Three basic interaction patterns: competitive, individualistic, and cooperative¶

Theory · All theories
Evidence · 3 claims (3 for) · 6 studies (3 quant-synthesis, 2 review, 1 design), q2–q4 · 2 of 6 report an effect size

Description¶

The digest presents, attributing the taxonomy to David and Roger Johnson, three basic types of interaction patterns people find themselves in: a competitive pattern where "individuals complete for limited resources, with one winner and lots of losers"; an individual pattern where people act on their own behalf with little regard for others; and a cooperative pattern where one person's success is interdependently tied to the success of group members with the same goal. Each pattern generates different attitudes and behaviors, and the authors argue the cooperative model should be the primary consideration for teachers because it can accommodate the other two patterns within a cooperative context.

Design Implications¶

Context¶

Requirements¶

• Properly structured cooperative interaction patterns are needed to promote positive interdependence among people

Constraints¶

• The authors state each pattern has value and all three are found in schools, the workplace, and social settings, with competitive and individual patterns the most prevalent

Target Learners¶

• elementary and secondary students

Target Learning Objectives¶

• collaborative work skills
• academic achievement

Claims¶

• Cooperative Learning Higher Achievement Than Competitive Individualistic [+M]
• Cooperative Learning Improves Achievement [+S]
• Collaborative Learning Improves Outcomes [+M]

Related Theories¶

• Five basic elements make cooperative learning work: positive interdependence, face-to-face interaction, individual accountability, interpersonal and small group skills, and group processing

Examples¶

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Key Sources¶

• Daniels, Ed; Gatto, Mike. (1996). The Cooperative Companion Digest (No. 1-4). Thinking about the Nature and Power of Cooperative Learning. https://eric.ed.gov/?id=ED402038