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Collaborative Learning: A New Perspective in the Teaching-Learning Scenario Ramesh Chandra Panda* The concept of collaborative learning is gaining importance in the present educational scenario. 'Collaborative'; as the name suggests; means working together as a group rather than standing against one another. Te importance of learning together rather than involving in cut-throat competitions have been increasingly felt across education fraternity. Te principle of ‘together we grow’ is rightly understood by the teachers, students, parents and educationists. Collaborative learning can happen in both formal and informal environment - for example, when students help each other with homework, do the projects in classes, take part in seminars etc., or when students work together in the same place on a structured project in a small group. Te important thing to be noted here is that healthy and conducive environments where students feel safe; but challenged, students constituting a small group which can make interaction constructive and a clear defned task will make collaborative learning successful. Children with mixed and varying skills can be helpful to themselves in developing their social skills and enhancing their innate abilities. Researches conducted by various educationists refect the positive and constructive outcomes of collaborative learning. Students and teachers who are well versed in the use of ICT are now in an advantageous position. Many educational networking ventures have come up with new products to facilitate collaborative learning. Many marketing giants in the feld of digitalization of class rooms have come up with digi-products that have extensively being used by the students and teachers in the class rooms to make it more meaningful. E-magazines, e-Newsletters, e-projects etc., are the products of digital collaboration. Small groups constituting of mixed-ability children have always the chance of being dominated by other children; thus undermining the capability of others and creating an inferiority complex. Te voices of its weaker members may not be heard and the whole learning system may be lopsided. Tere may also be possibility of stress among the participants as each one in the group may try to give the best. It is also argued by the critics of collaborative learning that it encourages only lower-level thinking and ignores the strategies necessary for the inclusion of critical or higher-level thought. In small groups, there is sometimes only enough time to focus on the task at its most basic level. Despite these criticisms it is rightly felt that collaborative learning compared with competitive and individualistic eforts, has numerous benefts and typically results in higher achievement and greater productivity, more caring, supportive, committed relationships; greater psychological health, social competence and self esteem. * Principal, Royal Palace School, Jamkhandi, Bagalkot Dist. Karnataka 18 Collaborative Learning