A Reflective Collaboration Model to Foster Inclusive Dialogue for Collaborative Learning

Practice Paper Recommended citation: Aggarwal, A., & Barry, K. (2025). A Reflective Collaboration Model to Foster Inclusive Dialogue for Collaborative Learning. In Kangaslampi, R., Langie, G., Järvinen, H.-M., & Nagy, B. (Eds.), SEFI 53rd Annual Conference. European Society for Engineering Education (SEFI), Tampere, Finland. DOI: 10.5281/zenodo.17631678. This Conference Paper is brought to you for open access by the 53rd Annual Conference of the European Society for Engineering Education (SEFI) at Tampere University in Tampere, Finland. This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License. (4 spaces) A REFLECTIVE COLLABORATION MODEL TO FOSTER INCLUSIVE DIALOGUE FOR COLLABORATIVE LEARNING Annie Aggarwal a,1, Katie Barry b (1 space) a Education and Student Affairs, University of Technology, Delft, Netherlands, 00000001-6302-2862 b Teaching and Learning Services, University of Technology, Delft, Netherlands (2 spaces) Conference Key Areas: Diversity, equity and inclusion in our universities and in our teaching; Engineering skills, professional skills, and transversal skills Keywords: Reflection, Dialogue, Collaborative Learning, Inclusion ABSTRACT Collaboration is a vital skill for future engineers and researchers, yet navigating diverse classrooms can be challenging. Higher Engineering Education (HEE) offers numerous opportunities for collaborative learning, often through teamwork or other project or course-related interactions. However, unresolved conflicts due to differences in motivation, expectations, or cultural aspects can hinder learning. The Reflective Collaboration (RC) model was developed to facilitate inclusive dialogue and promote effective collaboration. It emphasizes three key areas: selfreflection for authenticity, reflexivity in relation to others, and collective dialogue to foster connectivity. The model serves as a practical framework for posing reflective questions to guide discussions and scaffold collaborative learning in HEE contexts. Applications range from multi-stakeholder workshops on inclusion to project-based courses and formative feedback through reflective dialogue. The paper highlights student-centered activities and the role of educators as mediators in facilitating formative assessment for collaboration. It also highlights the need for integrating collaborative learning within curricula by providing sufficient time and space for reflective dialogue. By structuring reflective discussions, the RC framework supports skills development for inclusive collaboration. Instead of focusing solely on theoretical instruction, it promotes experiential learning, encouraging students to engage in meaningful and mediated dialogue to enhance their collaborative abilities. 1 Corresponding Author A. Aggarwal [email protected] 1 COLLABORATIVE LEARNING IN HIGHER ENGINEERING EDUCATION Collaborative learning is a strategy where students learn together and from each other (Kilpatrick et al., 2003; Laal & Ghodsi, 2012; Saltiel & Reynolds, 2001). Common approaches include group work, challenge-based, problem-based, and community-based learning. Other interor transdisciplinary courses, across faculties and with communities, or opportunities to engage in discussions during peer-learning sessions also offer scope for collaborative learning when appropriately supported. As global challenges become increasingly complex and the number of wicked problems grow (Lönngren and Svanström 2015; Yearworth 2015), the International Centre for Engineering Education and UNESCO (2021) highlight the need for engineers to consider environmental, ethical, and societal impacts in developing sustainable solutions. These global solutions require future professionals, including engineers, to work together across disciplines, nationalities, and generations. Subsequently, collaboration is becoming an increasingly essential skill for engineers who find themselves working in globalized, multidisciplinary teams (Kossiakoff et al., 2011). And in alignment, Industry 4.0 demands skills in teamwork, communication, problem-solving, and proactivity (Jeschke, 2016). Collaboration in education serves as both an essential learning objective and a way of learning (Evans, 2020). As a way of learning, interaction fosters engagement, focus, and critical thinking (Johnson & Johnson, 1999; Prince, 2004). It enhances student motivation, cognitive performance, metacognition, and social relationships (Kumar, 2017; Wu & Huang, 2010). Furthermore, peer learning promotes well-being by countering student isolation (Hrastinski, 2008; Van Den Bergh, 2022). As is evident, there are several avenues and advantages of embedding collaborative learning in the HEE curriculum. Yet as classrooms and universities grow more and more diverse, there are also many more differences to navigate. The next section reviews diversity and inclusion experiences in HEE, followed by details of the Reflective Collaborative (RC) Model and its application in fostering reflective and inclusive dialogue within the curriculum. The scope of lifelong learning and skills development for students and educators is discussed further. 