Cooperative Learning

The paper begins with a definition of cooperative learning and a brief explication of its conceptual postulates regarding how small group interaction fosters learning. This is followed by an examination of the general effects of cooperative learning. Studies of cooperative learning in situations involving the use of media (e.g. computer instruction, television instruction) are then examined. Also, since the study involves discussion of learning, research related to small group discussion in cooperative learning situations is also examined.

Cooperative Learning: Definition and Theory

Small group learning, in the educational literature, is commonly termed cooperative learning. Slavin (1982) defines cooperative learning as:

. . . instructional methods in which students of all levels of performance work together in small groups toward a common goal. The essential feature of cooperative learning is that the success of one student helps other students to be successful (p.6).

Theoretically, the question may be asked: How is it that cooperation in learning somehow transfers the success of one student to other students?

. . .
es (1982) examined cooperative learning in situations involving computer instruction (called Team Assisted Instruction) for its effects on the math achievement of elementary school students. Using a standardized mathematics test as their measure of student achievement, the authors found that teams scored higher in post test measures of math achievement than did their controls. In another study of TAI teams, Johnson, Johnson and Stanne (1985) examined the effects of cooperative learning on eighth grade students (N=71) daily achievement, problem solving abilities, factual recognition, and applications in the area of learning the fundamentals of map reading and navigation. When the cooperative learning condition was compared to a competitive condition, it was observed that students in the cooperative learning condition showed significantly more achievement in all tested areas than did students in the competitive learning conditions. It was also found that when girls were compared with boys no differences were found for the cooperative learning condition; however, in the competitive condition girls were adversely effected. Not all studies of cooperative or small group learning in relation to media instruction have shown positiv
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Approximate Word count = 2002
Approximate Pages = 8 (250 words per page)

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