Cooperative Learning Groups Cooperative Learning Groups are more than just letting student work together; they are structured learning environments. It states that collaborative learning (CL) is a personal philosophy, not just a classroom technique. The structure of cooperative learning, in contrast to collaborative learning, is the following: All the activities are structured by the teacher and each student has been given a specific role in the activities. A collaborative task may provide no collective learning. A very important fact about cooperative learning is that it can be used to teach different kinds of students. This is reasonable, as both favor small-group active student participation over passive, lecture-based teaching and each require a specific task to be completed. W e’ve heard a lot about collaborative learning in recent years, but almost at the expense of another, equally important concept: competition. Cooperative learning takes place when students work together in … However, it’s important to note the difference when understanding learning strategies. Recently there has been more scrutiny as to the benefits of working in teams. • Cooperative learning focuses more on the learning experience for the participants while group work gives attention for task achievement. Best of all, collaborative learning eliminates the main pitfall of group work — one student doing all the work. It is also referred to as cooperative learning. Group Work vs. Collaborative Learning: Is There a Difference? has been cited by the following article: TITLE: The Integration of Subject Specific Skills and Small Group Teaching into Year 1 of Degree Programmes: A Study Skills Programme, a School-Wide Learning and Teaching Initiative AUTHORS: Violetta Naughton, Patrick J. Naughton But there’s more to successful collaborative learning than just group projects. Group Work vs. Cooperative learning refers to a type of collaborative learning where students are responsible for a specific part of their learning success and that of the group as a whole. It is more directive than a collaborative system of governance and closely controlled by the teacher. In contrast to collaborative learning, a cooperative learning structure takes the following form: Activities are structured with each student assigned a specific role (teacher-structured) Teachers supply information for students to read and analyse (or let pupils know where this info can be found) Cooperative learning represents the most carefully structured end of the collaborative learning continuum. Cooperative Learning Strategies to Use in the Classroom. Defined as “the instructional use of small groups so that students work together to maximize their own and each other’s learning” (Johnson et al. In cooperative learning, there are a set of processes which help students in interacting with each other to achieve a common goal. The underlying premise of collaborative learning is based upon consensus building through cooperation by group members, in contrast to competition in which individuals best other group members. It mostly fosters in them to become interdependent as a route to cognitive and social development. Instructors and schools can put together groups that work either for short- or long-term periods. Collaborative learning and peer-to-peer learning work best in differing situations. In the “collaborationist” perspective three important theories converge: socio- The students are not left to their own devices in seeking the information relevant to the content. Change July/August 1995 pp 34 -4 (Available to HKUST staff and students via HKUST Library's subscription to ProQuest) Given what is known from research about the epistemological development of undergraduates

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