Collaborative learning is a widely used and popular strategy in many primary schools. In this article, the authors review the nature and purpose of collaborative learning and present a summary of how one small group of Year 5/6 children view its effectiveness. IntroductionCollaborative learning is a widely used strategy in primary schools and its popularity is reflected in classroom seating arrangements and the regular use of group and paired work. Collaborative learning occurs when children work together to achieve a common goal or to solve a problem. But it is the process of collaborating, as much as the outcome or product to emerge, which is considered particularly beneficial (Gokhale 1995). This feature of collaborative learning is what distinguishes it from cooperation (Panitz 2000). Many quantitative studies of learning behaviours and outcomes have indicated that collaboration between peers can help children to develop their knowledge, language and social skills. Children's own views of collaborative learning which might offer additional insights are, however, often overlooked. For the purposes of this study, collaborative learning was investigated in group situations in one primary school where the Year 5/6 children involved had a degree of autonomy over the direction of their activities and where the collaborative processes involved were valued. Findings suggest that while the children viewed collaboration as a valuable learning strategy, they were divided in their views over structure and organisation. Perhaps the strongest theme to emerge was the importance to children of good peer relationships for successful collaborative learning and the significance of working together for the establishment and maintenance of friendships. Though small in scale, the overall outcomes are considered sufficient to at least promote discussion and perhaps the undertaking of similar work elsewhere.
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