Cooperative learning: characteristics and educational implications

A type of learning that occurs in organized groups with a common goal.

Learning is a lifelong process. At each stage of life, we learn certain things. In the school environment, for example, the knowledge that is imparted is usually general for everyone. But how do we work to enhance learning?

There are many ways of teaching; in this article we will talk about one of them: cooperative learning. We will know what it consists of, what its objectives and foundations are, and how it differs from the classic methodology of "working in groups".

The learning process

Learning is the process by which we acquire new knowledge we acquire new knowledge, skills or abilities. It is a lifelong process, since we learn at school as children, but also in high school, at university, and throughout life itself, through different experiences and personal experiences.

When we talk about learning in schools, we are referring to a more circumscribed and concrete type of learning; this type of learning is acquired through the teachings or instructions provided by the teacher in the classroom. We learn in different ways and through different activities, tasks and exercises. In addition, each person learns at his or her own pace, each person learns at his or her own pace and according to his or her personal characteristics..

Cooperative learning: what does it consist of?

As we have seen, the learning that takes place within the school context is a quite specific type of learning, but it can be divided into different types of learning. One of them is cooperative learning, which consists of a set of teaching methods and procedures based on dividing the students in the class into small groups. a set of teaching procedures and methods based on dividing the students in the class into small groups..

This procedure, however, is not based on the classic formation of working groups, and we will see its differences later on.

The groups formed through cooperative learning are usually mixed groups (grouping both boys and girls) and heterogeneous (the characteristics of the students are different from each other); through these groups the students work cooperatively, i.e., in a joint and coordinated manner.

In these small working groups or "teams", each member of the group brings his or her own knowledge and uses his or her own skills to work together in a cooperative way. and uses his or her own abilities in order to work together in a cooperative way.

Objectives

The main objective of cooperative learning is to provide students with deep learning, thanks to the contributions and differences of each member of the small group. Thus, through cooperative learning it is intended that students can solve the tasks proposed to them as a group and that they can deepen their own learning.

On the other hand, in cooperative learning there is a series of learning situations in which the objectives of the group members are relatedthat is to say, the individual objectives end up being group objectives, since in order to achieve the objectives individually, it is necessary that the other members also achieve their own (it is the only way to overcome goals).

Benefits

Some of the benefits or advantages of cooperative learning, compared to other types of learning, are the following.

On the one hand, students may be more motivated to solve tasks because they have the support of others and work in groups.They have the support of others and work in a group. In addition, cooperative learning fosters attitudes of showing initiative and involvement. The quality of the work or tasks may increase compared to working individually, and the degree of mastery of the concepts and knowledge acquired may also increase.

Finally, socialization can also be beneficial to the student's learning, not only academicallynot only academically, but also personally and emotionally.

Fundamentals

Cooperative learning, as a learning method, is based on a series of values and fundamentals. Some of the most important are:

1. Increased academic achievement.

One of the objectives of this type of learning (and that is why it is based on it) is to increase the student's academic performance. This is achieved by through the help of the different members of the group. Each one contributes what he/she knows, wants or can, and that is the basis of cooperative learning, cooperation and mutual help.

2. Group work

In this way, the increase of the student's academic performance and the obtaining of a deep learning is achieved thanks to the support and the group and cooperative work. That is why this type of learning is enriched by socialization and interpersonal relationships.

Thus, cooperative learning considers that, depending on which subjects or aspects are to be taught, more will be learned by working in a group, more will be learned by working in a group (i.e., socially) than individually..

3. Value of interpersonal relationships

In relation to the previous rationale, we can extract this assumption or rationale, which states that social or interpersonal relationships are important to enhance student learning. In other words, these constitute important educational potentials, and are achieved through the formation of groups.

4. Socialization and integration

Cooperative learning considers the processes of socialization and integration as key tools in the educational process of children and adolescents. These processes provide very relevant values for the students, such as the importanceThe importance of cooperation and teamwork, for example.

Differences with classic group work

Cooperative learning, as we have already mentioned, is based on the organization and formation of small working groups; however, it is not the classic "group work". So, how do the two types of learning differ? Basically, the differences are based on the above-mentioned fundamentals and other examples. Let's take a look:

Importance of interpersonal relationships 2.

The main difference between cooperative learning and classic teamwork is that in the first type of methodology, the interpersonal relationships that arise (or already existed) in the group itself are especially valued. These relationships serve as the basis or origin of new forms of learning.

2. Learning by imbalance

On the other hand, in cooperative learning unbalanced learningThis implies that learning takes place through the potentialities and weaknesses of each member, as in a balance or puzzle, where each one contributes what he/she knows and where together the "puzzle" is formed.

3. Socio-cognitive conflict theory

Another of the fundamentals or distinctive feature of cooperative learning, which differentiates it from classic group work, is that it is based on the so-called "socio-cognitive conflict theory".

Specifically, the socio-cognitive conflict is based on a problem-solving process that is solved by two people.In the first stage, there is a disagreement on how the problem in question is being attempted to be solved (because the procedure being used is ineffective). This creates the need to consider the other person's point of view.

The second stage is the emergence of a cognitive contradiction ("I think one thing, which is ineffective, and the other thinks another"); this contradiction in turn creates the need to construct a common path containing the two perspectives or points of view, in order to obtain a single, joint solution.

Finally, the result or benefit(s) obtained is twofold: on the one hand, a resolution of the conflict or problem, and on the other hand, a cognitive restructuring of both participants.

Bibliographical references:

• Rué, J. (1991). El treball cooperatiu. Barcelona: Barcanova.
• Rué, J. (1994). El trabajo cooperativo, in Dader, P., Gairín, J., (eds).
• Peralta, N. (2012). Application of socio-cognitive conflict theory to academic learning. National Scientific and Technical Research Council.