The scenario presented highlights a common challenge in higher education: encouraging students to move beyond superficial group work and engage in meaningful collaboration. It resonates deeply with my own experiences, where students often divide tasks to reduce workload rather than to build collective knowledge. The distinction between “working in a group” and “working as a group” is particularly striking and central to designing effective collaborative learning environments.
What stands out is the emphasis on learning as a social process. This insight challenges the traditional teacher-centered model and aligns with the idea that the educator’s role is not to provide all the answers, but to facilitate dialogue, interaction, and co-construction of knowledge. The brainstorming notes also acknowledge the diversity of learners — introverts and extroverts, fast and slower learners — and the importance of creating inclusive, flexible, and psychologically safe spaces that allow all students to contribute meaningfully.
The document wisely raises the importance of mentorship and facilitation in collaborative settings. Students often lack the meta-skills required for effective teamwork, especially in asynchronous or online formats. Facilitators play a key role in shaping group dynamics and ensuring that each student not only participates but grows through the collaborative process.
In my own teaching, I’ve noticed that when students feel part of a learning community — rather than just being grouped together — they begin to experience deeper engagement and take ownership of their learning. To achieve this, I find it helpful to integrate reflection moments, peer feedback loops, and shared goals that extend beyond the task at hand.
The notion of “communities of practice” also feels particularly relevant. Whether in student groups or among educators themselves, these communities can cultivate a culture of shared responsibility, mutual learning, and professional growth. As the post-Covid world continues to shape our educational landscapes, rethinking collaboration not as a necessity but as a powerful pedagogical tool is more vital than ever.
Sofi Vedin
This reflection really resonates with me – I am quite new to teaching, and during this topic I have thought a lot about how I sometimes get stuck in the teacher-centered model where I (and the students as well I think) feel I need to have all the answers instead of facilitating discussions and dialogue. I also agree that when students collaborate and create learning communities they succeed better in their studies, but I find it challenging to orchestrate that – sometimes it all depends on chemistry and who they get along with.