Efficiency of Collaborative Learning in different Class Settings

Abstract

Collaborative learning has indeed been esteemed as a pedagogical pathway that strengthens the students' commitment to their work and favorable academic achievement. The present paper focuses on the divergent classroom settings in which collaborative learning takes hold and the divergent age groups and subjects involved. In the course of working through the literature and empirical studies, this paper puts forth the advantages and drawbacks that may accompany collaborative learning pedagogy. The results show that while collaborative learning is indeed effective, successful implementation relies on parameters such as classroom orientation, subject matter, and developmental level of the students. These aspects are subsequently discussed with the paper, which converses about how collaborative learning experiences can be created for better application and potential avenues for future research.