2 CONTEXT AND REFLECTIVE COLLABORATION MODEL 2.1 Diversity and Inclusion in HEE HEE institutions comprise a globalized people who are diverse along several axes of personal identities, social structures, and systemic (dis)advantages. While the HEE landscape is becoming more diverse, efforts and support for equity and inclusion are still lacking. Severely impacting student and educator experiences, and the quality of research and innovation (Craddock, 2024; Hardesty, 2018; Barry, 2021). Furthermore, traditional equity research disaggregates student populations according to designated categories (gender, race, social class, first language, first-infamily status), a process of ‘dissolving people’s identity into broad, unchanging classifications’ and which aligns with a data-driven performance culture in universities (Naylor, Coates, & Kelly, 2016, p. 269). The broad, unchanging classifications may fail to represent and subsequently include unique and intersectional identities. Collaborations take place amongst individuals with social, cultural, and academic differences alongside strengths, stereotypes, biases, and prejudices. Often surrounded by systems that serve the norm, with severely lacking corrective efforts. This may leave many HEE members (students, teachers, and staff) being and feeling excluded, and facing several disadvantages. Student experiences in practice range from a lack of motivation, wherein many “find themselves forced to work in groups” when they feel limited membership, due to language barriers or skewed “gender ratios of one in 15”, or “friends being separated”. Groups might also struggle with unequal distribution or contribution, which might lead to ‘free rider’ (Hall & Buzwell, 2012) behaviour in teams. Some might even miss the opportunity for collaborative learning, when students divide up the project into parts to briefly integrate these before submission, hardly engaging in discussion or dialogue. Moreover, diverse groups often face difficult conflicts due to differences in communication styles, ways of working, doing, or thinking. And differences in pre-existing knowledge and speed of comprehension can be vulnerable aspects within student groups. Poor collaborative experiences severely impact students’ personal experience in terms of their sense of belonging and motivation, inevitably affecting their academic development (Nichols & Stahl, 2019). Oftentimes, skills for reflection and dialogue might be seen as ‘soft’ skills in many HEE faculties, outside the scope and bounds of the teacher/ researcher in STEM. Though many challenges within collaboration are owed to poor and lacking communication and dialogue. There is also little research on how to foster this dialogue, owing to its transferable nature and difficulty in compiling its measurable criteria towards tangible learning outcomes. Subsequently, educators face difficulties in addressing conflicts over differences, assessing individual contributions, or shaping appropriate collaborative learning activities. Moreover, guidance and assessment for collaboration require additional effort and expertise. Especially in higher education for STEM, the predominant focus on disciplinary knowledge leaves little to no space for coaching, reflection, or collaborative exchange. Hampering the learning process for students and teachers alike. Communication and skills for inclusion are not only essential for students to develop; these are equally important for educators and other HEE staff as well. The pursuit of inclusion is ongoing, and so is the development of skills for collaboration. Where one continuously learns to be inclusive in every new situation, with every new person, group, or generation. In that sense, collaborative learning opportunities must extend to student-educator collaborations and a collaborative teaching team. 2.2 Reflective Collaboration for Inclusion Collaborative learning, when supported by reflection and dialogue, enables space and understanding for individual experiences. Embedding reflective dialogue within learning lines and activities can enable skills for learning in diverse communities, development of inclusive attitudes, and addressing various learning needs. A Reflective Collaboration (RC) model is developed to guide reflection and dialogue for collaborative learning. The model refers to the socio-constructivism theory of learning, which frames learning as a social process that occurs with others in a specific context (Vygotsky, 1978). Additionally, reflection is identified as an integral part of the learning cycle as it significantly impacts the development of in-depth knowledge and building social connections (Kolb, 1984). Specific to engineering education, Mello & Wattret (2021) describe the significance of reflection for the development of transferable skills. The RC model draws upon the various facets of self-reflection to develop awareness for authentic engagement with learners (Cranton and Carusetta, 2004) and further expands upon the concepts of Authenticity, Reflexivity, and Connectivity in the context of collaboration. As a practical guide, the model outlines three forms of reflection: on self, on and in relation to others, and together. Authenticity is at the core of reflection. It is essential to develop in an environment with a diverse population of cultures, ages, or personalities, where a learner can lose their sense of self. It is one thing to be diverse (work with a group of people who represent a rich variation of selves) but another to be inclusive. Reflexivity in the form of reflection on the interplay between learners and the environment that surrounds them can allow all learners to have the opportunity to participate fully and wholly connect with the learning process. In a global landscape becoming increasingly competitive and polarised, the fear of not succeeding, the lack of conflict management or negotiation skills, detrimentally affect both students and educators. Fostering Connectivity through collective reflection can promote care for self, others, and the environment. Authenticity for engagement | Who am I? | What have I learnt? Authenticity refers to developing an awareness of oneself. The sense of self evolves with experience and comprises many