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EngAcad 04/02/19
Collaborative learning, also coined as cooperative learning, is a broad term defining a wide
range of academic approaches that involves the collective effort of students in order to form a
mutually accepted solution. This process revolves around academic learning gained through
intellectual experiences, which are developed by student peer discussions rather than the typical
teacher-centered lectures given in classrooms. The method has gained widespread attention and
has been utilized by various schools and universities as a useful strategy for students to address
academic competencies in their learning curriculums. However, it is also stated that this teaching
method has negative drawbacks, such as interpersonal conflicts, scapegoating, and free-riding,
which in return, minimizes the productivity levels expected from a collaborative work. Although
educational prowess, it is evident that the method is highly flawed, discouraging students from
towards academic progress among students. Some will argue that collaboration is highly
important, as it encourages mutual involvement that aims to achieve common goals (Slavin, 1983;
Sharan et al. 1984). Hence, with the presence of cooperation, higher levels of intellectual output
will be formed compared to an individualist’s work (Vygotsky, 1978). However, despite the said
beneficial effect of effective collaboration, it is not guaranteed that every participating student will
have the same mutual mindset of involvement in order to create the optimal solution. Viewed by
Alexander, Rose & Woodhead (1992), collaborative group works are unproductive, as it leads to
unhealthy discord among students, giving birth to disagreements, and misunderstandings. The
dissension caused by obstructive individual, competitive, and collaborative behaviors results to
an unbalanced work force distribution that places hardworking and motivated students in a work
load disadvantage. Despite this, the pedagogic approach indiscriminately judges students by the
collective output without weighting the work of the individual, causing group hate and fatigue (Holt
et al, 1997).
Cohen (1997) stresses that disagreements are healthy if it does not lead to interpersonal
conflicts. Disputes on an interpersonal level occurs when a member or group of members act in
a way that is opposed to each other, showing a series of disagreements between ideas and
principles. This type of exchange in a collaborative setup disregards the beneficial purpose and
aim of the process, as it denies cooperative work and understanding among co-members towards
a common goal (Rahim, 2010). Furthermore, interpersonal conflict in a school setting increases
due to the amount of young teenage students that display an immature and disruptive behavior.
These behaviors cause significant interruptions on collaborative efforts, hindering the progress
and lowering group work productivity (Ministry of Education, Guyana, 2015). This also encourages
more students to perform the same immature act, following a phenomenon which is called the
“Bandwagon Effect”, a psychological phenomenon that conforms people into doing something
because other people are doing the same thing (Kenton, 2019).
academic competencies, and these group failures increase the tendency of group members
passing the blame to other weaker group members (Ames,1984). The scapegoating process is
based on the “Scapegoat Theory”, where a person or a group of people are held responsible for
the faults due to reasons of expediency and maintaining a positive self-image (Hammer, 2007).
Such act can cause misunderstandings and peer pressure that can negatively impact one’s self-
confidence and performance in doing a task and can heavily impact the collaborative mindset of
a student. Galton’s study (1980) have shown that victims of scapegoating appear in cooperative
groups but usually works in a non-collaborative manner. This shows that the act of passing the
blame to others negatively affects one’s ability to effectively cooperate in academic learning.
Another familiar issue presented by group collaboration is the concept of “free-riding”. Per
Ola Börjesson et al. (2013) described free-riding as a situation where one or several members of
the group contribute little to none on a collaborative group work that giving equal grade to all
members would be highly unfair. Free-riding also correlates to loafing, an act where students do
not take responsibilities on their designated role, no matter its size (Isaac, 2012). Students expect
that collaborative learning should be fair and group work must be shared equally, but the presence
of free-riding and loafing reinforces distrust and hate among group members, making
collaborative group efforts less likely to occur. The results of the Social Loafing Tendency
Questionnaire developed by Ying et al. (2014) proved the negativity of social loafing towards
group performance, showing significant negative individual performance when brought with a
The flaws of collaborative learning are highly visible and detrimental to a student in
effectively addressing academic learning competencies. For this reason, significant steps must
be taken to minimize the drawbacks of this learning strategy, especially as it is used by various
school in order to identify the necessary preparations and adjustments needed for a better
execution of the process. A proper probation of cooperative activities should also be performed
to counter negative acts of interpersonal conflict, scapegoating, free-riding and loafing. These
actions are essential in order to set a precedent for schools and students, minimizing the
competencies.
References:
Alexander, R., Rose, J., & Woodhead, C. (1992). Curriculum organization and classroom
practice in primary school: A discussion paper. London: Her Majesty’s Stationary
Office.
Ames, C. (1984). Achievement attributions and self-instructions under competitive and
individualistic goal structures. Journal of educational psychology, 76(3), 478.
Börjesson, P. O., Hamidian, A., Kubilinskas, E., Richter, U., Weyns, K., & Ödling, P.
(2006). Free-riding in Group Work - Mechanisms and Countermeasures. In
Faculty of Engineering, LTH at Lund University.
Cohen, S. G., & Bailey, D. E. (1997). What makes teams work: Group effectiveness
research from the shop floor to the executive suite. Journal of management,
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Galton, M.J., Simon, B. & Croll, P. (1980) Inside the Primary Classroom. London:
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Holt, D. L., Michael, S. C., & Godfrey, J. T. (1997). The case against cooperative
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Kenton, W. (2019, March 12). Bandwagon Effect. Retrieved from
https://www.investopedia.com/terms/b/bandwagon-effect.asp
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https://www.education.gov.gy/web/index.php/teachers/tips-for
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