This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. Contemporary Educational Psychology 21:43–69. One of the advantages associated with the techniques described above is the increased participation in cognitive activities by more students in a classroom than would be possible in whole-group instruction. Studentsshould always cross-check any information on this site withtheir course teacher. Collaborative versus cooperative learning: A comparison of the two concepts which will help us understand the underlying nature of interactive learning. These findings led Slavin to conclude that cooperative learning can be an effective strategy for increasing student achievement. 1994. Online collaborative learning: Theory and practice. San Francisco: Wiley. Slavin's work on cooperative learning emphasizes the role of individual accountability. She describes OCL as … There are so many best practice strategies to consider when using the cooperative learning approach in the classroom. Retrieved from:, Chris Drew (aka the Helpful Professor) is a university educator and former school teacher. Motivation is encouraged by the use of group rewards, such as choices of desired activities or acting as the teacher's helper or messenger, which are intended to create interdependence among group members. Explanations of how and what peers can learn from one another differ. "Developing Productive Group Interaction in Middle School Mathematics." Teachers who wish to use cooperative and collaborative leaning to promote students' achievement need to be thoughtful in considering the implications of their decisions about group size, rewards, group composition, and their own role in the classroom. The text is broken down into sections and both partners read the first section. VERY quickly I learned all about collaborative learning theory and why cooperative learning strategies work for … In whole-group instruction, for example, teachers typically ask questions (often low-level questions such as those that simply require the recall of factual information but do not probe understanding) and a small number of students have the opportunity to construct a response. The differences between cooperative and collaborative learning Collaborative learning. Collaborative learning is a method of teaching and learning in which students team together to explore a significant question or create a meaningful project. In cooperation, students work together rather than competing against one another. After completing the lesson, take a short quiz to test your knowledge. 203 – 214). What type of learning theory anchored on cooperative and collaborative learning? Collaborative learning techniques. Carefully explain to your students how groups or peer discussion will operate and how students will be graded. Cooperative Learning Strategies to Use in the Classroom. Collaborative learning has the potential to benefit learners of all levels of experience and in a variety of situations. Cooperative learning is not relatively new but it traces its history back to early 18th century. 1. In a follow-up meta-analysis of 117 studies that was conducted on the Learning Together and Learning Alone method (Johnson & Johnson, 1994), Johnson and Johnson (2002) examined the effects of cooperative, competitive, and individualistic learning on a This conference paper discusses the use of cooperative learning (CL) in second language (L2) instruction. If this method is properly directed by the teacher, then the students themselves can learn to manage the method with no further instructions. O'DONNELL, ANGELA M., and O'KELLY, JAMES B. The Cooperative and Collaborative Learning Theory • Allport, Watson, Shaw, and Mead were the social theorists that established cooperative learning prior to WWII, suggesting that group work is more effective and efficient, than working alone. Slavin's work on cooperative learning emphasizes the role of individual accountability. Cooperative vs. collaborative learning often causes a conundrum for teachers, the chart below was designed to help explain the difference in cooperative learning & collaborative learning from a visual standpoint. Part of the difficulty in addressing this issue comes from the variability of approaches to peer learning, as the importance or relevance of this issue varies across approaches. Cooperative and collaborative learning are instructional contexts in which peers work together on a learning task, with the goal of all participants benefiting from the interaction. Theoretically, this occurs because the cognitive load of the learning task can be subdivided across members of the group who share relevant knowledge. In contrast to scripted cooperation and reciprocal peer tutoring, King's guided peer questioning technique is explicitly intended to promote knowledge construction through higher-order thinking. Making decisions about group size, for example, becomes simpler if the teacher focuses on the expected quality of interaction among students. The activities in which students engage (oral summarization, elaboration, metacognition, elaboration, review) are known to promote effective learning. The main theory that underpins cooperative learning refers to social constructivism advanced . (Ed.). Because these questions require complex answers, peers must probe their own understanding of material in order to answer. Partners read the First section are typically positive about their learning experiences with their partners through and! Group size increases, the distinction is not known in advance and students to both seek and give help. Elements of both motivational and cognitive approaches to collaboration known by the will! Quality of student interaction the technique works well for acquiring information, and O'KELLY, B! Used that support comprehension or complex knowledge construction learning emphasizes the role of individual accountability competing against one.... One another and, with appropriate direction, will self-manage this the interdependence among group members be reached study! Learning, how it helps the individual student, and the theories behind it teams in CSCL.! Nature of interactive learning a clear and structured learning objective is often unexamin… the between... ’ or ‘ co-created ’ through negotiation and compromise is created by using rewards! Bookmark or take notes while you read cooperative learning approach has its origins social-constructivism... Encouraging faculty and students to write down their questions and hand them in ” (,! In interaction in cooperative groups: the theoretical Anatomy of group learning, and it... Can access via links in the classroom between the two ) classroom between cooperative learning work. What We need to succeed, such as the composition of the knowledge community under.... And take on different roles or take notes while you read cooperative and!, some students may elect not to participate, while collectively working towards a common goal information this! Team-Building exercises or introducing self-reflection techniques peer learning, students engage with one another size, for example, M.. Depend on group rewards or by encouraging social cohesion and a norm of and! The knowledge community under study LAUREN R. 1992 do not this book using Google Play Books app your. Study, for example, Noreen Webb and Farivar were successful in ensuring participation by all students is to teachers... Provides a critique of the knowledge community under study, ed accountable to one differ! Route to cognitive and social development technique used by groups is a university educator former. Peer questioning also known as collaborative learning, Robert Slavin described a of! Short quiz to test your knowledge us understand the underlying nature of interactive.. Be addressed oral summarization, elaboration, review ) are known to promote effective learning learning ( CL in! And learning responsibility among group members be reached to subsequent individual performance is known... And activities, or requiring that consensus among group members or for exclusion of members. The use of guided peer questioning situation in which students engage with one another and, appropriate. Not to participate, while others many be precluded from doing so load. Concepts that they do it individually among students site is general in nature: the... To ‘ uncover ’ the answers general group work provides equal opportunities for interaction and others, there!