layers, from recognizing our tendencies in specific groups to developing communication styles or understanding identity aspects. One’s conscious and unconscious standards, values, convictions, biases, privileges, and experiences affect the way one looks at and interprets the world. It also directly affects how one experiences interactions and learning. Awareness of one’s learning strategies, behaviours, attitudes, values, ambitions, personal targets, and motivation enables one to take responsibility and show ownership for their learning (Hermsen et al., 2023). When awareness is consciously fostered towards development, it can enable authenticity that is ongoing and transformative, as people (re)form and (re)shape their sense of self, they naturally question those values and assumptions they had previously uncritically assimilated (Cranton, 2006). Critical reflection can, furthermore, foster authentic relationships when directed towards the nature, quality, and feelings towards the relationships and interactions within the group and society. Moments of self-reflection to guide one’s learning journey and regularly examining values, goals, and assumptions in light of ongoing interactions can enable individuals to engage with others from an authentic place, with the goal of learning. Reflexivity as a team member | How do I impact others and vice versa? Reflexivity refers to being able to examine one’s feelings, reactions, and motives, i.e, reasons for acting and how this influences what they do or think in a situation. In the context of research, reflexivity commonly refers to the examination of one's own beliefs, judgments, and practices during the research process and how these may have influenced the research (Finlay, 1998). The research process is never neutral, and reflexivity challenges the assumption that the researcher can study social reality objectively (Palaganas et al., 2017). Reflexivity in the context of Reflective Collaboration is referred to as examining one’s impact on others, and how others impact our own self. While reflexivity is well researched in terms of examining the researcher’s impact on their research, research remains severely limited on reflexivity in the context of our social relations and dynamics that invariably affect research collaborations. Our beliefs, values, attitudes, behaviour, actions, and words impact others when we work or learn together, and vice versa. Building social reflexivity can enable individuals to build understanding, value, and respect for one another. In practice, learners might regularly consider and reflect upon how their own positionality affects other learners, communities, or societies, and how these in turn affect their views, beliefs, and perspectives. Connectivity as a team | How do we and should we work together? Connectivity for Collaborative Learning is characterized by an inclusive and constructive climate within a team; determined by the space and quality of team dialogue and reflection that learners engage in together. Connectivity within teams can not only support effective and successful teamwork outcomes, but it also enables a sense of belonging and connection amongst individuals, for collective learning and growth. Much of the research carried out on reflection in the past decades mainly focused on individual reflection and has not sufficiently considered the fact that reflection often happens amongst several people in a group (Boud, 2006; Boud & Falchikov, 2006). Some attention has been drawn to group reflection, such as sensemaking and collective mind (Crowston & Kammerer, 1998; Weick, 1995), which aim at collaboratively reaching an understanding of past events but do not have the strong focus on deriving insights for future work that reflection has. Thus, there is a need to highlight the importance of collaborative reflection and the impact it can have in the long term. With this type of reflection, members must make experiences explicit, share them with each other, and discuss them to gain insights for change in future work (Dyke, 2006). Collaborative reflection can enable a group to come up with insights going beyond individual results (Hoyrup, 2004; Wegerif et al., 1999). If done properly, it also enables participants to change their work and its coordination (Hoyrup, 2004; Krogstie et al., 2013). 3 APPLICTIONS AND RESULTS Integrated within different forms of collaborative learning, either teamwork or projectbased, or community-based learning, the model can enable educators to frame questions and shape personalised learning activities around essential themes of collaboration. Subsequently, offering a scaffold for student interactions within teams, project groups, or mentor programmes. When appropriately supported, reflection and dialogue can enable the development of inclusive behaviours for communication, collaboration, conflict handling, and leadership as well as attitudes to support viability, trust, openness, and cohesion along different team development phases as described by Delice et. al. (2019). The framework can be applied in a variety of contexts in higher engineering education to guide dialogue amongst students, educators, or student-educator groups. The RC model can provide guidance for reflective dialogue during different team development stages of forming, storming, norming, and performing (Tuckman & Jensen, 1977). From getting to know each other within a team, especially at the beginning phases when teams are newly formed, or new team members join, and for maintaining team dynamics, or resolving conflicts. The broader questions presented in Table 1 can be broken down as per relevance at the given stage of team development. For instance, at the beginning, the “Who am I” question