• What you involve me; I will understand.
Confucius considered the active involvement of learners as the most efficient tool to assist perfectly them to keep
the knowledge. What Confucius called involvement is now the same desire of learners to be involved and engaged
in their learning process (Hsu, & Malkin, 2011). Lecturing does not, by its own, cause learning. Learning needs to
the individual’s mental processing, as Melvin L. Silberman (1996) claimed. He said learning is not acquired by
pouring information into one’s head. Silberman developed an adjustment of what Confucius said and called The
Active Learning Credo that shows the opinion of further learning by individuals, as follows:
• What I hear, I forget
• What I hear and see, I remember some
• What I hear, see, and ask questions about or discuss with someone else, I begin to understand
• What I hear, see, discuss and do, I acquire knowledge and skills
• What I teach to another, I master.
Collaboration style of teaching indicates a shift from a traditional teacher- or lecture-centred teaching to a
student- or learner-centred learning in college classrooms. In a collaborative setting, the lecturing/ listening/notetaking
process seldom occur. Collaborative learning (CL) emphasizes on processes that include students’ discussion
and their active engagement with the subject. In CL practices, teachers don’t think of themselves just as skilled
transmitters of knowledge to the students. They more act as skilled instructors of intellectual experiences for
students, as coaches or midwives of a more emergent situation (Smith, & MacGregor, 1992). This article strives to
weave its own particular focus on the topic, presenting the concept of the term, and describes important benefits that
follow implementing CL. The core argument is to defend the notion of liberal education but within a revised
framework of flexibility that enables learners to study at their own pace.