Collaborative Learning and Academic Performance in Higher Education
DOI:
https://doi.org/10.54518/nes.1.2.2023.1231Keywords:
Collaborative Learning, Academic Performance, Higher Education, Teamwork, Student EngagementAbstract
Collaborative learning has become an important student-centered instructional approach for improving academic performance in higher education. This study examines the relationship between collaborative learning and academic performance through a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Studies published between 2019 and 2023 were systematically collected from major academic databases and analyzed using thematic analysis. The findings indicate that collaborative learning positively influences academic performance by enhancing student engagement, knowledge construction, communication skills, teamwork, and critical thinking. Effective implementation depends on instructor facilitation, balanced group participation, supportive learning environments, and appropriate collaborative activities. However, challenges such as unequal participation, group coordination, communication barriers, and technology integration continue to affect learning effectiveness. The study concludes that collaborative learning is an effective instructional strategy for improving academic achievement while developing essential professional competencies in higher education.
References
Arashpour, M., Lamborn, J., & Farzanehfar, P. (2020). Group dynamics in higher education: Impacts of gender inclusiveness and selection interventions on collaborative learning. In Claiming Identity Through Redefined Teaching in Construction Programs (pp. 42–60). IGI Global.
Chein, T. S., & Choo, K. A. (2021). Collaborative learning and social media acceptance for student engagement. Journal of International Business, Economics and Entrepreneurship, 6(2), 16–26.
De Hei, M., Tabacaru, C., Sjoer, E., Rippe, R., & Walenkamp, J. (2020). Developing intercultural competence through collaborative learning in international higher education. Journal of Studies in International Education, 24(2), 190–211.
Dunbar, R. L., Dingel, M. J., Dame, L. F., Winchip, J., & Petzold, A. M. (2018). Student social self-efficacy, leadership status, and academic performance in collaborative learning environments. Studies in Higher Education, 43(9), 1507–1523.
Espey, M. (2018). Enhancing critical thinking using team-based learning. Higher Education Research & Development, 37(1), 15–29.
Herrera-Pavo, M. Á. (2021). Collaborative learning for virtual higher education. Learning, Culture and Social Interaction, 28, 100437.
Hidayati, N., Zubaidah, S., Suarsini, E., & Praherdhiono, H. (2020). Cognitive learning outcomes: Its relationship with communication skills and collaboration skills through digital mind maps-integrated PBL. International Journal of Information and Education Technology, 10(6), 433–448.
Idris, A., Ion, G., & Seery, A. (2019). Peer learning in international higher education: The experience of international students in an Irish university. Irish Educational Studies, 38(1), 1–24.
Lämsä, J., Hämäläinen, R., Koskinen, P., Viiri, J., & Lampi, E. (2021). What do we do when we analyse the temporal aspects of computer-supported collaborative learning? A systematic literature review. Educational Research Review, 33, 100387.
Linnenluecke, M. K., Marrone, M., & Singh, A. K. (2020). Conducting systematic literature reviews and bibliometric analyses. Australian Journal of Management, 45(2), 175–194.
Maqtary, N., Mohsen, A., & Bechkoum, K. (2019). Group formation techniques in computer-supported collaborative learning: A systematic literature review. Technology, Knowledge and Learning, 24(2), 169–190.
Okolie, U. C., Mlanga, S., Oyerinde, D. O., Olaniyi, N. O., & Chucks, M. E. (2022). Collaborative learning and student engagement in practical skills acquisition. Innovations in Education and Teaching International, 59(6), 669–678.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71.
Panitz, T., & Panitz, P. (2021). Encouraging the use of collaborative learning in higher education. In Routledge Library Editions: Higher Education (Vol. 9, pp. 161–176). Routledge.
Rafique, A., Khan, M. S., Jamal, M. H., Tasadduq, M., Rustam, F., Lee, E., Ashraf, I., et al. (2021). Integrating learning analytics and collaborative learning for improving students' academic performance. IEEE Access, 9, 167812–167826.
Robbins, S., & Hoggan, C. (2019). Collaborative learning in higher education to improve employability: Opportunities and challenges. New Directions for Adult and Continuing Education, 2019(163), 95–108.
Saputra, M. D., Joyoatmojo, S., Wardani, D. K., & Sangka, K. B. (2019). Developing critical-thinking skills through the collaboration of jigsaw model with problem-based learning model. International Journal of Instruction, 12(1), 1077–1094.
Silva, L., Mendes, A. J., & Gomes, A. (2020). Computer-supported collaborative learning in programming education: A systematic literature review. In 2020 IEEE Global Engineering Education Conference (EDUCON) (pp. 1086–1095). IEEE.
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339.
Vlachopoulos, P., Jan, S. K., & Buckton, R. (2020). A case for team-based learning as an effective collaborative learning methodology in higher education. College Teaching, 69(2), 69–77.
Warsah, I., Morganna, R., Uyun, M., Afandi, M., & Hamengkubuwono, H. (2021). The impact of collaborative learning on learners' critical thinking skills. International Journal of Instruction, 14(2), 443–460.
Yadegaridehkordi, E., Shuib, L., Nilashi, M., & Asadi, S. (2019). Decision to adopt online collaborative learning tools in higher education: A case of top Malaysian universities. Education and Information Technologies, 24(1), 79–102.
