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Inquiry-Based Learning (IBL) is an active, student-centered approach that emphasizes exploration, questioning, and discovery. ​Instead of passively receiving information, students engage in the scientific process to investigate phenomena, solve problems, and develop deeper understanding. ​Guided by curiosity, they formulate research questions, develop hypotheses, plan experiments, analyze data, and draw conclusions. ​Teachers act as facilitators, supporting students in their learning journey rather than providing direct instruction. ​

IBL fosters critical thinking, creativity, collaboration, and real-world application of knowledge. ​It encourages students to take ownership of their learning, making education more engaging and meaningful. ​ By mimicking the processes used by scientists, IBL helps students develop essential skills for lifelong learning and adaptability in a rapidly changing world. ​

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·  Instructional approach where the traditional class learning is reversed.

·  The students do some studies outside class and come to class for deeper learning.

·   In this model, direct instruction, like lectures, is moved outside the classroom, often through online videos or readings, while in-class time is dedicated to interactive activities, discussions, and problem-solving (Havard University, 2025).

·   Consists of various collections, videos, student discussions, slide shows, and PowerPoint presentations.

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In which context could this approach be used?

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In which context could this approach be used?

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· University level, especially in the science subjects, social studies, ethics, business, psychology, and media-read a magazine,

e.g., case studies, research methodology critique.

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· The teacher becomes a facilitator, he/she gives guidance, he /she originates with the idea, the teacher does planning, designing, and motivation. All these make the process start.

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Collaborative learning is a student-centered educational approach that emphasizes the importance of social interaction in the learning process. Grounded in constructivist theories of education, particularly those of Lev Vygotsky and Jean Piaget, collaborative learning posits that knowledge is best constructed through dialogue, shared experiences, and cooperation among learners. In this model, learners are active participants who engage with content, peers, and instructors to co-create understanding. Students are encouraged to draw upon their collective insights, question assumptions, and explore diverse perspectives to deepen comprehensions.

At its core, collaborative learning involves learners working together in small groups or pairs to solve problems, complete tasks, discuss content, or develop projects. This approach requires meaningful interaction, where each member contributes to the shared learning objective and assumes responsibility for their own learning and that of their peers. The process fosters critical thinking, negotiation, communication, and conflict resolution skills, which are essential not only in academic contexts but also in real-world professional and social settings.

The growing emphasis on 21st-century skills—such as teamwork, adaptability, and digital literacy—has further elevated the relevance of collaborative learning in today’s classrooms and workplaces. Educational research consistently demonstrates that students engaged in collaborative learning perform better in terms of understanding, retention, and application of knowledge compared to those in traditional lecture-based environments. Additionally, collaborative learning has been shown to promote inclusivity, as it gives voice to students from diverse backgrounds and encourages peer support that can bridge academic gaps.

Technology has expanded the possibilities for collaborative learning by enabling virtual collaboration across geographical boundaries. Online platforms, discussion boards, shared documents, and learning management systems now allow students to collaborate asynchronously or in real time, enhancing flexibility and access.

Despite its benefits, collaborative learning also poses challenges, such as unequal participation, group dynamics issues, and the need for effective facilitation. Therefore, careful planning, structured activities, and clear assessment strategies are crucial for its successful implementation.

Collaborative learning represents a dynamic and participatory approach to education that nurtures both cognitive and social development. It not only enhances academic achievement but also prepares learners to function effectively in an increasingly interconnected and collaborative world.

Why Use Collaborative Learning?

Collaborative learning is grounded in extensive educational research that highlights the value of active, social, and learner-centered approaches in fostering deep and meaningful learning. Learning environments that promote student engagement, contextual understanding, and shared ownership of knowledge are shown to significantly enhance both academic performance and personal growth.

The adoption of collaborative learning yields a wide range of benefits:

Enhancement of Higher-Order Cognitive Skills: Through group discussions, problem-solving, and critical inquiry, students develop advanced thinking abilities alongside improved oral communication, self-regulation, and leadership competencies.

Strengthening of Student-Faculty Interaction: Collaborative activities often create more opportunities for meaningful engagement between students and instructors, fostering mentorship and a supportive learning environment.

Improved Retention and Personal Growth: Research indicates that students involved in collaborative learning are more likely to persist in their studies. They also report increased self-esteem, a stronger sense of academic responsibility, and greater satisfaction with their educational experience.

Appreciation of Diverse Perspectives: Working in diverse groups exposes learners to varying viewpoints and cultural backgrounds, promoting empathy, open-mindedness, and the ability to navigate complex social dynamics.

