In collaborative learning, both facilitators and learners are active participants in the process, a sense of community is created, and knowledge is considered to be located in the community rather than the individual. Its guiding principle is that learning is enhanced when knowledge that is created and transmitted is shaped by the activities and perspectives of the group. In adult learning situations, the instructor becomes the facilitator whose responsibility it is to create a climate to foster collaborative learning. In this environment, learners must be willing to listen to and respect different points of view, exercise responsibility for their own learning, and be committed to the group. The traditional teacher role as authority is reframed as a knowledgeable co-learner. Facilitators are also responsible for preparing learners for collaborative work and planning the process. The traditional student role also shifts to a more active problem solver, contributor, and discussant. Issues involved in collaborative learning are cultural dispositions toward competition and individualism; the traditional class structure; difficulty in providing appropriate feedback; and reluctance of learners and facilitators to relinquish their traditional roles. Collaborative learning can provide an environment for democratic planning, acquisition of individual and group insights, development of better judgment, and use of adults' previous experiences. (SK)