Collaborative Learning or Cooperative Learning? The Name Is Not Important; Flexibility Is (original) (raw)

Collaborative Learning and Teaching in Practice

Journal Plus Education, 2017

Emphasizing on many other collaborative learning or co-labouring (Latin-based term) and co-teaching approaches nowadays is wellknown as an essential 21st century skill that brings educational and social benefits identified on educational research studies. In order to establish a common approach, we can use the definition of Smith and MacGregor (1992) in which it’s acknowledged that “collaborative learning“ is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. In most collaborative learning situations students are working in groups of two or more, collaboratively searching for understanding, solutions, or meanings, or creating a product.”(p. 11).The difficulties regarding the implementation of activities in collaborative learning are of different nature, but frequently relate to the inability of the teacher to organize cooperative groups effectively and to transfer the findings of the investigat...

Collaborative and Cooperative Learning

Encyclopedia of Cross-Cultural School Psychology, 2010

The last few years have seen massive changes in how undergraduate and postgraduate courses are delivered. It is now expected that much, or perhaps all, of the course content will be made available online. This change to online Web-based forms of delivery would seem to provide the ideal circumstances for non-traditional methods of teaching and learning to be reexamined. Online collaborative and cooperative learning techniques are not widely practiced in undergraduate tertiary education, despite their many widely recognized advantages-see for example Panitz (2000). However, interest in such techniques is increasing, as evidenced by the biennial Computer-Supported Collaborative Learning (CSCL) conferences and recent books on the topic by Barkley, Cross, & Major (2003) and Roberts (2003, 2004). An examination of the literature suggests that some authors writing about online collaborative learning are actually writing about online cooperative learning, and vice versa. This conflation of terms can make research results hard to assess. It, therefore, seems important to attempt to ascertain the similarities and differences between the two, so that theoretical and empirical research into their application in an online environment can be properly carried out and assessed.

COOPERATIVE LEARNING – A MODERN DIMENSION OF UNIVERSITY EDUCATION

Recent researches in the field of language teaching pointed out that traditional approaches focusing exclusively on the individual learner have failed to encourage the enhancement of the teaching-learning process, which should be perceived rather as a cooperative effort. The key concept here is cooperative learning, which proves more productive than competitive or individualistic efforts. The paper starts out by analyzing the characteristics of individual learning as a prerequisite of understanding and applying the principles of cooperative learning. The identification of the strategies that are efficient is complemented by an analysis of the barriers such a method would encounter.

Cooperative learning: principles and practice

English teaching professional, 2019

T erms such as cooperazive learning, collaborative learning and interactive learning are often used interchangeably in conversations and even articles about teaching, to invoke the same basic idea: that of learners working together in the classroom. However, the first of these, cooperative learning, has a particular history and specific principles that are often overlooked in more general discussions of learner-centred teaching. This article investigates the origins of cooperative learning, its influence on communicative language teaching (CLT), and what it can offer English language teachers today, especially those working in the challenging environments of secondary or primary education around the world.

A Brief Introduction to Cooperative Learning

1998

This chapter is divided into four sections: What cooperative learning is; research; models of cooperative learning; and conclusion. Cooperative learning is defined as a group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups, in which each learner is held accountable for his or her own learning, and is motivated to increase the learning of others. Each of the several key elements of cooperative education is discussed, including: positive interdependence (which includes positive goal, resource, reward, identity, role, and outside enemy interdependence); team formation; accountability; social skills; structures and structuring; distributed leadership; group autonomy; group processing; and face-to-face interaction. The research section provides a brief overview of the research comparing and contrasting cooperative learning methods with competitive and individualistic learning, concluding that cooperative learning yielded superior outcomes. The five most common models of cooperative learning (the structural approach; group investigation; student team investigation; curriculum packages; learning together) are then briefly described. Teachers can choose one of the models described but may be better off adopting and adapting parts of several models to create their own model of cooperative learning that best fits their teaching style and situation. (Contains 23 references.) (KFT) Reproductions supplied by EDRS are the best that can be made from the original document.

Cooperative learning: developments in research

International Journal of Educational Psychology Ijep, 2014

Cooperative learning is widely recognized as a pedagogical practice that promotes socialization and learning among students from kindergarten through to college level and across different subject areas. Cooperative learning involves students working together to achieve common goals or complete group tasks. Interest in cooperative learning has grown rapidly over the last three decades as research has been published that clearly demonstrates how it can be used to promote achievements in reading and writing, conceptual development in science, problemsolving in mathematics, and higher level thinking and reasoning. It has also been shown to promote inter-personal relationships with students with diverse learning and adjustments needs and with those from culturally and ethnically different backgrounds. In fact, Johnson and Johnson argue there is no other pedagogical practice that achieves such outcomes. The purpose of this paper is to review the research on cooperative learning and to examine the factors that contribute to its success. In particular, the review focuses on the key elements that underpin successful cooperative learning, including group structure, composition and task, and the key role teachers' play in developing students' thinking and learning. The intention is to provide insights on how teachers can effectively utilize this pedagogical approach to teaching and learning in their classrooms.

Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms

International Journal of Higher Education, 2013

Cooperative learning has been the centre of worldwide attention because it has been shown to have strong effects on student learning, as well as other positive outcomes. Although the academic, social, affective and psychological outcomes of students taught by cooperative learning are more positive compared with students taught by the traditional teaching method, there are many misunderstandings and disagreements about the reasons why. This paper investigated this question and suggested a range of theoretical models to explain the effectiveness of cooperative learning. These theoretical perspectives include the social interdependence theory, the cognitive perspective, and the social learning theory, all of which contribute to the theory of learning known as constructivism.

Collaborative Learning as a Pedagogical Tool to Improve Students' Learning

Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning, 2018

There are many approaches to teaching and learning available to teachers. However, educators and educational researchers have focused attention on approaches that ensure active learning of students and social interaction in the teaching-learning process. One of the approaches that promote students learning through active engagement and social interaction is collaborative learning. The chapter attempts to help teachers and pre-service teachers to understand collaborative learning as an inductive approach to teaching and learning. It examines important issues like meaning and elements of collaborative learning; collaboration and cooperation; advantages and challenges with implementation of collaborative learning. Teachers' role in the implementation of collaboration learning as well as collaborative learning techniques is also covered.