Cooperative learning: characteristics and educational implications

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

There are many forms 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 "group work" methodology.

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The learning process

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

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 or the teacher in the classroom. We learn in different ways and through different activities, tasks and exercises. Besides,

each person learns at their own pace and according to their personal characteristics.

Cooperative learning: what is it?

As we have seen, the learning that occurs within the school context is a fairly specific type of learning, but which, in turn, can be divided into different types of learning. One of them is cooperative learning, which consists of 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 classical formation of work groups, and later we will see their differences.

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

In these small working groups or “teams”, each member of the group contributes their own knowledge and uses their own capacities to, together, be able to work cooperatively.

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Goals

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 that are proposed to them as a group and that they deepen their own learning.

On the other hand, in cooperative learning there are a series of learning situations where the goals of group members are related; that 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 reach their own (it is the only way to go exceeding 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, since 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 for student learning, not only academically, but also personally and emotionally.

Fundamentals

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

1. Increased academic performance

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 with the help of the different members of the group. Each one contributes what they know, want or can, and that is what cooperative learning is based on, cooperation and mutual help.

2. Team work

In this way, the increase in the student's academic performance and obtaining deep learning is achieved thanks to support and 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 what topics or aspects must be taught, more will be learned by working in a group (i.e. socially) than by working alone.

3. Value of interpersonal relationships

In relation to the previous foundation, this assumption or foundation can be extracted, which affirms that social or interpersonal relationships are important to enhance student learning. That is, they 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 highly relevant values ​​for studentssuch as the importance of cooperation and teamwork.

Differences with classic group work

Cooperative learning, as we have already mentioned, is based on the organization and formation of small work groups; however, it is not about the classic “group work”. So, how are the two types of learning different? Basically, the differences are based on the aforementioned fundamentals and other examples. Let's see it:

1. Importance of interpersonal relationships

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

2. Imbalance learning

On the other hand, in cooperative learning unbalanced learning occurs; This implies that you learn through the strengths and weaknesses of each member, as in a balance or puzzle, where each one contributes what they know and where together they end up forming the "puzzle".

3. Sociocognitive conflict theory

Another of the foundations or distinctive feature of cooperative learning, and that differentiates it from classic group work, is that it is based on the so-called "sociocognitive conflict theory".

Specifically, sociocognitive conflict is based on a problem-solving process that is solved by two people, and that is formed by two moments or stages; In the first stage, there is a disagreement on how the problem at hand is being tried to be solved (since the procedure being used is ineffective). This creates the need to consider the other person's point of view.

The second stage consists of the appearance of a cognitive contradiction (“I think one thing, which is not effective, and the other thinks another”); This contradiction creates, in turn, the need to build a common path that contains the two perspectives or points of view, in order to obtain a unique and joint solution.

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

Bibliographic references:

• Rue, J. (1991). The cooperative work. Barcelona: Barcanova.
• Rue, J. (1994 ). Cooperative work, in Dader, P., Gairín, J., (eds).
• Peralta, N. (2012). Application of sociocognitive conflict theory to academic learning. National Scientific and Technical Research Council.