- This approach utilizes specific collaborative techniques that structure a task specific learning activity. 
- Specific and well-defined techniques that can be easily learned and applied by educated
- Often focused on specific object areas and grade levels 
- Each collaborative technique can be used as a foundation for adaptation to a different learning activity 

Direct Approach: Structuring a Task Specific Learning Activity

- Involves altering a general conceptual model of collaborative learning to apply to the desired and/or chosen circumstances so that specific types of collaboration can be created.
- Not an easily learned method but can be utilized in every subject and any age
- The conceptual approach typically utilizes the following related conditions:  
    - positive interdependence
    - promotive interaction 
    - individual accountability 
    - interpersonal and small-group skills
    - group processing 
- If these conditions are met, the conceptual approach has the potential to increase (1) the learner’s effort to achieve, (2) the quality of relationship between group members, (3) the member’s psychological health. 
- This approach reduces the negative effects such as free-rider or hitchhiking effect, social loafing, and sucker effect. 

Conceptual approach: Applying a Set of Conditions that Enforce Collaboration

- this approach utilizes specific collaborative techniques that structure a task specific learning activity. 
- Specific and well-defined techniques that can be easily learned and applied by educated
- Often focused on specific object areas and grade levels 
- Each collaborative technique can be used as a foundation for adaptation to a different learning activity 

Cognitive Approach: Promoting Epistemic Fluency to Take Place

Placing students in groups does not guarantee collaboration. A combination of approaches that reinforce and enhance collaborative learning and social interaction among group members is essential. Kreijns et al. (2003) suggest three main approaches to encourage social interaction in ways that promote elaboration, questioning, rehearsal, and elicitation:
- Cognitive approach of promoting epistemic fluency.
- Direct approach of structuring task-specific learning activities.
- Conceptual approach of applying a set of conditions to stimulate collaboration.

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Collaborative learning leads to… 
- deeper level understanding 
- critical thinking
- shared learning 
- long term retention of the material 
- opportunities to develop social and communication skills 
- developing positive attitudes toward group members and learning material 
- building social relationships + group cohesion 

Several factors (group size, group composition, nature of tasks, learning styles, etc.) influence the effectiveness of collaborative learning; however, all factors involve a key element: social interaction. Several studies have supported this statement: it appears that social interaction is the necessary condition for collaboration. If there is collaboration than there is social interaction, if there is no social interaction then there is no reals collaboration.

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