources

Dr Michael Noetel

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