Cooperative learning

A strategy to promote co-operation and learning

A pedagogical context permeated by a climate of trust and support is more conducive to learning when compared to a competitive and individualised climate. For this reason, co-operative learning emerges as an essential component of pedagogical dynamics, especially in the interaction between students. Positive interdependence stimulates and facilitates joint efforts to promote learning and is the basis of cooperative learning.

The five specific characteristics of cooperative learning, according to Johnson & Johnson (1999), are presented below.

Positive interdependence
Considered the most important characteristic of co-operative learning, since the success of one student depends on the success of other students.
Individual responsibility
Face-to-face interaction
The implementation of co-operative learning, outlined as a teaching-learning strategy that fosters collaboration between students to achieve a common goal, encourages interaction between students and has a significant impact on improving learning outcomes. However, if students form hostile groups and resist co-operation, the general climate will be stressful and the quality of learning may decrease. This climate of hostility and resistance to co-operation hinders the development of positive relationships between students, which in turn compromises co-operation and motivation to learn.
Developing interpersonal skills
Co-operative learning, as advocated by Johnson et al. (1998), promotes social interaction and stimulates the acquisition of knowledge. Thus, integrating this approach into everyday classroom life offers opportunities for students to develop social skills and consolidate the syllabus they have learnt.
Continuous evaluation of the process

Dörnyei, Z., & Muir, C. (2019). Creating a motivating classroom environment. Second handbook of English language teaching, 719-736.
Johnson, David W., Roger T. Johnson, and Karl A. Smith. (1998). "Cooperative learning returns to college: What evidence is there that it works?." CHANGE-NEW ROCHELLE- 30 26-35.
Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into practice, 38(2), 67-73.
Remião, F., & Veiga, A. (2022). As aulas invertidas e o desenvolvimento da cooperação como uma competência em ciências farmacêuticas. In CNaPPES 2022: 8º Congresso Nacional de Práticas Pedagógicas no Ensino Superior
Santos, P. J. (2023). Diferenciação de classificações individuais em trabalhos de grupo. In CNaPPES 2022: 8º Congresso Nacional de Práticas Pedagógicas no Ensino Superior

Concept

The five specific characteristics of cooperative learning, according to Johnson & Johnson (1999), are presented below.

Positive interdependence
Considered the most important characteristic of co-operative learning, since the success of one student depends on the success of other students.
Individual responsibility
Face-to-face interaction
The implementation of co-operative learning, outlined as a teaching-learning strategy that fosters collaboration between students to achieve a common goal, encourages interaction between students and has a significant impact on improving learning outcomes. However, if students form hostile groups and resist co-operation, the general climate will be stressful and the quality of learning may decrease. This climate of hostility and resistance to co-operation hinders the development of positive relationships between students, which in turn compromises co-operation and motivation to learn.
Developing interpersonal skills
Co-operative learning, as advocated by Johnson et al. (1998), promotes social interaction and stimulates the acquisition of knowledge. Thus, integrating this approach into everyday classroom life offers opportunities for students to develop social skills and consolidate the syllabus they have learnt.
Continuous evaluation of the process

References

Dörnyei, Z., & Muir, C. (2019). Creating a motivating classroom environment. Second handbook of English language teaching, 719-736.
Johnson, David W., Roger T. Johnson, and Karl A. Smith. (1998). "Cooperative learning returns to college: What evidence is there that it works?." CHANGE-NEW ROCHELLE- 30 26-35.
Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into practice, 38(2), 67-73.
Remião, F., & Veiga, A. (2022). As aulas invertidas e o desenvolvimento da cooperação como uma competência em ciências farmacêuticas. In CNaPPES 2022: 8º Congresso Nacional de Práticas Pedagógicas no Ensino Superior
Santos, P. J. (2023). Diferenciação de classificações individuais em trabalhos de grupo. In CNaPPES 2022: 8º Congresso Nacional de Práticas Pedagógicas no Ensino Superior