Cooperative learning

Cooperative learning first emerged as a pedagogy in K-12 and was later introduced in higher education by Karl Smith, David Johnson, and Roger Johnson. This learning approach follows the behaviour and cognitive leaning theory, which refers to “the instructional use of small groups so that students work together to maximize their own and each other’s learning” (qtd in Barkely et al., 2014, p.6). According to the definition, we can see that the main characteristic of cooperative learning is to have students work together and achieve the learning outcome by supporting each other’s learning. 

Although the definition might sound easy to understand, it needs a more in-depth analysis for audiences to fully comprehend this learning approach. First, the cooperative learning requires instructors to provide clear instructions of group works, including specific questions to discuss or problems to solve. The group work should be designed into a series of phases, which effectively helps keep the group organized. In other words, although students have higher autonomy in cooperative learning, instructors still play a vital role during the learning process. They are responsible to provide detailed instructions for students. Second, each student should work independently before contributing to the group study. Students should not just sit together and chat (Barkley et al., 2014). On the contrary, it requires students to fully engage in the task to share and help other students under the structured interaction.

Cooperative learning can be more effective compared to traditional learning mode. For example, one advantage of cooperative learning is that each student has different skills and knowledge. This helps everyone understand more parts of the project. By working together, students can use each other’s strengths, which makes learning better and helps them understand the topic more deeply. Additionally, the traditional learning method can be too competitive. The cooperative learning can build a more supportive learning environment for students.

In this sense, it aligns with our group project on teaching how to use social media platforms like Instagram and cybersecurity. As indicated in the blueprint, our agenda is to teach a wide range of students. Adopting the cooperative learning method can help elders reduce stress about not being familiar with the digital environment. Additionally, young learners can benefit from elder users by learning how to balance analog and digital life, which is helpful in understanding digital privacy and safety issues.

Reference:

Barkley, E. F., Major, C. H., Cross, K. P., & Kathryn P. (2014). Collaborative learning techniques: a handbook for college faculty (Second edition.). Jossey-Bass.