Importance and forms of collaboration

Site:	Loomen za stručna usavršavanja
Course:	Digital Technologies for Communication, Collaboration and Professional Development
Book:	Importance and forms of collaboration

Printed by:	Gost (anonimni korisnik)
Date:	Sunday, 22 February 2026, 6:22 PM

Description

This activity will present the importance and forms of collaboration.

1. Introduction
2. Development of communication and social skills through group work
3. Advantages and disadvantages of group work (online and in person)
4. Synchronous collaboration methods (video meetings, virtual classrooms) vs. asynchronous (forums, shared documents)
5. Achieving collaboration in e-learning
6. Theoretical frameworks
7. Types of interaction
8. Conclusion
9. References

1. Introduction

Collaboration among students is one of the key elements of modern higher education because it fosters a deeper understanding of content, develops critical thinking, and prepares students to work in teams in real professional environments. Through structured forms of collaboration, students develop communication skills, such as expressing opinions, negotiating, and giving feedback, as well as social skills important for interpersonal dynamics, such as empathy, active listening, and tolerance.

Forms of collaboration in education can be very different, and often depend on the teaching context, the objectives of the activity and the available technologies. Collaboration can take place live, in the classroom, where students communicate directly and solve tasks together, or online, through digital tools that enable the exchange of information and the coordination of teamwork. Within the online environment, collaboration is further divided into synchronous and asynchronous, depending on whether it takes place simultaneously or with a time lag between the participants.

Group work is a valuable opportunity to foster all of the above skills. By participating in teamwork, students learn to express themselves clearly, listen to others with understanding, argue, make joint decisions, and take responsibility for a common outcome. These skills are an important foundation for successful interpersonal communication and professional work. Group work also contributes to the development of tolerance, respect for different opinions, and strengthening the ability to work in diverse teams.

Online group work reveals different advantages and challenges. In-person work allows for direct interaction and easier relationship building, but can be limited by the availability of space and time. Online work offers greater flexibility and accessibility, but requires more careful structuring of tasks and communication channels. It is particularly important to provide clear instructions and role allocation so that all group members are actively involved.

Synchronous collaboration in an online environment, such as through video conferencing or virtual classrooms, allows for real-time interaction, which is conducive to shared decision-making and exchange of ideas. Asynchronous collaboration, through forums, shared documents, and other tools that enable time-independent participation, offers students more space for reflection and flexible engagement in tasks. Each format has its advantages and limitations, and a combination of them often yields the best results.

To encourage the development of communication and social skills, it is important to choose working methods that include active collaboration, exchange of ideas, and joint decision-making. Carefully designed group activities contribute not only to the acquisition of knowledge, but also to the comprehensive professional development of students.

Student engagement in online higher education is fundamental to the quality of the learning process, academic success, and overall satisfaction with the educational experience. The term student engagement has been extensively researched in the distance and online learning literature over the past few decades. Newmann, Wehlage, and Lamborn (1992) define engagement as “the psychological investment and effort directed by a student toward learning, understanding, or mastering the knowledge, skills, and competencies that the academic work is intended to foster.”

In an online environment, where opportunities for spontaneous interaction are often limited, the need to create a system that enables multiple forms of engagement becomes particularly important (Banna, Lin, Stewart & Fialkowski, 2015 ). Accordingly, various guidelines for designing effective online courses have been developed (Roblyer & Ekhaml, 2000), including active learning methods, collaborative work, assistance with student presentations and discussions, sharing resources, and the use of case studies and reflective tasks.

Engagement has been identified as a key factor in preventing feelings of isolation, increasing retention (meaning lower dropout rates) and achievement in distance education. Authors such as Meyer (2014), Banne et al. (2015) and Britt (2015) emphasize that student engagement is an indicator of cognitive investment and knowledge creation, which ultimately leads to high levels of academic success.

2. Development of communication and social skills through group work

Group work allows students to develop key communication and social skills needed in academic and professional contexts. By participating in joint tasks, students learn to actively listen, give constructive feedback, and negotiate different points of view. Group cooperation fosters empathy, tolerance, and the ability to adapt to different working styles. It also contributes to the development of self-confidence and public speaking skills.

