Strategies to facilitate collaboration
The ability to collaborate effectively is a crucial skill for success at university and in future workplaces. However, collaboration is not an innate skill and requires structured support to develop (Herrera-Pavo, 2021). In a collaborative learning environment, educators play a key role as supporters and facilitators of collective learning.
Why?
Establishing a culture of collaboration by bringing together students from diverse backgrounds to share ideas, perspectives and develop interpersonal skills enriches the overall learning experience in both physical and online environments.
However, effective collaboration is not automatic. It is important to support students in acquiring these essential collaborative skills to encourage positive and fruitful learning experiences.
How?
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- Build rapport with and amongst students to promote connectedness and cohesion within the cohort. For example, organise icebreaker activities, such as small group discussions or shared tasks, early in the subject to let students learn about each other’s interests and experiences. . This provides the opportunity for creating a sense of community and cohesion within the cohort by fostering trust and open communication.
Note: For further guidance, please refer to the Building rapport article. - Explicitly develop collaboration skills essential for effective group work, integrating these into the curriculum through practical activities. For example, facilitate group work by dedicating class time to developing teamwork skills and planning activities focused on clear communication, active listening, and conflict resolution. This approach prepares students to work effectively in teams and manage challenges that may arise during group tasks.
- Provide ongoing feedback and support through regular check-ins and being available for students. This enables students to raise any concerns as they arise and avoids small issues escalating into complex problems. Regular check-ins ensure students feel supported and valued, fostering a positive learning environment that promotes success.
- Incorporate peer and self-evaluation opportunities to develop collaborative skills. This enhances students’ capacity to monitor their own progress, evaluate feedback and identify areas for improvement (UDL Consideration 6.4). Peer evaluation ensures fairness and accountability by reflecting on group members’ contribution.
- Provide multiple opportunities for participation and offer flexibility in how contributions to the group can be made (UDL Considerations 4.1 and 4.2). For instance, during group discussion, give students the option to share their thoughts verbally or write them in a Padlet, which is then referenced throughout the activity. This strategy can be applied to online, face-to-face, and blended classroom settings.
- Facilitate collaboration through digital tools and technologies for on-campus and online students. This approach brings together students in different geographical locations and provides options for engagement. Some examples include:
- Moodle discussion forum or Padlet to discuss a topic or share ideas.
- Collaborative resource annotation on documents, videos, and audio using the FeedbackFruits Interactive Study Materials.
- Collaborative authoring for a written task using a shared Word document.
- Webex or Microsoft Teams to schedule virtual team meetings and enable communication outside the classroom.
Note: To enhance online safety, promote the use of UOW-approved tools for student communication and discourage the use of external platforms.
- Set rules and boundaries for respectful and inclusive communication. Outline what is expected when communicating respectfully and make clear that discrimination and disrespect will not be tolerated. Embrace the sharing of diverse perspectives and place value on all voices and experiences. Through challenging exclusionary practices, we promote more inclusive spaces and systems (UDL Consideration 6.5).
- Establish clear guidelines and expectations for student roles and responsibilities within the group, whether for informal tasks or formal group work assessment. Clear guidelines ensure that all members understand the task and their role so they can contribute effectively to the activity.
- Implement effective group formations that promote diversity and inclusion. Consider methods for establishing groups, such as random, self-selected, or assigned groups, depending on task requirements. Ensure that groups are diverse to maximise the range of perspectives and skills. Consider the effectiveness of random groupings or bringing together students with similar or diversified abilities and interests. Specific group formations can be automated with the FeedbackFruits Group Formation tool and managed with Moodle Groups.
Related information
- BibliU blog – Fostering Online Collaborative Learning in Higher Education | External resource
- Uni of Vermont blog – Strategies for Fostering Student Collaboration | External resource
- Times Higher Education – How to foster collaboration among students trained to compete | External resource
- GWU article – 10 Strategies to Build on Student Collaboration in the Classroom | External resource
References
CAST. (2024). UDL guidelines 3.0. CAST. https://udlguidelines.cast.org/
Herrera-Pavo, M. Á. (2021). Collaborative learning for virtual higher education. Learning, Culture and Social Interaction, 28, 100437. https://doi.org/10.1016/j.lcsi.2020.100437
