Collaborate
“Graduates of the University are expected to be able to establish a rapport and build collaborative relationships with individuals and groups.” – The University Graduate Profile, Communication and Engagement Capability 1
Why ‘do’ collaborative learning?
Collaborative learning can take place peer-to-peer or in groups of students. Research shows that educational experiences that are active, social, contextual, engaging, and student-owned lead to deeper learning.2 It includes discussion, practise, and production. Building on investigation and knowledge acquisition, learners take part in the process of knowledge building.
![](https://teachwell.auckland.ac.nz/files/2021/05/students-information-commons.jpg)
The benefits of collaborative learning include:
- Development of higher-level thinking, oral communication, self-management, and leadership skills.
- Promotion of student-faculty interaction.
- Increase in student retention, self-esteem and responsibility.
- Exposure to and an increase in understanding of diverse perspectives.
- Preparation for real life social and employment situations.
Small steps
Team-based learning and group work prepare students for real-work dynamics, ways of working and problem solving.
Collaborative learning, which includes sense-making among peers.
Peer-to-peer tutoring (students explain what they’ve learnt to each other).
Think-pair-share / write-pair-share.
Group brainstorming and problem solving.
Six hats technique for problem-solving activity in the classroom. Assigning each thinking style a colour serves as a visual cue to help students recognise the thinking skill they are using.
Fishbowl is a strategy for managing medium to large group discussions. Students are separated into an inner and outer circle. In the inner circle (or fishbowl), students have a discussion; students in the outer circle listen to and take notes.
Buzz groups are small groups of 3-4 students, formed to discuss a topic for a short period. These groups may be assigned the same or different topic to discuss. For example:
- how much they already know about a topic
- what they are not sure about
- what they want the lecturer to cover next
Jigsaw method is a collaborative group activity in which students are interdependent to achieve a common goal. One group becomes the “expert” on specific knowledge and then shares that with another group of students. This activity offers a way to help students understand and retain information while they develop collaboration skills.
TEL in practice – collaborate
Stats and cats: Herding numbers in large classrooms
Step into Anna Fergusson’s classroom, where STATS 220: Data Technologies is more than just a course – it’s an adventure in data science.
Sprachwellen: Crafting German skills through podcasts and storytelling
Engaging students in creative exploration of German language and culture.
Intellectual Property Law: From Zoom to interactive online learning
A Law course redesign emphasises student-centric learning, enriched with tutorials and quizzes.
Teaching purpose-led design using innovative Design4Conservation methodology
Dr Gabriela Baron integrates various pedagogies, including relational, indigenous, TEL, and assessment-for-learning methodologies in DESIGN 233: Design and the Natural Environment.
Page updated 08/08/2028 (stylistic changes)
- The University of Auckland. “Graduate Profiles.” Updated July 5, 2020. https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/graduate-profile.html. ↩
- Centre for Teaching Innovation, Cornell University. “Collaborative Learning.” Accessed November 15, 2022. https://teaching.cornell.edu/teaching-resources/active-collaborative-learning/collaborative-learning. ↩