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Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences.[1] There is much more to cooperative learning than merely arranging students into groups, and it has been described as "structuring positive interdependence."[2][3] Students must work in groups to complete tasks collectively toward academic goals. Unlike individual learning, which can be competitive in nature, students learning cooperatively can capitalize on one another's resources and skills (asking one another for information, evaluating one another's ideas, monitoring one another's work, etc.).[4][5] Furthermore, the teacher's role changes from giving information to facilitating students' learning.[6][7] Everyone succeeds when the group succeeds. Ross and Smyth (1995) describe successful cooperative learning tasks as intellectually demanding, creative, open-ended, and involve higher-order thinking tasks.[8] Cooperative learning has also been linked to increased levels of student satisfaction.[9]
Five essential elements are identified for the successful incorporation of cooperative learning in the classroom:[10]
- positive interdependence
- individual and group accountability
- promotive interaction (face to face)
- teaching the students the required interpersonal and small group skills
- group processing.
According to Johnson and Johnson's meta-analysis, students in cooperative learning settings compared to those in individualistic or competitive learning settings, achieve more, reason better, gain higher self-esteem, like classmates and the learning tasks more and have more perceived social support.[11]
- ^ Gillies, Robyn (2016). "Cooperative Learning: Review of Research and Practice" (PDF). Australian Journal of Teacher Education. 41 (3): 39–51. doi:10.14221/ajte.2016v41n3.3. ERIC EJ1096789.
- ^ "Team Game tournament". Archived from the original on 2015-12-23. Retrieved 2015-09-12.
- ^ "Team-Games-Tournament: Cooperative Learning and Review" (PDF). Archived from the original (PDF) on 2016-03-04. Retrieved 2015-09-12.
- ^ "Team game Tournament: Cooperative learning and review".
- ^ Chiu, M. M. (2008). "Flowing toward correct contributions during groups' mathematics problem solving: A statistical discourse analysis" (PDF). Journal of the Learning Sciences. 17 (3): 415–463. doi:10.1080/10508400802224830. S2CID 16293640. Archived from the original (PDF) on 2017-03-29. Retrieved 2011-04-27.
- ^ "team game tournament". Archived from the original on 2015-12-23. Retrieved 2015-09-12.
- ^ "Team Game Tournament" (PDF).
- ^ Ross, John A.; Smyth, Elizabeth (1995). "Differentiating Cooperative Learning to Meet the Needs of Gifted Learners: A Case for Transformational Leadership". Journal for the Education of the Gifted. 19 (1). The Association for the Gifted: 63–82. doi:10.1177/016235329501900105. ISSN 0162-3532. S2CID 141929882.
- ^ Maxwell-Stuart, Rebecca; Taheri, Babak; Paterson, Audrey S; O'Gorman, Kevin; Jackson, William (2016-11-24). "Working together to increase student satisfaction: exploring the effects of mode of study and fee status". Studies in Higher Education. 43 (8): 1392–1404. doi:10.1080/03075079.2016.1257601. ISSN 0307-5079. S2CID 55674480.
- ^ Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). The nuts and bolts of cooperative learning. ^ eMinnesota Minnesota: Interaction Book Company.
- ^ Johnson, D.W. (2009). "An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning". Educational Researcher. 38 (5): 365–379. doi:10.3102/0013189x09339057. S2CID 54187981.
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