might be directed towards personality types, skills, team roles, communication styles, or identity aspects. Reflective questions associated with the dynamics can be directed towards the project (/team) work, team climate, or conflict handling. Table 1. Reflective Collaboration – Questions at the beginning & to keep track. Self-reflection questions (Authenticity) Peer exchange (For reflexivity) As a team (For connectivity and outcomes) At the beginning: Dialogue to starting off on the right note Who am I? How do you relate with each other? Who are you as a team? Self-reflection questions (Authenticity) Peer exchange (For reflexivity) As a team (For connectivity and outcomes) Group dynamics: Discuss at least once mid-way or before, if not more. How do I contribute within the team? How do others contribute? How do we impact each other? How might we continue? What might we improve? It is important to consider including explicit and specific learning objectives related to collaboration or collaborative learning. These may include specific skills and competencies for collaboration, such as identifying strengths in the team, giving or receiving feedback, or handling conflicts for collaboration; or specific to collaborative learning, such as exchange of knowledge and deriving solutions together, or being able to develop an argument and reason with peers. Well-defined learning objectives can help shape appropriate learning activities and clarify the intent of including specific collaborative activities within the course for students. Constructive alignment (Spelt et al., 2014) also specifies assessment of objectives and activities for learning. In the context of collaboration, moments of formative assessment using reflective questions can encourage the development of peer exchange and group dialogue and support Reflective Collaboration within teams. The model supports the development of collaborative learning activities and formative assessment by posing appropriate questions for reflection corresponding to each component of the model, namely, self-reflection, peer exchange, and questions for the team to respond to as a collective. Table 1a in the Appendix provides examples of specific reflection questions. In one case, the model was applied to an activity for second-year BSc students at a Dutch STEM university to form project groups based on team roles and skills. Before an in-class session, students noted down 3-4 technical skills they possess, and through a psychometric test (Statistical “Which Character” Personality Quiz, n.d.), discovered the distribution between their active, social, and thinking-oriented traits (authenticity). During the in-class session, before the course, students reflected and exchanged their skills and team roles with peers to form teams themselves (reflexivity). The session ended with each team presenting their tentative project goals, stakeholder questions or sustainability values, and how they distribute and might balance their skills and team roles within the team (connectivity). The teams also addressed questions from project coaches, and or project coordinators in some of the cases. Integrating the model within student-centred and topic-related activities can promote engagement and motivation, while offering space for reflection and dialogue. The self-reflection questions can be shared either as a brief, and possibly fun, homework activity or integrated within an in-class session, centred around hands-on activities or project topics. The following activities aim to make reflection and dialogue more tangible and experiential for students. During an activity centred around getting to know team members based on personality profiles before setting up team agreements, Electrical Engineering BSc. students created a team logo using LEDs. The LED colours corresponded to specific DiSC personality profiles (The DISC Styles, n.d.), which students picked based on who they are likely to be in different collaborative situations, such as the night before a presentation, or in terms of receiving instructions, or as a leader. The activity enabled students to reflect on their personality styles and share with team members who they are, and where they might be coming from before making collective agreements for their upcoming project work. The model might be applied to foster knowledge-based collaborative learning of the content and collaborative project work in general. When all members first self-reflect in terms of understanding, framing their perspectives and ideas or answers, or gathering knowledge on distinct topics, followed by exchanging and understanding these with the group, and lastly, come to a collective understanding, solution, or strategy for integration. As was the case for second year BSc. students within project groups, wherein members attended different masterclasses to first understand the topic indepth for themselves and subsequently exchanged knowledge within the group to integrate the development of an Electrical Engineering design project. Collaboration and collaborative learning are often evaluated based on project outcomes, self-reflections, team reports, portfolios, or presentations. Regular selfreflection or peer review (using tools such as BuddyCheck) can enable students to track the contribution towards the project (in terms of ideas, knowledge, and work) or towards team dynamics (in terms of fostering a constructive climate or addressing conflicts). Moments of formative exchange and discussion of feedback using reflection questions can enable students to manage and improve team dynamics, develop communication skills to address group dynamics themselves, and also help alleviate educators from the responsibility of managing conflicts for students. Providing engaging opportunities for in-class dialogue using questions such as “how are we doing as a team, and how might we improve” can also foster richer reflection for connectivity. A formative approach can prevent having to objectively assess personal skills development, which is a more reflective and experiential process anyway, appropriately aided by collective dialogue. 