Collaborative learning is an educational approach where two or more people learn or attempt to learn something together. Unlike individual learning, people engaged in collaborative learning capitalize on one anothers resources and skills, such as asking one another for information, evaluating one anothers ideas, monitoring one anothers work, etc. . Collaborative learning is based on the model that knowledge can be created within a population where members actively interact by sharing experiences and take on asymmetric roles. Collaborative learning is commonly illustrated when groups of students work together to search for understanding, meaning, or solutions or to create an artifact or product of their learning. Collaborative learning activities can include collaborative writing, group projects, joint problem-solving, debates, study teams, and other activities.

Collaborative learning has many benefits, including the development of higher-level thinking, oral communication, self-management, and leadership skills. It also promotes student-faculty interaction, increases student retention, self-esteem, and responsibility, and exposes students to diverse perspectives. Collaborative learning allows participants to achieve higher levels of thought, and the information is retained much longer than when learned in a non-collaborative setting. Employees that are given the opportunity to learn new skills tend to be more satisfied in their work, and are less likely to seek out other opportunities. Satisfied employees are more productive and will engage in their work, leading to increased efficiency and output.

When using collaborative learning, it is important to 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, and carefully explain to students how groups or peer discussion will operate and how students will be graded. Effective collaborative learning requires much more than just sitting pupils together and asking them to work in pairs or groups; structured approaches with well-designed tasks lead to the greatest learning gains. It is also important that all pupils, particularly pupils with low prior attainment, are supported to fully participate, and the make-up of pairings and groups is carefully considered.