Through collaborative problem solving, students develop critical thinking and decision-making skills in a team. An important aspect of group work is learning to take responsibility, both for one's own contribution and for the success of the entire group. In higher education, group work mimics professional situations in which collaboration and communication are crucial. Therefore, it is not only a teaching method, but also preparation for the work environment.

Examples:

3. Advantages and disadvantages of group work (online and in person)

Live group work allows for direct communication, faster exchange of ideas, and stronger interpersonal relationships. Students are more likely to recognize nonverbal cues and establish trust. However, live meetings can be time-consuming and logistically difficult to coordinate.

On the other hand, online group work allows for greater flexibility and access to different collaboration tools, but it can make it harder to feel connected and reduce individual engagement, which we will discuss later in this activity. In a virtual environment, there is a risk of passivity, uneven contribution, and technical difficulties. However, digital tools offer the possibility of permanently recording ideas and transparency of work. It is ideal to combine both approaches, working in person for relationship building and working online for efficiency and flexibility. The key to success lies in a clear division of roles, communication rules, and agreed deadlines for both approaches.

Examples:

4. Synchronous collaboration methods (video meetings, virtual classrooms) vs. asynchronous (forums, shared documents)

Synchronous collaboration methods, such as video conferencing and virtual classrooms, enable real-time communication and the rapid exchange of ideas. They foster a sense of community and create a dynamic similar to that of traditional lectures or in-person discussions. However, these methods require participants to be present at the same time, which can pose challenges for international or otherwise diverse groups.

Asynchronous methods, such as discussion forums or shared documents, allow participants to contribute at times that best suit their schedules. This approach encourages more reflective participation, as students have time to consider their contributions before responding. It also creates a lasting digital record of collaboration and facilitates the monitoring of progress. However, asynchronous interaction may result in a weaker sense of connection and reduced immediacy within the group. In the context of higher education, an optimal approach is to combine synchronous and asynchronous methods in order to balance flexibility with meaningful real-time interaction.

Examples:

5. Achieving collaboration in e-learning

Collaborative learning is not just about group work in a technical sense, but rather about connecting different forms of work and learning approaches that foster deeper understanding and engagement of students. Project-based learning, inquiry-based learning, and problem-based learning allow students to actively participate in shaping the learning process by solving real or simulated challenges. Such approaches require not only collaboration, but also allow students to take on different roles, coordinate ideas, and develop accountability for teamwork.

Integrating multiple approaches within a single course can result in a more dynamic and effective learning experience. For example, a course can begin with small-group research, then move on to project planning, and end with a reflective task in which students evaluate their own contributions and the work of the entire group. It is precisely reflection and metacognition within group work that play an important role in developing self-regulation and awareness of the learning process, which is essential for lifelong learning.

In this part of the lesson, the instructor invites participants to carefully read the activity description and note key ideas, steps, and any ambiguities. The goal is to encourage critical thinking about how different approaches can be combined and applied in a specific teaching context. The notes will serve as a basis for discussion and analysis of examples of integrated teaching in the next step.

6. Theoretical frameworks

The connection between engagement and interaction is extremely strong, so these terms are often used almost synonymously in literature (Anderson, 2003). One of the most influential theoretical frameworks is that of Chickering and Gamson (1987) Seven Principles for Good Practice in Undergraduate Education, which includes the following principles:

frequent communication between teachers and students
cooperation among students
promoting active learning
timely feedback
focus on academic effort
setting high expectations and
respecting different learning styles and needs.

Frequent communication between teachers and students

Close and frequent contact with teachers is the most important stimulus for student motivation and engagement. When teachers show concern, students are more likely to get through difficult times and persevere. Knowing teachers personally strengthens intellectual commitment and encourages students to reflect on their values and plans. Relationships built outside the classroom further enhance feelings of belonging and security.

Collaboration among students

Learning is more effective when it is a collaborative effort, not an individual race. Collaboration fosters deeper understanding and increases motivation. Sharing ideas and feedback strengthens critical thinking. Student groups and peer tutoring facilitate the progress of those who need extra help.

Promoting active learning

Learning is not about observing from the stands – it requires engagement. Students need to speak, write, connect, and apply knowledge to their own situations. Active participation leads to deeper understanding and personal growth. Discussions, team projects, and practical assignments shape lasting knowledge.

Timely feedback

Feedback helps students understand what they know and what they need to learn. Regular opportunities for review and counseling increase the quality of learning. Assessments should be linked to concrete suggestions for improvement. Reviewing what has been achieved shapes the ability to self-assess and plan further learning.

