Distinction between cooperative learning and collaborative learning as two approaches to students working in groups¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 review), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The primer defines two distinct approaches to students working in groups. In cooperative learning, tasks are divided among team members who each do their own task before combining efforts, often to save time or accomplish more than one student could alone. In collaborative learning, "the intent is for students to build shared understanding and to support each other as they work together to answer questions, debate an issue, solve a problem, or work on some other challenge." The primer illustrates the contrast with a slideshow example: collaborative groups work together on each slide rather than dividing slides up. Learning outcomes differ, with collaborative learning offering ways of learning students could not achieve alone.

Design Implications¶

Context¶

Requirements¶

• Collaborative learning requires tasks where students build shared understanding together rather than dividing subtasks

Constraints¶

• The primer notes both approaches focus on students working in groups but aim towards different sets of outcomes

Target Learners¶

• K-12 students in STEM classrooms

Target Learning Objectives¶

• Building shared understanding of content through joint problem solving and discussion

Claims¶

• Collaborative tasks should be complex enough that joint effort is worthwhile, engaging the collective working memory effect [+W]

Related Theories¶

• Collaborative approaches are participatory and characterized by active teacher and learner roles, community building, created rather than transferred knowledge, and knowledge located in the community
• Three-phase framework of teacher roles in collaborative learning: before, during, and after

Examples¶

• Structured Peer Discussion Roles
• Establish Group Roles
• Role Assignment
• Ritualize collaborative activities so students become fluent in the skills the ritual requires
• Structure reflection after collaboration for both students and teachers using prompts, exit tickets, journals, rubrics, plus-and-delta, and gallery walks

Key Sources¶

• Judi Fusco, Sarah DiMaria, Beverly Yeadon, Linette Victor, Sarah Hampton, Janet Kolodner, London Jenks, Susan Yoon. (2024). Teacher's Roles in Supporting Collaborative Learning. Digital Promise. https://digitalpromise.dspacedirect.org/items/6dc71c9f-b523-4c36-9da8-d98b364e17e0