Cooperative Learning Environments

Cooperative learning

Traditionally, educators largely ignored the importance of student to student interaction and the learning that happens within and because of those of interactions. The reason for this was the underlying belief in Social Darwinism that characterizes the world as 'dog-eat-dog' environment and the only way to succeed is through 'survival of the fittest'; this individualistic belief was further supported by Skinner's idea of behaviourism and behaviour modification through training.

However, the educational landscape is changing. Now, because of a networked structure and architecture of today's work and learning spaces, the value of cooperation among its members is becoming clear. This development is further sustained by a wide range of collaborative tools, including digital educational technology. In educational settings, we see evidence of the use of, as Jonassen (1999) notes, "conversation/collaboration tools enable communities of learners to negotiate and construct meaning for the problem".

We can structure every learning goal in ways that encourage individual or group efforts. Carefully structured group work is the hallmark of cooperative learning. Millis (2002) defines cooperative learning as an instructional approach designed to promote deep learning, encourage self-esteem and the acceptance of others, and improve interpersonal effectiveness. Millis emphasizes that cooperative learning involves small groups working on specific tasks, carefully _structured_.

Cooperative learning encourages group efforts, and learners seek outcomes that are beneficial to themselves and their group members. Kafka's theory of social interdependence and Lewin's theory of cooperation provide theoretical support to such cooperative efforts. The essence of Kafka’s theory of social interdependence is that members of a cooperative group i) are united by a shared goal and ii) are motivated towards accomplishment of this common goal despite the tension that may exist within the group. Another premise that underlies cooperative learning is respect for students - regardless of their backgrounds and perspectives. Ayres, and Duncan ( 1994, p. 46, cited in Millis, 2002) suggest, "Cooperative learning ... builds upon heterogeneity and formalizes and encourages peer support and connection" (p.3). Such an orientation is important in increasingly diverse modern learning spaces.

Types of groups engaged in learning may vary - formal, informal and cooperative base groups. Despite these differences, Johnson and Johnson (1989) identify some crucial elements of cooperative learning to ensure successful outcomes for all group members. They identify five essential elements that need to be integrated while making decisions about cooperative learning: positive interdependence, individual and group accountability, promotive interaction, appropriate use of social skills, and group processing.

Johnson and Johnson's (1989, 2003, 2005) meta-analysis of cooperative and individualistic research show that cooperative learning group members spend significantly more time on learning task, achieve significantly more than those learners engaged in individualistic efforts, develop more meaningful relationships with their peers, and use a wider range of higher-order reasoning strategies.

In summary, it is important that theory informs our educational practices. It is also important to recognize that cooperative learning takes different forms. And it is necessary to incorporate some key ingredients - positive interdependence, individual and group accountability, promotive interaction, appropriate use of social skills, and group processing - while structuring and designing instruction.

References

Johnson D. W., & Johnson, R. (1989). Cooperation and competition: Theory and research. Edina, MN: interaction Book Company

Johnson, D. W. (2003). Social interdependence: The interrelationships among theory, research, and practice. American Psychologist, 58(11), 931-945.

Johnson, D. W., & Johnson, R. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5th Ed.). Boston: Allyn & Bacon.

Jonassen, D. H. (1999). Designing Constructivist Learning Environments

Millis, B. J. (2002). _Enhancing Learning—And More!—Through Cooperative Learning. IDEA Paper._ (pp. 3–8). Enhancing Learning--and More!--Through Cooperative Learning. IDEA Paper.

Some tools that we can use to facilitate cooperative learning.

1. [MindMeister](https://www.mindmeister.com/ "mindmeister") 

This web-based tool enables groups to brainstorm ideas and plan group activities/projects. This will be useful during the early phase of group work, but can be equally useful when evaluating and reviewing group work. Mindmeister will generate mind maps, but the latest update includes a live chat feature that supports direct communication amongst group members.

2 [Google Docs](https://accounts.google.com/ServiceLogin?passive=1209600&osid=1&continue=https://docs.google.com/&followup=https://docs.google.com/&emr=1 "Google Docs")

Google Docs is a word-processing collaboration tool. Members can write, edit and share documents collaboratively in real time from any Internet-enabled devices. Particularly useful feature for cooperative learning is how Google Doc tracks and saves changes automatically when members of a learning group work on the same document. Chat and commenting functionality in Google Docs makes this a truly powerful cooperative learning tool.

3. [CueThink](http://www.cuethink.com/)

Although specifically designed for maths with its slogan “Make Math Social,” this platform supports cooperative learning by using classroom interaction to enhance problem-solving skills. Learners work in a group to select a strategy that is most pertinent to a math problem they need to solve. The app also allows the group to display their work, and give each other positive critique and feedback. As students learn to solve problems cooperatively, they also gain the ability to work together and communicate their thought processes. This platform uses social approach to problem-solving that promotes deep cooperative learning.

How I use cooperative learning:

Let me share two examples - one virtual and one on site - where I use cooperative learning.

In both tasks, I will incorporate Johhnson and Johnson’s suggestion about components of successful cooperative learning: positive interdependence, individual and group accountability, promotive interaction, appropriate use of social skills, and group processing

On site learning

Subject: Reading for meaning

Activity: Reciprocal reading

Age group - Upper elementary and beyond

Prerequisites: Fair competency in reading but may struggle with comprehension and fluency.

Evaluation: ongoing feedback, and use of norm- referenced criteria (rubric)

Description of task: After modelling how reciprocal reading works, students occupy one of the five roles - summarizer, questioner, clarifier, predictor, and the Big Boss - while engaging in a deep reading of a text. During the introductory session, the teacher models how different roles fit in together and provide supported practice. Once learners understand the structure and expectations of each role, they can work cooperatively while reading a text. The Big Boss invites each learner to tell the group what s/he has been thinking and writing. Once they complete their reading, the group can then choose to show their understanding in any ways the group decides. The chosen medium can take the form of drama, pictures, music, or a written composition.

Online learning

Subject: Design technology

Activity: Preparing a set of instruction for a targeted audience

Age group: Middle school and beyond

Prerequisites: Fair proficiency with using audio-visual tools

Evaluation: ongoing feedback, and use of a norm- referenced critera (rubric)

Description of task: Learners need to produce a set of instruction for their identified users. The task is open-ended and learners can choose to produce a 'How to ...' instruction set, e.g. how to evaluate online sources of information; how to make an omelette, how to navigate a certain web page, etc. Learners need to plan a project, assign themselves a role, foster accountability, and support one another if necessary. For example, if they choose to make a video demonstration of how to navigate a certain website for elderly users, they need to assign a range of tasks: i) researching and identifying what features elderly users struggle with, ii) converting the information into a story board iii) creating an accompanying content (slides, or a screen casting) iii) editing sound and video during post-production. The role of each learner is important and success of the entire project depends on that of all others.