ABSTRACT
This chapter aims to explain the significance of collaborative approaches for teaching framed within active learning. Understanding collaborative learning (small and large groups) involves the discussion of several constructs: experience, social self-regulatory learning, community of practice, and relational learning. These concepts shed light on why learners working in groups during class not only enhances learning but also teaches them a host of relevant life skills. Guidelines for promoting collaborative group work are provided that contribute to the success of learning, such as clear directions and goals, transparency, reciprocal respect and recognition, and appreciation of differences. Strategies to work in group are varied and are chosen based on factors that influence the way the group works such as objectives, outcomes, contexts, timing, number of participants, and others that emerge from time to time based on the context in which such activities are organized. Making a choice about which type of strategy to use is not simple, and for convenience, the authors of this chapter have decided to divide the strategies based on their complexity in use.