Focus on academic effort

Time and energy are the keys to learning. Without investing enough time, there are no lasting results. Students need to be taught how to manage their own time. A realistic allocation of time brings better quality learning and teaching.

Setting high expectations

Excellence should be expected of students, and they can achieve it. It motivates both the less prepared and the most talented. Teachers and institutions must set the same demands on themselves and on students.

Respecting different learning styles and needs

Students come with different strengths, some excel in discussions, others in practical tasks. Learning should be tailored to their strengths, but also challenged in new ways. Individualized approaches open up avenues for different learning styles. Valuing diversity increases engagement and a sense of competence.

Although originally designed for contact forms of teaching, these principles are also successfully applied in an online environment.

Additionally, Moore (1993) defines three fundamental types of interaction that are considered essential for effective online education:

student interaction with the content
student-teacher interaction
interaction among students.

These components represent a starting point for understanding the dynamics of engagement in an online teaching context.

7. Types of interaction

1. Student – student

Interaction among students contributes to a sense of belonging and community, which reduces the risk of feeling isolated. Activities such as forums, chats, blogs, Wikipedia assignments, teamwork and peer evaluation have proven to be effective tools for encouraging this type of engagement (Revere & Kovach, 2011; Banna et al., 2015).

Shea et al. (2001), in a large study of 3,800 students, found that a higher proportion of grades based on discussions correlated with higher satisfaction and perceived quality of learning. Also, the use of tools such as Twitter, Google Apps, videoconferencing systems, and social networks has been shown to be useful for improving interaction among students (Tess, 2013; Everson et al., 2013).

2. Student – teacher

The relationship between students and teachers in an online context significantly influences the level of engagement. Research (Dixson , 2010; Gayton & McEwen, 2007) highlights the importance of multi-channel communication, instructional feedback, continuous teacher presence, and creating an interactive and cohesive environment. The use of video messages, screencasts, virtual consultations, and interactive discussions is recommended to ensure greater teacher visibility and increase student confidence in the learning process (King, 2014).

3. Student – content

Interaction with the content implies cognitive engagement and active acquisition of knowledge. This includes working on multimedia materials, watching instructional videos, solving problems through real examples, as well as integrating reflective tasks. It is recommended to design authentic tasks and realistic case studies, which encourage multidimensional thinking and active involvement (Britt, 2015; Abrami et al., 2011).

Teachers in an online environment need to carefully select educational content and design interactive evaluation methods that go beyond simple reproduction of information and encourage deeper analysis and critical thinking.

8. Conclusion

Effective student engagement in online higher education is not achieved solely through high-quality content, but through systematically designed interactions that integrate all participants and dimensions of the teaching process. The dynamic relationships among student–student, student–teacher, and student–content interactions form a functional framework for creating a stimulating and inclusive online learning experience.

Contemporary pedagogical practices, supported by available technologies, make it possible to implement engagement principles that lead to higher levels of student satisfaction, improved retention rates (that is, lower dropout rates), and more effective mastery of course material in a digital learning environment.

9. References

Banna, J., Lin, M., Stewart, M. i Fialkowski, M. (2015). Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course. Journal of Online Learning and Teaching 11(2). 249-261. https://jolt.merlot.org/Vol11no2/Banna_0615.pdf
Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A. i Bethel, E. R. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research 79. 10.3102/0034654309333844. https://www.researchgate.net/publication/249798035_A_Meta-Analysis_of_Three_Types_of_Interaction_Treatments_in_Distance_Education
Chickering, A. W. i Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin.. https://www.lonestar.edu/multimedia/sevenprinciples.pdf.
Dixson, M. D. (2010). Creating effective student engagement in online courses. Journal of the Scholarship of Teaching and Learning 10(2). 1-13. https://files.eric.ed.gov/fulltext/EJ890707.pdf.
Moore, M. G. (1993). Theory of transactional distance. U: D. Keegan (Ur.), Theoretical Principles of Distance Education. https://www.researchgate.net/publication/262488021_The_Theory_of_Transactional_Distance.
Tess, P. A. (2013). The role of social media in higher education classes (real and virtual) – A literature review. Computers in Human Behavior 29(5). A60-A68. https://doi.org/10.1016/j.chb.2012.12.032.