ABSTRACT
This chapter explores the nature of collaborative learning in higher education, some obstacles to its successful adoption in academic departments, and what can be done to overcome these obstacles. It defines collaborative learning in broad philosophical terms and outlines pedagogical models. The chapter then examines the reasons why more teachers do not use collaborative learning methods. It focuses on reasons why teachers are discouraged from adopting collaborative learning and lays the groundwork for identifying policies and methodologies needed to overcome these blocks. Assessment is a major concern frequently expressed by teachers who are unfamiliar with collaborative learning. The question of teacher evaluation is of great concern to many teachers who consider using collaborative learning techniques. The chapter also suggests a methodology for starting collaborative learning, provides a list of the benefits of collaborative learning along with brief explanations and presents policies needed to fully implement collaborative learning.
