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Concept of Cooperative Learning
Several definitions of cooperative learning have been given by various theorists. The one
most widely used in higher education is probably that of David and Roger Johnson of the
University of Minnesota. According to the which, cooperative learning is a process that
involves students working in teams to accomplish a common goal, under conditions that
include the following elements:
• Positive interdependence. Team members are obliged to rely on one another to
achieve the goal. If any team members fail to do their part, everyone suffers
consequences.
• Individual accountability. All students in a group are held accountable for doing
their share of the work and for mastery of all of the material to be learned.
• Face-to-face promotive interaction. Although some of the group work may be
parceled out and done individually, some must be done interactively, with group
members providing one another with feedback, challenging reasoning and
conclusions, and perhaps most importantly, teaching and encouraging one another.
• Appropriate use of collaborative skills. Students are encouraged and helped to
develop and practice trust-building, communication, and conflict management
skills.
• Group processing. Team members set group tasks, periodically assess what they
are doing well as a team, and identify changes they will make to function more
effectively in the future.