The cooperative and collaborative learning
The terms ‘collaborative learning’ and ‘cooperative learning’ have
sometimes been used interchangeably because both strategies hold many
similar qualities, such as favoring active student participation in small
groups over lecture-based teaching. However, these two terms are very
different from each other, as well as being different to some of the more
traditional teaching methods that have been prevalent in classrooms for
the past few decades. Firstly, let’s define the two terms.
Collaborative Learning
Collaborative learning is a method of teaching and learning in which
students work together as a team to explore an important question or
create a project. This can happen either in a classroom setting or in
eLearning sessions using Google Hangouts or Skype, allowing students
to converse freely on the subject. Collaborative learning redefines the
traditional student-teacher relationship as activities can include debates,
joint problem solving, collaborative writing, study teams and group
projects.
Learning here happens within the dialogue of the group, with student-led
conversation that is not overseen by a teacher or instructor. The teacher
will usually only prompt the group when asked questions about the work
in order to direct the students on their learning path. The work at the end
of the session is shared between the group and as such, it is assessed as a
group effort. Some collaborative learning approaches also get students of
mixed ability to work in competition together, which helps to drive more
effective collaboration.
Cooperative Learning
In a cooperative learning environment, students work together in small
groups on a structured task. Unlike with collaborative learning, students
are individually accountable for their work and the group as a whole is
also evaluated, ensuring that no student can ‘piggyback’ on the work of
another. Group members must believe that each person’s efforts benefit
not only themselves but the rest of the group because the success of the
group depends on everyone pulling their weight.
Everyone shares a mutual goal, and individuals are given separate
sections or tasks to complete which are then compiled and edited to
ensure consistency throughout the work. Students are required to help
each other through the work, providing students with the skills to
effectively learn from their peers. This can include discussing key
concepts in the task and explaining how to solve problems. This kind of
interaction cements the members together – they become personally
committed to each other as well as to their mutual goals. Working
closely together also promotes transferrable skills such as decision-
making, trust-building, effective communication and leadership.
In cooperative learning, students work towards fulfilling academic and
social goals that are clearly stated. After completing a task, students are
then given time to analyze how their work turned out and how well the
group worked together. This processing time is as much for the benefit of
teachers as it is for the students as it helps to know what to improve for
the next project.
The similarities between cooperative and collaborative learning
Here are just some of the similarities that exist between a cooperative
learning and collaborative learning approach for students:
1. Rely on active student participation rather than passive, lecture-based
teaching.
2. Students assume a degree of responsibility for their own learning.
3. Teachers act as facilitators to learning.
4. Require pupils to complete a task/project.
5. Instill team-building skills and encourage social interaction.
6. Help to prepare students for the world of work.
7. Enhance deeper cognitive skills.
8. Create shared learning experiences.
9. Increase levels of information retention.
10. Embrace student diversity.
The differences between cooperative and collaborative learning
Collaborative learning
Students progress personally, while collectively working towards a
common goal. Students are accountable to one another and, with
appropriate direction, will self-manage this. Pupils learn to better
understand and anticipate differences, recognize it in themselves and
others, and use it to their advantage.
A typical collaborative learning process:
1. Students organize their efforts between themselves (group-structured)
2. Students source material to help them complete the activity
3. The activity is not monitored by the teacher (although they can help
when assistance is requested by the group)
4. Students assess their own individual and group performance
5. Success depends on individual strengths
Cooperative learning
Like the cast and crew of a theatre production, co-operation involves
interdependence. Roles and responsibilities are clearly defined but are
open for negotiation. This method of collaboration brings with it a strong
sense of accountability.
In contrast to collaborative learning, a cooperative learning structure
takes the following form:
1. Activities are structured with each student assigned a specific role
(teacher-structured).
2. Teachers supply information for students to read and analyze (or let
pupils know where this info can be found).
3. Teachers observe, listen and intervene where necessary.
4. Students submit work at the end of the lesson for
evaluation/assessment.
5. The success of the group depends upon the efforts of everyone
involved .
The benefits of cooperative and collaborative learning
The majority of students learn best when they are immersed in learning,
through interaction and application. A student is more likely to remember
something discovered through active participation and peer work than
through the passive acceptance of information presented by the teacher.
