There is strong evidence to support the positive effects of collaborative learning on educational progress. Given that students will soon be employed, higher education must place a strong focus on collaboration. Thus, this paper focuses on collaborative learning and the engagement of students' cognitive, behavioural, and affective dimension that can be achieved through assessments. This study used a deductive approach and survey questionnaires to examine the impact of collaborative learning at three major themes that have helped shape our understanding of learner engagement in collaborative learning in an online assessment for language learning environment, using a quantitative research design. A survey questionnaire with 32 items was used to collect information from respondents. 11 male and 50 female 18-year-olds provided 61 unambiguous responses for data processing. The findings of this study provide credence to the notion that all dimensions of involvement are interconnected and have an impact on one another. These findings highlight the need of investigating engagement as a multidimensional phenomenon and the need to broaden traditional notions to take consequential engagement into account. This has implications for developing assessments in a collaborative learning environment that highlights the possibility cognitive and conceptual-to-consequential engagement. Educators need to be aware of situations and tasks where individuals do poorly even while the group as a whole performs well. This review may inspire future work to develop a new collaborative learning model where success and failure can bridge the gap between learning theory and instructions in order to develop collaborative learning principles that can be explored at higher education institutions.
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