Applied Coaching Research Journal Research Journal 1 | Page 9

APPLIED COACHING RESEARCH JOURNAL 2018, Vol. 1
Finding the evidence
In order to explore the evidence for the learning
approaches selected, an examination of existing
reviews was conducted. This approach provides
a way to rapidly access bodies of literature in
defined areas where it is known research already
exists. We searched online for existing and recent
(2010–2017) reviews on which to conduct our
analysis. These searches looked primarily for
formal systematic reviews (which use systematic
methods to select and analyse existing research
studies) and where these were not available the
search was expanded to utilise non-systematic
reviews (such as narrative reviews). Available
reviews were read to ensure they were relevant,
resulting in the use of 23 different reviews 2 .
The results
Collaborative learning: what is it?
Collaborative learning might be considered an
umbrella term for a variety of learning practices
that involve people working together to develop
ideas, solve problems, or create outcomes or
products. In a collaborative learning environment,
knowledge and understanding is shared as learners
work towards common learning goals. Learning
collaboratively allows learners to access a wider
knowledge base, consider differing perspectives,
and challenges learners both socially and
emotionally to listen, assimilate and construct views
in relation to their own. The collaborative learning
environment places less importance on what might
be considered traditional learning activities (formal
teaching, note taking etc) and more emphasis on
discussion and group processes that enable learning
to emerge and develop.
What evidence is there to support the use of
collaborative learning?
Key messages that emerged from the review:
• The interaction of the group when engaging in
collaborative learning is important to both the
effectiveness of the group and how much people
want to be involved in it. This was particularly
true when group members failed to prepare
or there was unequal input. In contrast, highly
interactive groups allowed more knowledge
sharing and resulted in higher motivation and
satisfaction among group members.
• The role of a tutor or leader in guiding and
facilitating sessions was perceived as important
by learners and this role should, ideally, allow the
group some control over the learning direction,
but offer support with both content and the
management of group processes.
• A number of technological developments including
mobile technologies have enhanced the capacity
for collaborative learning and their use has
been associated with improvements in learners’
understanding of concepts, how they can be
applied, problem-solving skills, and engagement
and motivation to complete tasks.
• Using collaborative learning in teacher training
has proved to be effective when supportive
leadership, cultures and practices are in place.
This includes buy-in from key stakeholders and,
where necessary, improving the digital literacy of
teachers.
learning, problem-based learning and project-based
learning) that have been used in other sectors. The
article briefly reports on the available evidence that
supports these learning approaches and draws from
specific examples used in other sectors to provide
suggestions for how these might be used within
coach education.
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