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Topic 3 Scenario:                                                      “Most people I’ve come across have a rather weak idea of what it really means to learn collaboratively. Mostly, we fall back into the group-work mode from school – we divide tasks between us and glue them onto the same board when it comes to accounting of a group project. When digital tools are inserted into this equation, things tend to get even worse: if one person in the group happens to be familiar with the tool, then work lands in her/his lap. I would like to add an extra dimension to the course I’m leading by introducing collaborative elements, but how can I get people to really recognize the value of becoming part of a learning community and collaborate with their peers in a way that makes use of all the different competencies that group members bring into the work?” 

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Topic 3 Scenario:                                                      “Most people I’ve come across have a rather weak idea of what it really means to learn collaboratively. Mostly, we fall back into the group-work mode from school – we divide tasks between us and glue them onto the same board when it comes to accounting of a group project. When digital tools are inserted into this equation, things tend to get even worse: if one person in the group happens to be familiar with the tool, then work lands in her/his lap. I would like to add an extra dimension to the course I’m leading by introducing collaborative elements, but how can I get people to really recognize the value of becoming part of a learning community and collaborate with their peers in a way that makes use of all the different competencies that group members bring into the work?” 

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Here is a great article from Cornell University's Center for Teaching Innovation called "Collaborative Learning".
Check out the link below.

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Collaborative learning can occur peer-to-peer or in larger groups. Peer learning, or peer instruction, is a type of collaborative learning that involves students working in pairs or small groups to discuss concepts or find solutions to problems. Similar to the idea that two or three heads are better than one, educational researchers have found that through peer instruction, students teach each other by addressing misunderstandings and clarifying misconceptions.

Why use collaborative learning?

Research shows that educational experiences that are active, social, contextual, engaging, and student-owned lead to deeper learning. 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.

Considerations for using collaborative learning

Introduce group or peer work early in the semester to set clear student expectations.

Establish ground rules  for participation and contributions.

Plan for each stage of group work.

Carefully explain to your students how groups or peer discussion will operate and how students will be graded.

Help students develop the skills they need to succeed, such as using team-building exercises or introducing self-reflection techniques.

Consider using written contracts.

Incorporate  self -assessment and  peer  assessment for group members to evaluate their own and others' contributions.

Getting started with collaborative learning

Shorter in-class collaborative learning activities generally involve a three-step process. This process can be as short as five minutes, but can be longer, depending on the task at hand.

Introduce the task. This can be as simple as instructing students to turn to their neighbor to discuss or debate a topic.

Provide students with enough time to engage with the task. Walk around and address any questions as needed.

Debrief. Call on a few students to share a summary of their conclusions. Address any misconceptions or clarify any confusing points. Open the floor for questions.

For larger group work projects, here are some strategies to help ensure productive group dynamics:

Provide opportunities for students to develop rapport and group cohesion through  icebreakers, team-building, and reflection exercises.

Give students time to create a group work plan allowing them to plan for deadlines and divide up their responsibilities.

Have students  establish ground rules. Students can create a contract for each member to sign. This contract can include agreed-upon penalties for those who fail to fulfill obligations.

Assign roles to members of each group and change the roles periodically. For example, one student can be the coordinator, another the note-taker, another the summarizer, and another the planner of next steps.

Allow students to rate each other's quality and quantity of contributions. Use these evaluations when giving individual grades, but do not let it weigh heavily on a student's final grade. Communicate clearly how peer assessment will influence grades.

Check in with groups intermittently but encourage students to handle their own issues before coming to you for assistance.

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Collaborative Learning | Center for Teaching Innovation

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Collaborative learning can occur peer-to-peer or in larger groups. Peer learning, or peer instruction, is a type of collaborative learning that involves students working in pairs or small groups to discuss concepts or find solutions to problems. Similar to the idea that two or three heads are better…

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There is an interesting video about the jigsaw method: what it is and how to effectively use it.
Check out the video below.

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Establish a balance between structure (clarity of task) and learner autonomy (flexibility of task)
The instructor should provide guidelines for  conducting the group project (Palloff & Pratt, 1999) and ensure that the task is achievable and properly timed within the course (Bouchat, 2007). Effective course design will make the purpose of group tasks and the learning goals clear and explicit.

Transparency of expectations.

The learning objectives of collaboration and expectations of the learners are made very clear. Instructors encourage participation and are open about discussing the purpose and process.

Clear instructions
The group task, timelines, and usability of the desired product are described in detail.

Appropriateness of task for group work
Each study group works as a team to carry out an analysis of a particular task (develop a case study) in preparation for a second task (done individually).

Respect for the autonomy of learners
Study group participation is mandatory but learners could have certain freedom to form their own groups based on shared interests. Instructors provide guidelines for group formation and open a space in the virtual classroom. The instructor should monitor this process to avoid exclusion of some students.

Monitor group activities actively and closely
During the collaborative process, the instructor needs to be available for feedback, general information, and private counsel. The instructor needs to monitor meetings and chats to provide timely feedback on process and direction when necessary to prevent groups from getting stalled or going off course.

References
Brindley J., Blaschke L. M. & Walti C. (2009). Creating effective collaborative learning groups in an online environment. The International Review of Research in Open and Distance Learning, 10(3).

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Recommendations to Group work and collaborative learning in higher education

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Recommendations to Group work and collaborative learning in higher education

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The summary and material of the course should be available for students at the beginning of the course providing them with the overall course content.

Flexibility is important for effective collaboration, giving the students the possibility to choose own learning form/speed and tools.

There should be clear requirements, backup and feedback from instructors.

Clear instructions of the group task and timelines.

Within the group work there should be individual tasks which could be a part of the assessment.

Instructors have the responsibility to provide guidelines for group work and online rooms for the group work. The instructor need to monitor the process, be active providing feedback, information and private guiding if needed.

Common guidelines within the group is important. The group participants could together make the basic rules for the group: how do we want to work as a group, what to do if problem arises and how should we solve them? By making a group contract, it could help the participants to commit to the group work.

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Group work and collaborative learning in higher education

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Group work and collaborative learning in higher education

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Social learning: working in a group is an important skill of higher education.

Good examples of the benefits of collaborative learning (CL) are of utmost importance for students.

Apply CL in teaching by using case studies, pair examination.

To ensure active learner participation in online collaboration is to demonstrate the value of group learning by assessing both the product and process of group work.

Instructor skills are important for creating and managing interaction in online courses, especially when CL is required.

Challenges of CL

Different personalities within the group:

not all students like group interaction,
the work can be unevenly divided.

The importance of feedback
Feedback should be given partly by the facilitator (teacher) but also by the students themselves (for example peer reviews).

Giving feedback to another student could help them become a community, learning the skill of how to give critical but still positive feedback, accepting the feedback given from another student and learning how to respond to the feedback.

Formative feedback from instructor should help group member to contribute into general work/product.

Litterature
(i) Brindley, J., Blaschke, L. M. & Walti, C. (2009). Creating effective collaborative learning groups in an online environment. The International Review of Research in Open and Distance Learning, 10(3).

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What exactly do wey mean by collaborative learning and how exactly can we use it. The following video clearly demonstrates how collaborative learning can take place.
Check it out below.