Informal collaborative learning (ICL) - student perspectives on the role of informal collaborative learning ICL in higher education

• Published in: Teaching in higher education Vol. ahead-of-print; no. ahead-of-print; pp. 1 - 17
• Main Authors: Glaister, C., Griggs, V., Martinez Gonzalez, O., Hussain, M.
• Format: Journal Article
• Language: English
• Published: Routledge 16.02.2023
• Subjects: collaborative; Higher education; informal; learning; students
• ISSN: 1356-2517; 1470-1294
• DOI: 10.1080/13562517.2023.2177843

The Covid 19 pandemic requires critical re-evaluation of the way Higher Education can help students maximise their learning to adjust and adapt to a new reality. This requires a holistic approach which extends beyond consideration of student learning in formal settings to understanding the role informal learning can play. Whilst research exists on informal independent learning, less focus has been placed on how students collaborate informally as part of their learning process. In this study interviews with HE students in Spain and the UK offer insight into variable but beneficial informal collaborative learning (ICL) practices. The value attributed to ICL emphasises its potential contribution to the current educational landscape and the merit of recognising it as a distinct concept. Further, uneven access and the role of learner maturity signal the potential for universities to enhance learning and increase access by playing an active a role in developing ICL skills and personal networks.