ABSTRACT
Calls from industry and accrediting bodies for the use of collaborative learning in engineering programs are coupled with research in STEM education that indicates the use of collaborative problem-solving is associated with increased persistence of minority students in these fields, as well as positive learning outcomes for all students. However, merely placing students in groups does not result in successful collaborative learning experiences. In this chapter, we explore the last decade of research on collaborative and cooperative learning along four key dimensions of these forms of pedagogy in classrooms: tasks, teams, tools, and teachers. This chapter ends with our proposition for future work in collaborative learning in engineering education practice and research.
