Correlations between learning styles and perceptions of Collaborative Learning in Higher Education

Collaborative Learning (CL), where students work together to develop shared understanding, is effective within the classroom. By co-constructing knowledge, learners benefit from the collective experience of others to supplement their learning. However, the extent to which students engage in collaborative activity outside of formal learning, and the basis of perceptions of the value of CL, is largely unknown. This study investigated correlations between experience and perceptions of CL vs. deep, surface or strategic learning styles. Preferences were for solitary learning over pair-based learning, over small/large groups. Preferences were not significantly different between age, gender, subject or year of study. Surface learners showed preference for group study, while strategic learners and deep learners tended towards solitary approaches. However, students did recognise the value of collaborative activity to learning. Findings suggest that students may require more training in, or scaffolding of, CL activities, if students are to engage with beneficial CL approaches.