This research compares and contrasts the views of differ ent authorities on the benefits of cooperative learning. The concept of cooperative learning is described, the benefits of its application are reviewed, and the support for and objec tions to the concept are discussed.
Cooperative learning is an alternative procedure to con ventional modes of learning, and is a practical application of collaborative learning theory (Reagan, 1989). Under the cooperative learning concept, students are assigned to groups which are composed of average, low achieving, and gifted learners, and mainstreamed students, if any happen to be in the class (Kagan, 1989 1990b). Different cooperative learning groups are typically assigned for the different topics of instruction presented to a class (Edwards, & Stout, 1989 1990). Within each group, the students cooperate in the learning process, with the students who grasp the material providing assistance to those students experiencing more difficulty in comprehending that which is being taught (Ellis, 1989 1990). If this approach produced superior results with respect to overall learning outcomes, one would not anticipate a high
1 2level of opposition to its application. In fact, however, most studies do indicate that cooperative learning produces superior results with respect to learning outcomes (Shanker, 1990), and, as opposed to what one might expect, there is strong opposition to its application (Slavin, 1989 1990b). The opposition to cooperative learning does not stem from its performance with respect to learning outcomes. Rather, the opposition stems from changes under the cooperative learning concept made to both the reward structure, and the concept of student account ability (Slavin, 1989 1990b). Under the cooperative learning concept, individual student accountability is replaced by group accountability (Schultz, 1989 1990), and students are rewarded not on the basis of their own ...