Cooperative Learning: Prevalence, Conceptualizations, and the Relation Between Research and Practice

Abstract

This study examined the prevalence, conceptualization, and form of cooperative learning used by elementary school teachers. Responding to a survey, 93% of teachers (n = 85) from six elementary schools in two districts indicated they used cooperative learning. In interviews with a subset of those teachers (n = 21), all indicated having daily cooperative lessons in several subjects. The majority of teachers subscribed to cooperative learning to achieve both academic and social learning goals, structured tasks for positive interdependence, and taught students skills for working in small groups. When we applied criteria for cooperative learning derived from the research literature, few teachers were employing recognized forms of this practice, primarily because they did not tie individual accountability to group goals. Implications for communication between researcher-developers and teachers are discussed.

Concurrent student-managed discussions in a large class

“…It is a sad fact, therefore, that cooperative and collaborative methods are not much used in schools, and that, when used, the classroom realization often falls short of the research-based ideal (Antil, Jenkins, Wayne, & Vadasy, 1998). In China, one reason is large class size.…”

Effects of Cooperative Versus Individual Study on Learning and Motivation After Reward-Removal

“…Much of the work on cooperative learning has not examined what happens to group or individual performance after reward-removal (see O'Donnell, 1996, for a notable exception). A concern that educators often raise about using rewards to support effective cooperative learning is whether such supports will translate to the real world (Antil, Jenkins, Wayne, & Vadasy, 1998;Deci et al, 2001;Kohn, 1991;Skinnner, Williams, & Neddenriep, 2004). Conducting research at the intersection of motivation and cooperative learning presents an opportunity to address these concerns while also refining our theories in both domains: (a) by isolating the effects of social interaction on motivation and (b) by deepening our understanding of when and why cooperative learning offers outcomes distinct from individual study.…”

“…Despite these potential problems, cooperative learning is one of the most widely used instructional strategies in education in part because of the perception that two heads are better than one and in part because much research has shown ways in which it can be implemented effectively (Antil, et al, 1998;Johnson & Johnson, 2009;O'Donnell, 2006;Slavin, 1996). For example, scripts, prompts, and roles have been used to promote the type of cognitive activities thought to underlie successful learning, such as question-asking, knowledge-checking, and explaining (Coleman, 1998;King, 1999;O'Donnell, 1999;Webb, 1982Webb, , 2009.…”

Design and Validation of the Cooperative Learning Application Scale (CLAS)

“…Although numerous publications indicate that teachers devote insufficient attention to the implementation of these elements (Antil, Jenkins, Wayne, & Vadasy, 1998;Veenman et al, 2002;Veenman et al, 2000), the results of this study showed a higher application of CL level dimensions by teachers. These differences may be due to the different instruments used for the measurement in the studies.…”