Teaching principles are adopted and refined based on the logic and experiences of teachers. Burns and Richards (2009) state that a true principle is not taught during initial teacher training, but is established through the practice of teaching over time. One such principle is the facilitation of student collaboration to enhance engagement and learning. Across a variety of educational contexts, student collaboration is regarded as beneficial for learners. Researchers have commented on improved motivation and ability to problem-solve in children who have experienced collaborative learning environments (Wilson, Hoskin, & Nosek, 1993). Sharing ideas and learning from others is one of the most worthwhile aspects of education. Wang (2012) affirms that tutors should be involved with establishing student peer relationships, and promoting healthy group-work opportunities.
Burns, A., & Richards, J. C. (2009). Cambridge Guide to Second Language Teacher Education. Cambridge: Cambridge University Press.
Wang, Y. (2012). Mainland Chinese students’ group work adaptation in a UK business school. Teaching in Higher Education, 17(5), 523-535. doi:10.1080/13562517.2012.658562
Wilson, J. D., Hoskin, N., & Nosek, J. T. (1993). The benefits of collaboration for student programmers. SIGCSE Bull., 25(1), 160-164. doi:10.1145/169073.169383