[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595930-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-595930-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","emergence-of-different-perspectives-of-success-in-collaborative-learning-article-5","Emergence of Different Perspectives of Success in Collaborative Learning - Article 5","","Collaborative learning links an individual’s success with the group’s success, combining personal preparation, teamwork, and structured interaction. Asynchronous work paired with group dialogue and problem solving distinguishes collaborative learning from other interactive teaching approaches. This study uses thematic analysis of reflections from three professors and five students on a collaborative learning experience judged successful, identifying themes of familiarity, relationships, benefits, motivations, and design/process. A phenomenographic framework shows that prior experiences drive variation in participants’ descriptions of what promotes success, and the results support improved implementation of collaborative learning pedagogy.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/emergence-of-different-perspectives-of-success-in-collaborative-learning-article-5/595930/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/emergence-of-different-perspectives-of-success-in-collaborative-learning-article-5/595930.png","ImageObject",300,407,{"name":42,"@type":43},"Anna Hans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What makes collaborative learning different from other interactive teaching methods?","Question",{"text":63,"@type":64},"The document explains that collaborative learning combines asynchronous work with group interaction and problem solving, creating interdependence between individual and group success.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were the participants’ reflections analyzed in this study?",{"text":68,"@type":64},"Reflections from professors and students were coded using thematic analysis to extract recurring themes.",{"name":70,"@type":61,"acceptedAnswer":71},"What causes variation in participants’ descriptions of what promotes success?",{"text":72,"@type":64},"A phenomenographic framework indicates that participants’ prior experiences significantly influence the characteristics they identify as supporting success, including training, research familiarity, roles, and earlier collaborative learning.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595930,1792166603,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 10 | Issue 2 |  | Article 5 |\n| --- | --- | --- |\n| Summer 8-31-2019\u003Cbr>Emergence of Different Perspectives Success in Collaborative Learning\u003Cbr>Sarina Falcione\u003Cbr>Mount Royal University, [sfalc348@mtroyal.ca](sfalc348@mtroyal.ca)[ ](sfalc348@mtroyal.ca)Eleanor Campbell\u003Cbr>Mount Royal University, ecamp161@mtroyal.ca\u003Cbr>Brett McCollum\u003Cbr>Mount Royal University, [bmccollum@mtroyal.ca](bmccollum@mtroyal.ca)\u003Cbr>Julia Chamberlain\u003Cbr>University of California, Davis, [jchamberlain@ucdavis.edu](jchamberlain@ucdavis.edu)[ ](jchamberlain@ucdavis.edu)Miguel Macias\u003Cbr>University of California, Davis, [migmacias@ucdavis.edu](migmacias@ucdavis.edu)[ ](migmacias@ucdavis.edu)Layne Morsch\u003Cbr>University of Illinois-Springfield, [morsc1@uis.edu](morsc1@uis.edu)[ ](morsc1@uis.edu)Chantz Pinder\u003Cbr>University of Illinois – Springfield, [cpinder2@uis.edu](cpinder2@uis.edu)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotl-rcacea.2019.2.8227](https://doi.org/10.5206/cjsotl-rcacea.2019.2.8227) | of |  |\n\nRecommended Citation  \nFalcione, S., Campbell, E., McCollum, B., Chamberlain, J., Macias, M., Morsch, L., & Pinder, C. (2019) . Emergence of different perspectives of success in collaborative learning. The Canadian Journal for the Scholarship of Teaching and Learning, 10(2) .  \n[https://doi.org/10.5206/cjsotl-rcacea.2019.2.8227](https://doi.org/10.5206/cjsotl-rcacea.2019.2.8227)  \nEmergence of Different Perspectives of Success in Collaborative Learning  \nAbstract  \nCollaborative learning involves an interdependence between success of the individual and success of the group, requiring both personal preparation and teamwork. Asynchronous work, in combination with group interaction and problem solving, differentiates collaborative learning from other interactive teaching methods. In this study, three professors and five student participants individually reflected on a past collaborative learning experience that they considered successful. Reflections were coded using thematic analysis. Themes that emerged from participant’s descriptions of successful collaborative learning were: (a) familiarity with collaborative learning, (b) relationships, (c) benefits,(d) motivations, and (e) design and process. Furthermore, a phenomenographic theoretical framework revealed that a participant’s prior experiences generated significant variation in what characteristics they described as promoting success in collaborative learning. Past experiences that can generate this variation include training in educational theory, participation in and familiarity with related research, the individual’s role, prior experience with collaborative learning as a student, and advocacy by one’s professor before participation in collaborative learning. Our findings can inform educational practice, improving the implementation of collaborative learning pedagogies.  \nL’apprentissage collaboratif implique une interdépendance entre la réussite d’une personne et laréussite d’un groupe, ce qui exige à la fois une préparation personnelle et un travail d’équipe. Le travail asynchrone, en conjonction avec l’interaction entre les membres du groupe et la résolution de problèmes, différencie l’apprentissage collaboratif des autres méthodes interactives d’enseignement. Dans cette étude, trois professeurs et cinq étudiants participants reflètent individuellement sur une expérience d’apprentissage collaboratif passée qui, selon eux, a été réussie. Les réflexions ont été codées en effectuant une analyse thématique. Les thèmes qui ont émergé des descriptions des participants à cette expérience d’apprentissage collaboratif réussi étaient : (a) la familiarité avec l’apprentissage collaboratif, (b) les relations entre participants, (c) les avantages, (d) les motivationset (e) le design et le processus. De plus, un cadre théorique phénoménographique","cbCaik42Vm8UpP3p","https://ap.wps.com/l/cbCaik42Vm8UpP3p","pdf",265920,23,"English","# Abstract\n## Method: reflections and thematic analysis\n## Findings: themes of success\n## Theoretical framework and variation by prior experience\n## Implications for educational practice","[{\"question\":\"What makes collaborative learning different from other interactive teaching methods?\",\"answer\":\"The document explains that collaborative learning combines asynchronous work with group interaction and problem solving, creating interdependence between individual and group success.\"},{\"question\":\"How were the participants’ reflections analyzed in this study?\",\"answer\":\"Reflections from professors and students were coded using thematic analysis to extract recurring themes.\"},{\"question\":\"What causes variation in participants’ descriptions of what promotes success?\",\"answer\":\"A phenomenographic framework indicates that participants’ prior experiences significantly influence the characteristics they identify as supporting success, including training, research familiarity, roles, and earlier collaborative learning.\"}]","Emergence of Different Perspectives of Success in Collaborative Learning - Article 5 | PDF",1792082133,58]