Although collaborative learning models are used by numerous faculty members, many instructors are concerned that giving up control in the classroom means com-promising the educational experience. Empowering students, however, requires more of the instructor than just relinquishing the role of lecturer. This article offers a set of frameworks to help faculty create a semiautonomous classroom and, at the same time, protect against loss of quality control. Cross-cultural implications of collaborative learning are all addressed.
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