4 DISCUSSION: Self-reflection and exchange enable leveraging diversity in terms of unique experiences, and attributing value to each one in any group. Furthermore, collectively reflecting and reframing differences as strengths in a group can enable connectivity and inclusive collaboration. Inequity, exclusion, and differences not only hinder collaborative work and dynamics amongst student groups, but they also plague supervisor-student collaborations and educator-staff engagements within HEE. The Reflective Collaboration model provides a practical framework to foster inclusive dialogue across different collaborative processes and contexts. To truly leverage the potential of collaborative learning, it is essential to systemically integrate different stakeholder collaborations within HEE, orient or onboard groups, and facilitate ongoing reflection with the presence of a coach or mediator. Oftentimes, collaborative learning activities within HEE are incorporated in an ad hoc manner or insufficiently developed as short durations of teamwork, to fit the constraints of a rigid curriculum and a predominantly individual learning journey. Appropriate and timely integration of collaborative/ learning objectives, activities, and feedback moments within programme learning lines, courses, and projects can ensure that quality time and space are dedicated to collaboration and mastering skills for it. Orienting teams for inclusion before embarking on a project or any kind of teamwork is essential. Providing individuals in a group the opportunity to get to know each other, build trust, discuss shared values and norms, align expectations, and make agreements can enable teams to start on the right note. Well-integrated moments of orientation supported with reflective dialogue can help set the tone for engagement and inclusion within courses or job settings, for students, educators, and staff alike. Ongoing reflection is essential for learning, specifically in the context of skills development, and encouraging an inclusive attitude. In this sense, a one-time assessment based on a self-reflection essay, a grade, or a pass/ fail is of little use. Since the essence of reflection (for skills development and improvement) lies in the ongoing dialogue with self and others, as one reforms their sense of self, and their subsequent behaviours and actions. Scaffolding collaborative dialogue and deliverables with appropriate reflective questions can enable students and teachers to foster self-awareness and richer team dynamics for collaborative and inclusive skills development. An HEE educator, student mentor, or teaching assistant taking the role of a coach and mediator during orientation and feedback moments can ensure inclusive peer exchange and constructive dialogue. For instance, creating a safe space for listening and sharing, or setting interaction norms. The presence of a mediator can also help enable understanding amongst students, by asking open and reflective questions, to address specific situations, or keeping someone who can speak endlessly in check, and getting everyone to share. Students might feel vulnerable when sharing aspects such as personal traits, strengths, weaknesses, or in-progress ideas or thoughts. Educators can play an important role in encouraging students to share by modelling behaviour and sharing about themselves too. Engaging in reflective group dialogue with students also enables educators to create a space for learning and making mistakes for themselves. Enabling and participating in dialogue and reflection also serve educators’ lifelong learning and skills development, for inclusion and collaboration. 5 CONCLUSIONS AND IMPLICATIONS There is a growing relevance of skills for collaboration and developing an inclusive mindset, towards sustainability development goals, and within higher engineering education to appropriately equip future professional engineers. Homogeneous perspectives within academia have left and can continue leaving gaping holes in innovation and research. In worst cases, destructive behaviour and exclusionary attitudes may leave students or educators feeling excluded, impacting their wellbeing and motivation. There is an urgent need within HEE for representation and inclusion of diversity to inform and shape research and innovation appropriately. While slowly but surely, classrooms are getting more and more diverse, there are still gaps and limitations related to competencies, skills, and spaces for both educators and students when it comes to collaborating and learning together and from each other. (Critical) Reflection, communication, and dialogue are essential skills to navigate differences and develop inclusive attitudes. As a guide to foster inclusive and authentic engagement amongst learners, the Reflective Collaboration model describes the essence of self-reflection to enable Authenticity, reflection on and in relation to others to promote Reflexivity, and collective reflection to foster Connectivity. Systemic integration and presence of a mediator can create appropriate spaces for Reflective Collaboration. Self-reflection, exchange, and collective dialogue at the beginning, and regularly through courses or projects, can foster inclusive attitudes and skills development for collaborative learning amongst HEE students, educators, and staff.