Cooperative Learning: Characteristics And Educational Implications
Learning is a lifelong process. At each stage of it, we learn certain things. In the school environment, for example, the knowledge taught is usually general for everyone. But how do you work to enhance learning?
There are many forms of teaching; In this article we will talk about one of them: cooperative learning. We will learn what it consists of, what its objectives and foundations are, and how it differs from the classic “working in a group” methodology.
Learning is that process through which we acquire new knowledge, skills or abilities. It is a process that lasts a lifetime, since we learn in school as children, but also in high school, at university, and throughout life itself, through different experiences and personal experiences.
When we talk about learning in schools, we are referring to a more circumscribed and concrete type of learning; This type of learning is acquired through the teachings or instructions provided by the teacher in the classroom. We learn in different ways and through different activities, tasks and exercises. Besides, Each person learns at their own pace and according to their personal characteristics.
Cooperative learning: what does it consist of?
As we have seen, the learning that occurs within the school context is a fairly specific type of learning, but which, in turn, can be divided into different types of learning. One of them is cooperative learning, which consists of a set of teaching procedures and methods based on dividing the students in the class into small groups.
This procedure, however, is not based on the classic formation of work groups, and we will see their differences later.
The groups that are formed through cooperative learning are usually mixed groups (they group together both boys and girls) and heterogeneous (the characteristics of the students are different from each other); Through these groups, students work cooperatively, that is, jointly and coordinated.
In these small groups or work “teams”, each member of the group contributes their own knowledge and uses their own capabilities to, together, be able to work cooperatively.
Goals
The main objective of cooperative learning is to provide students with deep learning, thanks to the contributions and differences of each member that makes up the small group. Thus, through cooperative learning the aim is for students to be able to solve the tasks proposed to them as a group and to be able to deepen their own learning.
On the other hand, in cooperative learning there are a series of learning situations where the objectives of the group members are related ; That is, individual objectives end up being group objectives, since in order to achieve the objectives individually, it is necessary for the other members to also achieve their own (it is the only way to surpass goals).
Benefits
Some of the benefits or advantages of cooperative learning, compared to other types of learning, are the following.
On the one hand, students may be more motivated to solve tasks, since they have the support of others and work as a group. Furthermore, cooperative learning fosters attitudes of showing initiative and involvement. The quality of the work or tasks can increase compared to if they worked individually, and the degree of mastery of the concepts and knowledge acquired can also increase.
Finally, Socialization can also be beneficial for student learning not only academically, but also personally and emotionally.
Basics
Cooperative learning, as a learning method, is based on a series of values and foundations. Some of the most important are:
1. Increased academic performance
One of the objectives of this type of learning (and that is why it is based on it) is to increase the student’s academic performance. This is achieved through the help of different members of the group. Each person contributes what they know, want or can, and that is what cooperative learning, cooperation and mutual help is based on.
2. Group work
In this way, increasing the student’s academic performance and obtaining deep learning is achieved thanks to support and group and cooperative work. That is why this type of learning is enriched by socialization and interpersonal relationships.
Thus, cooperative learning considers that, depending on what topics or aspects must be taught, You will learn more working in a group (that is, socially) than individually.
3. Value of interpersonal relationships
In relation to the previous foundation, this assumption or foundation can be extracted, which states that social or interpersonal relationships are important to enhance student learning. That is to say, these constitute important educational potentials, and are achieved through the constitution of groups.
4. Socialization and integration
Cooperative learning considers socialization and integration processes as key tools in the educational process of children and adolescents. These processes They provide very relevant values for students such as the importance of cooperation and teamwork.
Differences with classic group work
Cooperative learning, as we have already mentioned, is based on the organization and formation of small work groups; However, it is not the classic “group work”. So, how are both types of learning different? Basically, the differences are based on the aforementioned fundamentals and other examples. Let’s see it:
The main difference between cooperative learning and classic teamwork is that in the first type of methodology, interpersonal relationships that arise (or that already existed) in the group itself are especially valued. These relationships serve as the basis or origin of new forms of learning.
2. Imbalance learning
On the other hand, in cooperative learning learning occurs due to imbalance ; This implies that learning is done through the potential and weaknesses of each member, as in a scale or puzzle, where each person contributes what they know and where together the “puzzle” ends up being formed.
3. Sociocognitive conflict theory
Another foundation or distinctive feature of cooperative learning, which differentiates it from classic group work, is that it is based on the so-called “sociocognitive conflict theory.”
Specifically, sociocognitive conflict is based on a problem-solving process that two people solve, and which is made up of two moments or stages; In the first stage, there is a disagreement on how you are trying to solve the problem in question (since the procedure being used is ineffective). This creates the need to consider the other person’s point of view.
The second stage consists of the appearance of a cognitive contradiction (“I think one thing, which is not effective, and the other thinks another”); This contradiction creates, in turn, the need to build a common path that contains the two perspectives or points of view, in order to obtain a unique and joint solution.
Finally, the result or benefits obtained are double: on the one hand, a resolution of the conflict or problem, and on the other, a cognitive restructuring of both participants.
