Abstract
Project-based learning (PBL) is a long-term undertaking; therefore, a team’s relationships and the prevailing atmosphere should be conducive to their collaborative learning. However, few studies have analyzed the type of support required to facilitate team collaboration in PBL. Through interviews, this study explored how team members plan their discussions and how collaborative learning occurs. Based on the results, it was found that teams with an initial shared purpose were better at designing collaborative discussions and constructing original team evaluation axes in order to accept more varied ideas. In addition, collaborative discussions through such a process promoted the sharing of issues, enabling teams to conduct PBL effectively; this shared process is similar to the construction of shared epistemic agency. This analysis indicates that learning itself is designed through team work in collaborative learning.
