In today’s age of information, success hinges on effective application of knowledge to solve problems and create new ideas and information. Working collaboratively during project work prepares students for modern citizenship and work, as most complex communal, social, and workplace problems are solved by groups, not individuals. Having students work together to achieve a goal helps them recognize the value of the contributions and perspectives of all team members and prepares them for life in the 21st century.

Working in teams on complex problems requires a variety of skills and expertise. As team members identify and explore their own strengths, weaknesses, and skills, they gain an understanding of how combining the various skills of several individuals contributes to greater success than can be achieved by one person alone. To achieve the team goal, students must capitalize on each member’s strengths and varying perspectives.

Traditionally it has been held that the primary benefits of collaborative work are social: interpersonal communication, trust, and skill in working with others. However, a collaborative and cooperative learning experience can also lead to significant advances in individual understanding.

Collaborative learning entails more than just students working next to each other or even helping one another. As students work to formulate an answer to an open-ended task, they talk and work together. When students exchange ideas and insights, they work through misunderstandings, absorb content more effectively, and help each other achieve true understanding (Cohen & Lotan, 1997).

The words collaborative and cooperative are often used interchangeably. During both collaborative and cooperative learning, students work together as they tackle new concepts and form new understandings. The two approaches are subtly different, but are both highly effective ways to organize classroom learning and project work.

In cooperative learning, students work together to achieve a goal or develop an end product which is usually content specific. Cooperative projects tend to be teacher-centered and teacher-directed.

In collaborative learning, students may still work toward a goal or develop an end product, but the process is characterized by self-responsibility and awareness, respect for others, and contributions from different perspectives. Collaborative projects tend to be student-centered and student-directed.

To be successful in a collaborative environment, students must learn to communicate freely and directly, support their team members, and value each member’s contribution. Making collaborative groups heterogeneous helps students learn these important skills.

A heterogeneous group includes team members who:

Grouping students by varying levels of expertise, ability, and skills helps foster positive interdependence and accountability. Various perspectives and experiences result in a richer pool of knowledge and provide benefits for both low and high achievers.