Social interdependence in collaborative learning

Collaborative learning emphasizes shared knowledge construction, dialogue, and responsibility among group members, including teachers. It is based on social interdependence theory (SIT), which links individual outcomes to peer actions, creating positive or negative interdependence. This thesis analyzes collaborative learning in health professions education through the lens of SIT to prepare students for teamwork in their careers. It supports the broader goal of fostering self-directed learning and teamwork, which is crucial for solving complex health problems. Research focuses on understanding students' social interdependence, its variation across contexts, and its role in readiness for professional work. This research highlights the importance of balancing academic inquiry and efficiency to foster positive social interdependence in collaborative learning. By appropriately constructing these two factors, it is possible to optimize learning effectiveness for the purpose of constructing social interdependence.