Editing Cooperative learning (section)

{{Short description|Educational approach which arranges students into cooperative groups}}
{{distinguish|Collaborative learning|Cooperative education|Co-operative studies}}

'''Cooperative learning''' is an educational approach which aims to organize classroom activities into academic and social learning experiences.<ref>{{Cite journal |last=Gillies|first=Robyn|date=2016|title=Cooperative Learning: Review of Research and Practice|url=https://files.eric.ed.gov/fulltext/EJ1096789.pdf |journal=Australian Journal of Teacher Education|volume=41|issue=3|pages=39–51 |doi=10.14221/ajte.2016v41n3.3|doi-access=free |id={{ERIC|EJ1096789}}}}</ref> There is much more to cooperative learning than merely arranging students into groups, and it has been described as "structuring positive interdependence."<ref name="Team Game tounament">{{cite web|title = Team Game tournament|url = http://download.portalgaruda.org/article.php?article=97564&val=613|ref = article|access-date = 2015-09-12|archive-url = https://web.archive.org/web/20151223081541/http://download.portalgaruda.org/article.php?article=97564&val=613 |archive-date = 2015-12-23|url-status = dead}}</ref><ref name="utschools.ca">{{cite web|url = http://www.utschools.ca/utseducation/academicdepartments/science/tgt-nabt_06_2.pdf|title = Team-Games-Tournament: Cooperative Learning and Review|access-date = 2015-09-12|archive-url = https://web.archive.org/web/20160304044439/http://www.utschools.ca/utseducation/academicdepartments/science/tgt-nabt_06_2.pdf|archive-date = 2016-03-04|url-status = dead}}</ref> Students must work in groups to complete tasks collectively toward academic goals. Unlike individual learning, which can be competitive in nature, students learning cooperatively can capitalize on one another's resources and skills (asking one another for information, evaluating one another's ideas, monitoring one another's work, etc.).<ref name="prezi.com">{{cite web|title = Team game Tournament: Cooperative learning and review|url = https://prezi.com/kn2ooa6sjef_/teams-games-and-tournaments/|ref = ppt}}</ref><ref name="Chiu">{{cite journal | last1 = Chiu | first1 = M. M. | year = 2008 | title = Flowing toward correct contributions during groups' mathematics problem solving: A statistical discourse analysis | url = http://www.gse.buffalo.edu/fas/chiu/pdf/Flowing_Toward_Correct_Contributions.pdf | journal = Journal of the Learning Sciences | volume = 17 | issue = 3 | pages = 415–463 | doi = 10.1080/10508400802224830 | s2cid = 16293640 | access-date = 2011-04-27 | archive-url = https://web.archive.org/web/20170329173028/http://gse.buffalo.edu/fas/chiu/pdf/Flowing_Toward_Correct_Contributions.pdf | archive-date = 2017-03-29 | url-status = dead }}</ref> Furthermore, the teacher's role changes from giving information to facilitating students' learning.<ref name="team game tournament">{{cite web|title = team game tournament|url = http://syahbella-bellapoenya.blogspot.in/2011/05/effect-of-using-cooperative-learning.html|ref = blog|access-date = 2015-09-12|archive-url = https://web.archive.org/web/20151223081530/http://syahbella-bellapoenya.blogspot.in/2011/05/effect-of-using-cooperative-learning.html|archive-date = 2015-12-23|url-status = dead}}</ref><ref name="eprints.uny.ac.id">{{cite web|title = Team Game Tournament|url = http://eprints.uny.ac.id/951/1/P%20-%2015.pdf|ref = pdf}}</ref> Everyone succeeds when the group succeeds. Ross and Smyth (1995) describe successful cooperative learning tasks as intellectually demanding, creative, open-ended, and involve [[higher-order thinking]] tasks.<ref>{{cite journal | last1=Ross | first1=John A. | last2=Smyth | first2=Elizabeth | title=Differentiating Cooperative Learning to Meet the Needs of Gifted Learners: A Case for Transformational Leadership | journal=Journal for the Education of the Gifted | publisher=The Association for the Gifted | volume=19 | issue=1 | year=1995 | issn=0162-3532 | doi=10.1177/016235329501900105 | pages=63–82| s2cid=141929882 }}</ref> Cooperative learning has also been linked to increased levels of student satisfaction.<ref>{{Cite journal |last1=Maxwell-Stuart|first1=Rebecca|last2=Taheri|first2=Babak|last3=Paterson|first3=Audrey S |last4=O'Gorman |first4=Kevin|last5=Jackson |first5=William |date=2016-11-24 |title=Working together to increase student satisfaction: exploring the effects of mode of study and fee status |journal=Studies in Higher Education|volume=43 |issue=8|pages=1392–1404|doi=10.1080/03075079.2016.1257601|s2cid=55674480|issn=0307-5079}}</ref><ref>{{Cite journal |last=Chophel |first=Yonten |date=2021 |title=Effect of Kagan Cooperative Learning Structures on Learning Achievement: An Experimental Study |url=https://www.researchgate.net/publication/355480437 |journal=International Journal of Multidisciplinary Research and Explorer (IJMRE |volume=1 |issue=9 |pages=124–132}}</ref>

Five essential elements are identified for the successful incorporation of cooperative learning in the classroom:<ref>Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). The nuts and bolts of cooperative learning. ^ eMinnesota Minnesota: Interaction Book Company.</ref>
* [[positive interdependence]]
* individual and group accountability
* promotive interaction (face to face)
* teaching the students the required interpersonal and small group skills
* group processing.
According to Johnson and Johnson's [[meta-analysis]], students in cooperative learning settings compared to those in individualistic or competitive learning settings, achieve more, reason better, gain higher [[self-esteem]], like classmates and the learning tasks more and have more perceived [[social support]].<ref name="ReferenceA">{{cite journal|last1=Johnson|first1=D.W. |title=An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning |journal=Educational Researcher|date=2009|volume=38|issue=5|pages=365–379|doi=10.3102/0013189x09339057|s2cid=54187981}}</ref>