2.3.5 How well did the course support meaningful interaction between classmates to improve learning?

Why this teaching practice matters:

Collaborative learning is an important component of the BYU-Idaho Learning Model. For more information, see the following:
Research has shown that collaborative learning has a strong, positive impact on student learning and success. [4, 6, 8, 11, 12]
This principle is emphasized in widely used teaching quality frameworks. [10, 13, 15]
Meaningful interaction between classmates can strengthen learning by giving students opportunities to explain ideas, learn from different perspectives, and collaboratively apply course concepts. Research on learning in higher education consistently shows that well-designed peer interaction supports deeper understanding, persistence, and skill development—particularly when activities are structured around clear learning goals and individual accountability.

Student examples of this principle in action:

“I love learning from classmates when we discuss different topics because it brings new insights into my life that I haven't thought about before.”
“I love how team focused most of my classes are. They can be difficult but I think that prepares you for the real world more than anything else.”
“A couple of my classes this semester were more difficult, so the professors recommended working with students to figure it out together. It worked and helped.”
“Peer reviews were very helpful. I was able to see the difference between my papers and my peers'. This prompted me to have a second look at my own papers as I learned to read the rubrics carefully.”

Ways to triangulate your data:

Identify assignments or class activities that require students to discuss ideas, explain reasoning, solve problems together, or give peer feedback, and consider how central these interactions are to learning goals.
Reflect on whether collaborative tasks include clear instructions, roles, accountability, and checkpoints that help ensure interaction is meaningful and equitable.
Consider whether most students are actively involved in peer interactions or whether engagement is uneven. Differences in participation may point to opportunities to adjust group size, structure, or expectations.
Invite a peer instructor or SCOT to come observe a class that contains collaborative learning activities.
Consult with a curriculum designer on the instructions and design of your existing collaborative learning activities.

Ideas for improvement:

If collaborative learning is limited or absent, you might reflect on whether there are opportunities for students to learn from one another through discussion, peer feedback, or shared problem solving. Consult with other teachers of the course or a curriculum designer on ways to incorporate collaborative learning in the course. Consider also the “Teach One Another,” and “Love, Serve, and Teach” sections of the BYU-Idaho Learning Model for additional ideas.
Even when collaborative learning is present, student experiences can vary based on how activities are designed. Consider whether expectations, roles, accountability, and opportunities for feedback are clear, and whether group experiences are monitored in ways that allow challenges to surface early. Student comments can help surface issues with collaborative learning logistics. Other teachers of the course or a curriculum designer may have ideas on how to improve.