Collaborative Learning

Three reasons are frequently given for using collaborative learning in college classrooms. Perhaps most widely heard is that students learn well when they work together. Second, many argue that collaborative learning prepares students to deal with increas ingly complex workplace problems and processes that require individuals to pool their resources and integrate spe cializations. Finally, some say that the participatory nature of collaborative learning might pave the way for more vital student engagement in our demo cratic political system at a time when it is in dire need of a boost. (Often fewer than half those who are eligible in the United States vote?witness the 1988 presidential election?whereas people all over the world are clamoring for a greater voice.) Substantiation of the first reason seems sound enough. David and Roger Johnson (1987), Richard Wilson (1981), and Judith Lambiotte et al. (1987) pro vide support for the hypothesis that collaboration promotes learning. The next two reasons, however, are prob lematic. More precisely, the second reason has different goals from?and may undermine?the third. Workplace behavior often requires obedience to