Collaborative learning is a state in which two or more individuals have learning sessions together (Swan, Shen, & Hiltz, 2006). The people who are participate in collaborative learning form a collaborative learning community. The people who participate in collaborative learning share experiences by having interactions amongst themselves. The main activity in collaborative learning is using one another’s skills and resources to get ideas and information. Collaborative learning communities are environments that can either be online computer discussions or face-to face conversations where the individuals involved engage in a common task.

According to Palloff & Pratt (2005), collaborative learning communities motivate cooperative environments and encourage personalized relationships through the networking feeling created among colleagues. They initiate problem solving skills through communication and provide depth in learning through negotiation and debate. It enables branches of smaller learning groups that may be independent of the set curriculum or organization.

In collaborative learning communities, the effort by each member in the group is recognized and considered important by all members of the group. This aspect allows for each group member accountability and contribution. This enables each member own the outcome or the solution generated from the issue or agenda under discussion. This is because the group incorporates the ideas and views from all the individuals involved (Palloff & Pratt, 2005).

Swan, Shen, & Hiltz (2006) noted that in order for the collaborative culture to be well incorporated and work well, all the parties involved should understand the group interaction dynamics. This includes the formation process that must undergo four crucial phases in the development. The first phase is the group forming stage. At this level, the roles are unclear and there is no process existing. The interim leader provides all the information and directions. The storming level involves choosing of leaders and statement of the purposes. In the norming phase, clear guidelines and objects are outlines and the leaders take full control. In the performing phase, the group takes the collaborative mood and orientation. The goals of the group come into focus, and the organization gains full autonomy and the members begin have consensus and agreements on the major issues (Swan, Shen, & Hiltz, 2006).

According to Brookfield (1995), collaborative learning has very deep roots in the inherent social perspective of learning. This enables it to be viewed as an umbrella that shelters an environment where a variety of ideas are generated. After interactions, diverse approaches emerge, and the best taken out for implementation. This characteristic enables these collaborative learning communities to attain full flexibility and resilience in their action.

In most learning institutions like schools and colleges, collaborative learning is used in the daily activities. Students form groups which they use in making discussions of their studies. In most universities and colleges, the discussions run through networking technologies. In this environment, members come together in through network links and share ideas, discussions and share files and other documents (Brookfield, 1995).

Big companies and organizations across the world have adopted collaborative learning communities within themselves. These are used successfully to enhance employee motivation within the organizations. When the workers of a company participate in the decision making processes, they develop a feeling of recognition, and this increases their attachment to the organization. This makes their morale to increase and thus high work output (Palloff & Pratt, 2005).

In conclusion, collaborative learning enhances creativity in sharing of interests, information and resources. It also promotes participation and interaction through socially propagated environments and encourages transformative learning (Brookfield, 1995). Therefore, Collaborative learning communities are environments that are either online computer discussions or face-to face conversations where the individuals involved engage in a common task.