How is cooperative learning different from group work

Completion of the given work is of prime importance than assuring the participants a comprehensive learning experience. As well, in traditional group work, equal opportunity through promotion of group spirit is not given attention. Most of the time, in group work, a group leader is appointed.

Thus, there are only limited opportunity for other members to play leadership roles within the group. This affects the individual accountability of the group members negatively in group work due to the responsibility is centered on group leaders. Since, equal opportunities are not given it may pave the way for competition between group member. Traditional group work is not carefully planned or specific attention is not given for the formation of the group to assure a complete learning experience.

In order to create an environment in which cooperative learning can take place, three things are necessary. First, students need to feel safe, but also challenged. Second, groups need to be small enough that everyone can contribute. Third, the task students work together on must be clearly defined. The cooperative and collaborative learning techniques presented here should help make this possible for teachers.

For more detailed descriptions of cooperative and collaborative learning, check out the books, articles, and Web sites listed on our Resources page. Welcome to Cooperative and Collaborative Learning. In this session we'll focus specifically on how this technique for using small, cooperative groups in education can help improve learning in your class. Regularly observe group interactions and progress , either by circulating during group work, collecting in-process documents, or both.

When you observe problems, intervene to help students move forward on the task and work together effectively. The University of New South Wales provides handouts that instructors can use to promote effective group interactions, such as a handout to help students listen reflectively or give constructive feedback , or to help groups identify particular problems that they may be encountering.

In addition to providing feedback on group and individual performance link to preparation section above , it is also useful to provide a structure for groups to reflect on what worked well in their group and what could be improved. Graham Gibbs suggests using the checklists shown below. The University of New South Wales provides other reflective activities that may help students identify effective group practices and avoid ineffective practices in future cooperative learning experiences.

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Cabrera, A. Journal of College Student Development, 43 1 , Davidson, N. Boundary crossing: Cooperative learning, collaborative learning, and problem-based learning.

Dees, R. The role of cooperative leaning in increasing problem-solving ability in a college remedial course. Journal for Research in Mathematics Education, 22 5 , Gokhale, A. Collaborative Learning enhances critical thinking. Journal of Technology Education, 7 1. Heller, P. Part 2: Designing problems and structuring groups. American Journal of Physics 60, Johnson, D. Active learning: Cooperation in the university classroom 3 rd edition.

Edina, MN: Interaction. Cooperation in the classroom 8 th edition. Cooperative learning: Improving university instruction by basing practice on validated theory. Journl on Excellence in College Teaching 25, Jones, D. Implementation of cooperative learning in a large-enrollment basic mechanics course. Kuh, G. Love, A. Integrating collaborative learning inside and outside the classroom.

Smith, M. Cooperative learning in the undergraduate laboratory. Journal of Chemical Education 68 5 , Springer, L. Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 96 1 , Uribe, D.

The effect of computer-mediated collaborative learning on solving ill-defined problems.