Real-World Skill Development: Collaborative learning mirrors real-life professional and social environments where teamwork, communication, and problem-solving are essential. It prepares students to thrive in collaborative workplaces and multicultural settings.

Collaborative learning not only supports academic success but also equips learners with essential life skills and social competencies. Its emphasis on interaction, reflection, and shared responsibility makes it a powerful strategy for holistic student development.

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·The student is a collaborator-it's their responsibility to look for the group mates, active learner-work on the activities. The students are self-managers of time. Must be a feedback seeker. Without these, the process will stagnate.

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· This approach liberates the student; the teacher now becomes more of a support person.

· The teacher does scaffolding.

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Facilitators: Teachers guide students through the inquiry process rather than directly instructing them. ​ They provide support, ask probing questions, and encourage exploration. ​

Designers: Teachers design structured, guided, or open inquiry activities tailored to students' needs, ensuring alignment with learning objectives. ​

Resource Providers: They supply tools, materials, and resources necessary for investigations, such as worksheets, equipment, or background information.

Observers: Teachers monitor students' progress, assess their understanding, and intervene when necessary to clarify misconceptions or redirect focus. ​

Encouragers: They foster a safe environment for curiosity, creativity, and critical thinking, motivating students to take ownership of their learning. ​

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add an image that describes the various roles in inquiry based learning

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Active Learners: Students take an active role in exploring, questioning, and investigating topics, moving beyond passive memorization. ​

Collaborators: They work in groups to share ideas, discuss findings, and solve problems collectively, enhancing teamwork and communication skills. ​

Researchers: Students formulate hypotheses, design experiments, collect data, and analyze results, mimicking the scientific process. ​

Critical Thinkers: They evaluate evidence, draw conclusions, and reflect on their learning, developing reasoning and problem-solving abilities. ​

Presenters: Students share their findings through presentations or discussions, reinforcing their understanding and learning from peers. ​

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Nechkina, Militsa (1984). "Increasing the effectiveness of a lesson". Communist (2): 51.

King, Alison (1993). "From sage on the stage to guide on the side". College Teaching. 41 (1): 30–35. doi:10.1080/87567555.1993.9926781.

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Teachers provide framework, guidance, and resources, ensuring the inquiry process is meaningful and aligned with learning goals. ​

Students drive the learning process by actively engaging in exploration, questioning, and experimentation, fostering deeper understanding and independence. ​

This dynamic interaction between teachers and students makes IBL a powerful approach for developing critical thinking, creativity, and lifelong learning skills. ​

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In which context could this approach be used?

•Collaborative learning encourages students to work  together in groups. This approach is used across various educational and professional contexts to enhance learning outcomes and foster social interaction.

Major uses:

1.Educational settings (from kindergarten to graduate school)

2.Diverse disciplines in universities (humanities, STEM, and language learning, etc.).

3.Workplaces to improve group communication, knowledge sharing, and problem-solving

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IBL encourages students to take a leading role in the learning process. To discover by doing instead of memorizing.

The teachers need adequate training on how to plan and execute IBL

IBL needs time for implementation in the day-to- day teaching and learning

IBL is anchored on scientific research

Implementation requires several stakeholders

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It is a process of learning by doing whereby learners are engaged in hand-on experiences and reflections, enabling them to connect theory and practice. Learners are able to effectively solve real-world problems. Learning is achieved through a continuous cycle of inquiry, reflection, analysis and synthesis.

Students participate in an experience, think about what happened, and then use their new insights in different situations.

The learning approach is based Kolb Experiential Learning Theory, developed by David A. Kolb. The process consists of four steps

1.      Experiencing (Concrete Experience): Learner uses perception and senses, to gain hands-on approach to engage in what is happening now.

2.      Reflecting (Reflective Observation): Learner connects ideas with feelings about the experience. Learner reviews deeply about what he felt and experienced.

3.      Thinking (Abstract Conceptualization): The learner engages in deep thinking to analyze and connect the experience and thus develop new knowledge, conclusions form theories, concepts, or general principles that can be tested

4.      Acting (Active Experimentation): The learner tests/experiments the theory and applies what was learned to get feedback and create the next experience.

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·       Acts as a facilitator  and guided by the steps  rather than directing the learning process

·       Designing the Experience

·       Motivate the learners to develop interest

·       Providing constructive Feedback and not  Answers)

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Note: The pattern of inquiry consists of several steps forming a learning process with 9 steps. That fits within the process of deriving meaningful questions or problems/scenarios, then guiding students to explore, analyze evidence, and construct knowledge. Often integrating real world contexts. Learners are equipped to resolve real world problems.