As well as making learning more memorable, with collaborative and
cooperative learning:
Students come to recognize, understand and respect cultural differences
and different perspectives
Performance is improved. With collaborative/cooperative methods much
more valuable than individualistic ways of building student performance
and progression
Group work helps students who have difficulty with social skills.
Providing a safe and structured space to interact with others
Confidence is emboldened, with students able to recognize and value the
importance of their contributions
Inclusivity is encouraged. There is no such thing as an average child, and
collaborative/cooperative methods allow each child to work to their
strengths.
Find out more about cooperative/collaborative learning and what it can do
for your students.
Despite the benefits, effective cooperative and collaborative learning does
not necessarily come easy and may require a change of mindset for
everyone involved. That said, it’s not an overwhelming proposition
either. The world is already collaborating, and by using both cooperative
and collaborative methods, teachers can help to create well-rounded
citizens with the skills needed to succeed – not only in further education
and work – but also their personal lives. After all, what we learn in
childhood, we take into adult life.
Collaborative learning: What can it do for your students?
Collaborative learning activities vary widely, but most center on the
learner's exploration of the curriculum, not the teacher's presentation of it.
According to the National Careers Service, employers are looking for –
and lacking – candidates with soft skills. Skills such as decision making,
flexibility and problem-solving. Skills that are best developed in school,
and the earlier the better.
Whilst you wouldn’t expect a new graduate to gain vocational skills in
the primary school classroom, it’s well established that the experiences
and memories gained in the early years go on to play a vital role in
shaping the more personal and societal aspects of the adult.
Individual learning and the ‘broadcast’ approach established by more
traditional teaching methods have a role to play, but as we move into a
more collaborative world, the principles and personality traits gained
from peer-to-peer education and engagement are more important than
ever.
Adapting teaching to the new world
The world is already collaborating. From hackathons, such as NASA’s
International Space Apps Challenge, a two-day event involving
technologists, scientists, artists, educators and more, engaging with
publicly available data to design new solutions for global challenges. To
open innovation, with new ideas being sought from outside the usual
channels – such as the National Primary Care Development team asking
patients for ideas.
From Kick starter to crowd sourcing to open-plan offices and carpools,
the world in which we live increasingly shares its resources, ideas and
information for the common good. We have the technology to
communicate more broadly than ever, and the business world is using this
to its advantage. It’s time for the world of education to follow suit.
Setting out the principles
Broadly speaking, collaborative learning is a method of active learning
that relies on the principle of two or more students coming together to
work towards a common goal.
Collaborative learning activities vary widely, but most center on the
learner’s exploration or application of the curriculum, not simply on the
teacher’s presentation of it.
There are three broad categories into which collaborative working can
fall:
Collaborative learning
Students make individual progress in tandem with others, working
towards a common goal. Students are accountable to one another and,
with appropriate direction, will self-manage this. Pupils learn to better
understand and anticipate differences, recognize it in themselves and
others, and use it to their advantage.
Co-operative learning
Co-operation involves inherent interdependence – like the cast and crew
of a theatre production, for example. Roles and responsibilities are clearly
defined, but are open for negotiation. This method of collaboration brings
with it a strong sense of accountability.
Competition
With proper use, competition is an effective means of developing pupils’
collaborative skills. It can be particularly effective with teams (especially
when students are incentivized with rewards to work toward), and can
help to develop entrepreneurship and leadership skills. It should be
pointed out that pupils’ learning to collaborate in this way need to be
monitored closely, to ensure they are developing the right skills the right
way.
The realities of collaborative learning
It’s important to remember that effective collaborative learning does not
necessarily come easy. Making a move to a new kind of learning
experience is not a quick fix, and may necessitate a change of mindset for
everyone involved. Not just your colleagues, but your students, and
potentially you, too. You should see the transition to collaborative
approaches as a journey, which you’ll all embark upon together. As you
get further, you’ll continually assess and refine approaches to ultimately
gain a view of how collaboration works most effectively in your school.
With that said, it’s not an overwhelming proposition either. There’s no
need to throw the baby out with the bathwater, you should implement
collaborative and cooperative approaches in the right circumstances for
your students and your curriculum.
Whilst putting some initial planning and thought in upfront will naturally
be required, transitioning to collaborative learning principles won’t
require more work in the long term. It just demands a different kind of
work. Work in which your role has changed, as you become more of a
moderator, supervisor and occasional guide, rather than a leader.
