Collaborative learning in distance learning

Collaborative Learning (CL), as defined by Le (2018), encompasses a range of teaching and learning strategies that foster student collaboration within small groups, typically composed of two to five students, with the aim of optimizing individual and collective learning (Johnson & Johnson, 1999). In essence, collaborative learning represents an educational approach wherein groups of learners collaborate to collectively tackle problems, complete tasks, or generate innovative products. Within this framework, CL signifies an instructional method where learners of varying performance levels come together in small cohorts, united by a shared objective (Universidad & Casos, 2018). It is essential to underscore the significant role of social interaction inherent in well-designed collaborative learning experiences. Several scholars emphasize that collaborative learning is rooted in the notion that learning is inherently social, where participants engage in meaningful discourse to facilitate learning (Gerlach, 1994). Accordingly, Golub (1988) highlight that CL prominently features a structure that encourages student dialogue, recognizing that much of the learning process occurs during these interactions.

As Matthews (1995) aptly puts it, collaborative learning occurs when students and faculty work together to create knowledge. This pedagogical approach centers on the premise that knowledge is constructed collectively, enriching and expanding the understanding of all participants. It provides a social context where students engage in conversations valued by educators at the college level (Bruffee, 1984). Unlike cooperative learning, which emphasizes working together with a high degree of interdependence, collaborative learning primarily emphasizes working with each other, not necessarily interdependently but in a concerted effort to explore, comprehend, or produce knowledge (Panitz, 1999).

In the context of collaborative learning, the role of student discourse within proficient groups holds paramount importance. To facilitate these discussions effectively, Barnes (2008) offers valuable insights:

• Encouraging students to contribute examples, draw connections from their own experiences, and address areas where new material challenges their prior beliefs can foster productive discussions.

• Emphasizing student-driven discussion and explanation as integral components of lessons, encompassing the production and evaluation of supporting evidence.

• Cultivating an environment where students are not only expected to provide answers but also encouraged to ask questions. Their inquiries not only stimulate critical thinking but also serve as invaluable indicators of their comprehension level.

Expanding on the significance of dialogue, Pierce and Gilles (2008) categorize talk within collaborative learning into distinct forms: social talk, exploratory talk, presentational talk, meta-talk (making their discourse visible), and critical talk.

In a practical sense, Brubaker et al. (1990) delineate five stages comprising the collaborative learning process, favoring open-ended questions over closed ones:

• Engagement (or Input): This initial stage involves students encountering and engaging with information, which can be delivered through various means, such as lectures, readings, or multimedia.

• Exploration: Here, students have the opportunity to explore the presented information. They can make tentative judgments while drawing upon their past experiences and existing knowledge to grapple with new information. This phase allows for free expression of thoughts, the potential for making mistakes, and not fully comprehending the material.

• Transformation: Students are tasked with actively working with the information to enhance their understanding. The teacher plays a crucial role in monitoring students' progress, addressing any misconceptions, and providing additional clarification when needed.

• Presentation: This stage requires students to present their findings to an interested and discerning audience. Group presentations can take various forms, such as presenting to the entire class or combining two groups of four into a larger group of eight.

• Reflection: By looking back at their learning journey and the process they have traversed, students can attain a deeper comprehension of both the subject matter and the learning process itself. This reflective phase encourages metacognition and fosters a holistic understanding of the content.