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·       Active participation and direct engagement

·       Deep reflection

·       Connect experience to theory

·       May experiment in different contexts

·       Take ownership of learning process

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Inquiry-Based Learning (IBL) is a student-centered educational method that encourages active exploration and critical thinking. ​Students engage in the scientific process by asking questions, formulating hypotheses, planning investigations, conducting experiments, analyzing data, and drawing conclusions. ​The approach emphasizes discovery and problem-solving, allowing students to learn through hands-on experiences and collaboration. ​

Teachers act as facilitators, guiding students rather than providing direct answers. ​IBL promotes creativity, independence, and deeper understanding of concepts, making learning more engaging and relevant to real-world contexts. ​It is flexible, adaptable to different levels, and supports the development of both cognitive and practical skills. ​

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·       This learning approach is a learner-centered powerful approach that has the ability to transform education by encouraging active engagement, reflection, and real-world application.

·       There is better retention of knowledge better through doing rather than just listening and develops better problem-solving skills

·       The learning approach is applicable in different fields such as education, corporate training and healthcare although it requires careful planning, facilitation and debriefing which may be time and resource consuming.

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Roles of Teachers in Collaborative Learning

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Roles of Teachers in Collaborative Learning

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1. Facilitators of Learning and Scaffolding

One of the primary roles of teachers in collaborative learning is to act as facilitators rather than mere transmitters of knowledge. Teachers guide student interactions, encourage dialogue, and create a supportive learning environment that fosters engagement and shared responsibility.

2. Promoters of Socially Shared Regulation of Learning (SSRL)

Teachers also play a crucial role in promoting socially shared regulation of learning (SSRL), which refers to the joint regulation of cognitive, metacognitive, and emotional processes among group members. Malmberg et al. (2023) emphasize that teachers can foster SSRL by modeling self-regulatory strategies, facilitating group goal-setting, and encouraging reflection throughout the task phases. These interventions are especially important in ensuring effective collaboration in complex tasks.

3. Designers of Collaborative Tasks

Collaborative learning is only as effective as the tasks that support it. Teachers must design tasks that are group-worthy, that is, they require interdependence and meaningful collaboration (Gillies, 2022). A well-designed task challenges students appropriately and allows for the integration of diverse perspectives. Teachers must ensure that these tasks balance complexity and clarity to avoid cognitive overload and disengagement (Malmberg et al., 2023).

4. Monitors and Strategic Interveners

During collaborative activities, teachers monitor group dynamics and intervene when necessary. Monitoring includes observing verbal and non-verbal interactions to identify issues such as dominance, exclusion, or disengagement. When problems arise, teachers may reframe questions, adjust group roles, or scaffold communication strategies. These interventions ensure equity and maintain the group’s focus (van Leeuwen & Janssen, 2019).

5. Feedback Providers

Providing timely, constructive, and dialogical feedback is another key teacher function. Recent research highlights the importance of feedback that promotes exploratory talk and metacognitive awareness. For example, Lahtinen et al. (2024) found that reciprocal peer observation among teachers fostered a deeper understanding of collaboration when feedback was dialogical and grounded in shared experiences.

6. Role Models of Collaborative Behavior

Teachers serve as role models for how collaboration should occur. Through their own behavior—listening actively, engaging respectfully, and responding thoughtfully they demonstrate the skills and attitudes they expect from students. This modeling supports Bandura’s (1986) social learning theory, which asserts that learners acquire behaviors through observing others.

7. Professional Collaborators and Learners

In collaborative learning environments, teachers are not just facilitators but also lifelong learners. They engage in professional learning communities (PLCs), co-plan lessons, and reflect collaboratively on practice. Ylimaki et al. (2023) highlight that leadership support and collaborative culture among teachers are strong predictors of effective implementation of collaborative learning strategies.

8. Reflective Practitioners

Reflection is central to a teacher’s ability to grow and adapt. Reflective practice allows teachers to analyze their facilitation strategies, understand group dynamics, and make informed decisions about future interventions. The integration of AI-supported platforms for reflective teaching, such as Novobo, has shown promise in enhancing collaborative teaching through shared reflection and agent-based learning (Chiou et al., 2024).

9. Adaptors and Contextual Experts

Teachers continuously adapt their strategies based on the needs of learners and the demands of the curriculum. Those with strong pedagogical content knowledge, training in collaborative techniques, and supportive beliefs about student-centered learning are more successful in implementing and sustaining collaborative approaches (Vázquez-Toledo et al., 2024).