The beauty of a collaborative approach is that it offers such flexibility, so
you can group students together in an optimum way and refine and adapt
groups as you travel along your journey. As a learning experience,
collaboration offers a full range of models that can be adapted to suit
whole-class, multi-team and small-team settings.
Most importantly, an effective collaborative approach does not lose sight
of the individual. You know how unique each student is, and you know
how important it is to tailor your approach to their distinctive learning
styles. Collaboration, done right, plays to this perfectly. There’s still
room for personalized instruction and guidance from you to ensure all
attitudes and abilities are accommodated.
A collaborative approach doesn’t assume that everyone will travel at the
same speed. The brighter children will not be held back, as they will have
an inclination towards guiding the outliers. And the outliers will benefit
from a stronger network of group support and direction.
The benefits of collaborative learning for pupils
Starting to see the benefits? The outcomes of collaborative learning lie in
many tangible and less tangible traits:
1. Improved performance: Research shows that collaborative methods
are much more valuable than individualistic methods in building student
performance and progression.
2. Embedded learning: Going far above and beyond the broadcast
approach, collaboration embeds knowledge more powerfully through
listening and sharing. A student is more likely to remember something
learned with and from a peer than something broadcast from the front of
the classroom. The dialogue and discussion over new ideas and
approaches to solving the task set make it more memorable and require a
deeper level of skills.
3. Confidence building: Well-planned collaboration allows all students
to recognize and value the importance of their own contributions. It
emboldens them with the confidence to teach and learn from others – not
only their peers, but their teachers too.
4. Improved psychological health: There has been found to be a strong
correlation between cooperativeness and psychological health. A more
collaborative approach could lead to better emotional maturity, well-
adjusted social relations, strong personality identity, ability to cope with
adversity, basic trust and optimism about people, and independence and
autonomy.
5. Inclusivity: There is no such thing as an ‘average’ child, and
collaborative learning plays to this. It can give outlier students unique
ways forward. They bring their own strength and skills, which are
recognized and valued by other students. Effective collaboration
recognizes the merit of everyone in the group, allowing each child to
work to their strengths and gain support from others when needed.
6. Well-rounded citizens: This may seem a bold claim, but as mentioned
at the beginning, what we learn in childhood, we take into adult life.
Collaborative practice can become so inculcated in a person that they take
their skills not only on to further education and work, but into their
personal lives too. The more people are equipped this way, the more
harmonious society can become.
Teaching and learning through collaboration
In one or many ways, you’ll already be applying the principles of
collaborative learning within the classroom. You will have observed that
students sometimes work in parallel, with minimal interaction.
Sometimes they work together. Sometimes they compete. All of these
approaches can form part of deeper learning through collaboration.
One of the key considerations and behavioral shifts involves you. You
must avoid the temptation to ‘lead’ the group. Your role has changed
from one of the leader and broadcaster to one of the moderators. Motivate
the group when they are struggling, but be conscious of not offering
answers or solutions too readily. Maintain oversight of the group
dynamics and make sure to encourage the quieter or more reluctant
students when needed.
In Part Two of our collaborative working series, we discuss your role and
the practicalities of implementation in more detail, offering a detailed
approach to building collaborative learning into the primary school
classroom.
With the world of work already demanding softer skills from individuals
and a culture of collaboration from its workforce, the time to start
introducing the principles and molding the personalities is in the
classroom has arrived. We cannot prepare our pupils for the future with
the tactics of the past.
Conclusion
1. Whether to choose a collaborative or cooperative approach is
ultimately dependent on the work that will be given to students.
Cooperation learning is defined by a set of processes that help people
interact together in order to accomplish a specific goal, whereas the
underlying premise of collaborative learning is based upon building
compromise through the teamwork displayed by group members.
Research suggests that both cooperative and collaborative learning
ultimately bring positive results for students such as a deeper
understanding of content, increased self-esteem and a higher motivation
to remain focused on tasks.
2. In essence, cooperative learning can be described as a more ‘managed’
approach as it stresses comprehension of facts and the development of
cognitive, personal and social skills, whilst collaborative learning is more
focused on the development of autonomy and knowledge construction.
3. The skills needed to work together in a group are transferrable
throughout academic, professional and personal life – a lot of value is
placed on how individuals can works as part of a team - so it makes sense
that team building should be an integral part of any learning environment.
