Learning Environments EDCI 335
Cooperative Learning
Overview
Cooperative learning can be traced back to as early as the 1970s, where multiple studies documented the benefits of working cooperatively with others, and since then, its popularity has greatly grown (Gillies et al., 2023). Today, cooperative learning can be seen in use in many learning environments, such as classrooms. Teachers are moving away from the old paradigm which, according to Pederson & Digby (2013) involves “lecturing while requiring students to be passive, silent, isolated, and in competition with each other,” towards cooperative learning, supported by positive research findings (p. 8). According to Pederson & Digby (2013), cooperative learning outcomes include increased “high-level reasoning,” “retention,” “intrinsic motivation,” “social support,” “valuing differences,” and “self-esteem” (p. 4). Not only do these outcomes enhance academic performance, but they also promote emotional growth and help create an inclusive and positive classroom environment. In this setting, students play an active role in constructing their own knowledge, aligning with the constructivist learning theory, which is ideal for tasks demanding high levels of processing, such as many school projects (Ertmer & Newby, 2013).
Examples
Cooperative learning methods have vastly evolved since 1970 when they primarily consisted of group work (Gillies et al. 2023). Although group work is still often used today, we have new and improved approaches as well. For example, the jigsaw, where students are first put into temporary groups to research a specific topic and then mixed up so that each member of every new group is an expert in a different topic, and thus can teach one another (Gillies et al., 2023). Another example is the pass-a-problem approach, where students write down a problem for another student to answer, enabling them to again teach one another (Gillies et al. 2023).
Discussion
Reflecting on my current and past courses, cooperative learning is not something new to me. As an elementary education student, basically, all my assignments are group projects, and in class, we have a lot of discussions and activities that are similar to the pass-a-problem and jigsaw approach, like this assignment for example. Further reflecting, this approach to learning has definitely benefited me. Firstly, I have gained a lot of confidence as this approach pushed me out of my comfort zone by working with new people. Additionally, I learned how to be patient and work with a wide variety of people, which is definitely needed for the career path I chose.
I think that cooperative learning aligns well with my group’s learning resource topic: physical activity and how integrating it into the classroom can enhance learning and well-being. In fact, cooperative learning can be used for anything. According to Pedersen & Digby (2013) cooperative learning “can be used . . . with any task,” however since we are designing our resources to be individually completed, I do not think this approach will work out best (p. 4). Otherwise, considering that our target audience are already teachers, I thought it would be beneficial to have a group discussion where everyone could teach the group a physical activity integration strategy. It could be their favourite, one they recently learned or even one they made themselves. This would foster a collaborative environment that not only enhances their knowledge but also encourages the adoption of diverse physical integration strategies.
Resources
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71.
Gillies, R. M., Millis, B. J., & Davidson, N. (Eds.). (2023). Contemporary perspectives on cooperative learning : applications across educational contexts. Routledge
Pedersen, J. E., & Digby, A. D. (2013). Secondary schools and cooperative learning : theories, models, and strategies. Routledge. https://doi.org/10.4324/9781315047010
Hi Abby,
Thanks for your insights into cooperative learning! This is also a learning approach that I have experienced during my studies and have used in an elementary classroom environment – small groups created a short presentation on a different insect, we then discussed as a class the things that we could see that were similar and different! I believe that learning from others happens throughout our lives in many settings.
I agree that some elements of this could link into a suitable approach for our project, perhaps we can utilize some strategies in the design of a constructivist/inquiry led learning resource. I sometimes find it hard to put a label onto certain ways of teaching, as they can often fit into more than one box. Can you see links between this approach and others from this series of blog posts?
Sophie
Hey Sophie,
I think that most of these learning approaches connect. I can see how cooperative. learning could connect to all of them. Firstly, cooperative learning requires structure and guidance which aligns with direct instruction. Secondly, cooperative learning and Inquiry-based learning both benefit from diverse perspectives. Next, cooperative learning is often hands-on which connects with experiential learning. Lastly, cooperative learning connects with open pedagogies as they both promote collaborative creation and student autonomy.
Hi Abby!
I learned a lot from your analysis of cooperative learning. Personally, as a computer science major, I have had very little experience with cooperative learning due to the sensitivity of the assignments and all I have had. What happens more often for me is that I do all the assignments alone. I can read from your analysis that cooperative learning will definitely be better to increase efficiency and also learn to get along with different people. My own analysis is inquiry-based learning, which I think we also use in cooperative learning, which I think is more like a group working together to investigate a hot task, like in the example you gave, where the students need to work out the answer to the question on their own first, so that they can teach each other.