Key Contribution to Collaborative Learning

1. Facilitator & Scaffolder

Guides learning processes, promotes autonomy

2. Promoter of SSRL

Enhances group regulation of motivation and cognition

3. Task Designer

Ensures task interdependence and relevance

4. Monitor & Intervener

Maintains focus and equity

5. Feedback Provider

Enhances reflection and learning through dialogue

6. Role Model

Demonstrates collaborative behaviors

7. Professional Collaborator

Enriches practice and promotes a culture of collaboration

8. Reflective Practitioner

Improves facilitation through critical reflection

9. Adaptor & Contextual Expert

Tailors strategies to specific learners and environments

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Why Use Collaborative Learning?

Collaborative learning is grounded in extensive educational research that highlights the value of active, social, and learner-centered approaches in fostering deep and meaningful learning. Learning environments that promote student engagement, contextual understanding, and shared ownership of knowledge are shown to significantly enhance both academic performance and personal growth.

The adoption of collaborative learning yields a wide range of benefits:

Enhancement of Higher-Order Cognitive Skills: Through group discussions, problem-solving, and critical inquiry, students develop advanced thinking abilities alongside improved oral communication, self-regulation, and leadership competencies.

Strengthening of Student-Faculty Interaction: Collaborative activities often create more opportunities for meaningful engagement between students and instructors, fostering mentorship and a supportive learning environment.

Improved Retention and Personal Growth: Research indicates that students involved in collaborative learning are more likely to persist in their studies. They also report increased self-esteem, a stronger sense of academic responsibility, and greater satisfaction with their educational experience.

Appreciation of Diverse Perspectives: Working in diverse groups exposes learners to varying viewpoints and cultural backgrounds, promoting empathy, open-mindedness, and the ability to navigate complex social dynamics.

Real-World Skill Development: Collaborative learning mirrors real-life professional and social environments where teamwork, communication, and problem-solving are essential. It prepares students to thrive in collaborative workplaces and multicultural settings.

Collaborative learning not only supports academic success but also equips learners with essential life skills and social competencies. Its emphasis on interaction, reflection, and shared responsibility makes it a powerful strategy for holistic student development.

Types of Collaborative learning

There are several types of collaborative learning methods, each with unique features that encourage students to work together and engage actively in the learning process:

1. Think-Pair-Share: Students first think individually about a question or problem, then pair up to discuss their ideas. Finally, pairs share their conclusions with the larger group or class. This method promotes individual reflection as well as peer interaction.

2. Jigsaw: In this method, each student in a group becomes an "expert" on a part of the topic. They first learn their section independently, then teach it to their group members, who hold expertise in different sections. Together, the group compiles a comprehensive understanding of the whole topic.

3. Problem-Based Learning (PBL): Students work collaboratively on complex real-world problems, using their collective knowledge and external resources to explore solutions. This develops critical thinking, problem-solving, and teamwork skills.

4. Small Group Discussions: Students form small groups to discuss a focused topic, ensuring every member actively participates. This fosters deeper dialogue and critical engagement.

5. Peer Review: Students provide constructive feedback on each other’s work, which supports learning and improvement through collaboration.

6. Role Assignments: Group members are assigned specific roles such as facilitator, recorder, or presenter to ensure balanced participation and clarify responsibilities.

7. Group Investigations: Students collaboratively research a topic and present their findings, combining their efforts to achieve a shared goal.

8. Round Robin: Group members take turns sharing their ideas or answers, ensuring equal opportunity for contribution.

These types of collaborative learning create interactive, inclusive, and engaging environments where students learn from and with each other, enhancing understanding and skill development beyond individual work

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The Jigsaw Method of Collaborative Learning

The Jigsaw Method is a highly structured and effective collaborative learning strategy designed to promote active participation, accountability, and interdependence among students. Developed by Elliot Aronson in the 1970s as a means to reduce racial conflict and foster cooperative learning in diverse classrooms, the method has since become a widely used instructional approach across educational levels and disciplines.

Structure and Process

The jigsaw method involves dividing a class into small groups, often called “home groups,” each comprising 4–6 students. A learning topic is broken into distinct subtopics or components, with each student in a home group assigned one subtopic to become an "expert" on. The process typically unfolds in the following stages:

1. Assignment of Subtopics: Each student in the home group is assigned a unique portion of the overall topic. For example, if the subject is climate change, subtopics might include greenhouse gases, deforestation, ocean warming, policy responses, and climate justice.

