Collaborative learning and social interaction in higher education: a systematic review
DOI:
https://doi.org/10.5281/zenodo.23967486Keywords:
collaborative learning, social interaction, higher educationAbstract
Collaborative learning and social interaction are interdependent components of university education, yet their outcomes vary according to pedagogical design and technological setting. This systematic review synthesized empirical evidence on the effects, mechanisms, and conditions through which collaborative learning relates to interaction and social skills in higher education. The review followed PRISMA 2020. OpenAlex and Crossref were searched for publications from 2010 to 2025 using Spanish and English terms covering collaborative or cooperative learning, social interaction, social skills, and higher education. Of 600 identified records, 60 duplicates were removed; 540 records were screened, 39 reports were assessed for eligibility, and 25 empirical studies were included. The thematic synthesis showed consistent improvements in communication, equal participation, accountability, teamwork, and socio-emotional support. Positive interdependence, shared regulation, authentic tasks, role clarity, and instructor feedback explained the most favorable outcomes. In digital environments, technology expanded opportunities for contact but did not ensure productive collaboration in the absence of social presence and structured design. Collaborative learning therefore strengthens the social dimension of university education when cognitive, relational, and organizational goals are deliberately integrated. The evidence also indicates that unequal contribution, ambiguous roles, limited feedback, and connectivity constraints can weaken the expected effects.
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