Collaborative Learning in Engineering Education *

The notion of collaborative learning alludes to learning within groups that have been formed for the specific purpose of achieving set educational goals. Groups are small, normally not exceeding five members, and are purposed to be conducive to achieving a successful learning outcome that may be demonstrated by the acquisition of knowledge and skills or the completion of a set task. Collaborative learning has been hailed as giving students an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers [1][2]. The main domain of application of collaborative learning seems to have been in primary and secondary education for which there is a mature research base. However, the well established principles are equally – even more aptly – applicable to tertiary education, especially so in the case of engineering education. Yet the body of literature reporting research outcomes/experiences from tertiary education appears modest in comparison [3]. Collaborative Learning in Engineering Education*