2. Expert Group Formation: Students from different home groups who are assigned the same subtopic then meet in “expert groups.” In these groups, students research, discuss, and collaborate to understand their subtopic deeply. They may use texts, multimedia, or guided questions provided by the teacher to support their learning.

3. Expert Teaching: After mastering their subtopic, students return to their original home groups and take turns teaching their peers what they have learned. Each student becomes a crucial source of information, contributing to the group's complete understanding of the overall topic.

4. Synthesis and Assessment: The home group works together to integrate all the subtopics into a coherent whole. This may culminate in a group presentation, discussion, or individual assessment, ensuring that all members comprehend the entire topic.

Educational Benefits

The jigsaw method offers several pedagogical advantages:

Promotes Interdependence: Each student plays a vital role in the learning process, which fosters a sense of responsibility and teamwork.

Encourages Active Engagement: Students take ownership of their learning and are motivated to master their subtopic to contribute effectively.

Enhances Communication Skills: Explaining content to peers reinforces understanding and develops verbal communication and presentation abilities.

Improves Comprehension and Retention: Teaching others requires higher-order thinking and helps reinforce key concepts.

Fosters Inclusion and Equity: All students are given equal opportunities to contribute, helping to balance participation and reduce dominance by more vocal learners.

Considerations for Implementation

For the jigsaw method to be successful, instructors must carefully plan group composition, provide clear instructions and resources, and monitor group dynamics. Assessment strategies should evaluate both individual learning and group collaboration to ensure accountability.

In conclusion, the jigsaw method is a powerful collaborative learning tool that not only enhances academic outcomes but also develops critical interpersonal skills. By turning students into both learners and teachers, it creates a dynamic, inclusive, and cooperative classroom environment.

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Dagmara Sokołowska, Volume 1: Inquiry Based Learning to enhance teaching Theory, tools and examples (2020) University of Ljubljana, Faculty of Education < https://ec.europa.eu/programmes/erasmus-plus/project-result-content/cf1a25b1-14ed-4c62-81db-1d4754bb0725/3D_VOLUME1.pdf>

Alain Gholam, ‘Inquiry-Based Learning: Student Teachers’ Challenges and Perceptions’ (2019) Journal of Inquiry & Action in Education < https://files.eric.ed.gov/fulltext/EJ1241559.pdf>

Fabiola E. Aparicio-Ting*, Donna M. Slater, and Ebba U. Kurz, ‘Inquiry-Based Learning (Ibl) As A Driver Of Curriculum: A Staged Approach’ (2019) University of Calgary < https://files.eric.ed.gov/fulltext/EJ1302066.pdf

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role of the student inn collaborative learning

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1. Feng, S., Gibson, D., & Gasevic, D. (2025). Analyzing students’ emerging roles based on quantity and heterogeneity of individual contributions in small group online collaborative learning using bipartite network analysis. Educational Data Mining & Learning Analytics Journal.

Introduces a novel bipartite network method for capturing individual roles and contributions in online collaborative learning groups arXiv+3ScienceDirect+3ScienceDirect+3 arXiv

2. Cheng, X., Wang, X., Huang, J., & Zarifis, A. (2023). An experimental study of satisfaction response: Evaluation of online collaborative learning using thinkLets. Computers & Education Experimental Research, XX, 1–20.

Evaluates how structured collaborative sequences (thinkLets) improve participant satisfaction in online group settings arXiv

3. Bandono, A., Mukhlis, M., Susilo, A. K., Prabowo, A. R., & Maksum, A. (2023). Collaborative learning in higher education in the Fourth Industrial Revolution: A systematic literature review and future research. International Journal of Learning, Teaching and Educational Research, 22(10), 209–230. https://doi.org/10.26803/ijlter.22.10.12

Identifies key variables, challenges, and research gaps for CL in higher education in the context of Industry 4.0 cedtech.net+4Semantic Scholar+4Frontiers+4

4. Mena‑Guacas, A. F., Urueña Rodríguez, J. A., Santana Trujillo, D. M., Gómez‑Galán, J., & López‑Meneses, E. (2023). Collaborative learning and skill development for educational growth of artificial intelligence: A systematic review. Contemporary Educational Technology, 15(3), ep428. https://doi.org/10.30935/cedtech/13123

Synthesizes how AI tools intersect with collaborative learning to support skill development

5. Frontiers in Virtual Reality Review Team. (2023). Virtual reality and collaborative learning: A systematic literature review. Frontiers in Virtual Reality, 4, 1159905. https://doi.org/10.3389/frvir.2023.1159905

Examines how VR environments can enhance engagement, remote collaboration, and social skills in collaborative learning