Differentiating Cooperative Learning and Collaborative Learning: What Is Fit for Pakistani Higher Education?

Abstract

This paper attempts to clarify the relationship between cooperative and collaborative learning and shows that cooperative learning could be more effective in the context of Pakistani higher education. It is argued that although both these approaches are forms of group work, cooperative learning is more structured and controlled. Collaborative learning, on the contrary, is not that structured and depends on students to work independently in groups without involving the instructor authority very much. Therefore, the researchers in this research paper tend to justify how the teaching of English as a second language (ESL) in Pakistani higher education is more or less teacher-cantered and exam-based and how a structured approach to group work like cooperative learning might be of a great assistance in teaching English language in Pakistani universities and colleges. Hence, the study, through the critical review of the studies on cooperative and collaborative learning, aims at providing the rationale that cooperative learning might be more effective in teaching ESL classes in the present context. Furthermore, with the help of the previous research, Pakistani teachers and educators are provided with useful methods and suggestions for how to use cooperative learning in their ESL classes effectively. Thus, the aim of the paper is to offer additional understanding on how instructors can efficiently adopt cooperative learning to ESL teaching-learning processes in their classrooms.

Analysing the Situation of ESL Teaching and Learning in Large University Classes in Pakistan

“…Hence, it is assumed that a more structured approach to group work is needed which may assist teachers to save time and use group strategies more smoothly, with previously set-up techniques and activities and rules for learners to follow. Numerous research studies (see Johnson & Johnson, 1974;Cooper & Robinson, 2002;Panhwar, Gopang, Chachar, & Baloch, 2017b), reviewed in the current study, recommend the adoption of cooperative learning because it is a more organised form of group work. The adoption of cooperative learning permits teachers to sidestep the difficulties during formulating group strategies, wasting time on the creation of groups and classroom indiscipline.…”

The effectiveness of collaborative learning on civic education problem-solving abilities based on cognitive styles

“…In learning by applying the CL and CpL models, the process of solving civic education problems takes place in small, heterogeneous groups, sharing, learning, and working together to achieve mutual success. The mechanisms and approaches of group work to solve problems that distinguish the two (Panhwar et al, 2017). CL model learning facilitates group work to solve civic education problems by giving responsibility and authority to the group, while educators act more as facilitators (Lin, 2015).…”

“…Educators and learners work together socially in order to build knowledge. The CpL model is associated with sociocultural theory that considers learning as a social process in which learners discuss and construct meaning (Panhwar et al, 2017) The CpL model develops small group learning that is highly structured, systematic, procedural, and controlled by educators. While the CL model develops learning with small groups that are less structured, less systematic, and more controlled by learners (Panhwar et al, 2017).…”

“…The two different groups of learners are almost identical no matter the structured or CpL or the self-learning process or CL (Andres, 2015). While researchers in Pakistan tend to justify in teaching English as a second language (ESL) in higher education with a structured approach to group work as the CpL model contributes more than the CL model (Panhwar et al, 2017).…”

Creencias sobre las interacciones docente-estudiante en el aprendizaje colaborativo

“…De esta manera, el AC se conceptualiza desde diferentes perspectivas: aquellas que lo ubican en el campo pedagógico, entendiéndolo como un tipo de metodología implementada por el docente para favorecer los procesos de aprendizaje de sus estudiantes (Barkley, Cross & Major, 2007;Escolano et al, 2012;Izquierdo & Iborra, 2010;Maldonado & Sánchez, 2012;Panhwar, Gopang, Chachar & Baloch, 2017;Valero et al, 2012). Por otro lado, las que lo entienden como un proceso en el que el centro de análisis son los tipos de interacciones que se dan entre los diferentes sujetos y que generan distintos resultados en el aprendizaje, no necesariamente los esperados (Dillenbourg, 1999).…”