Editing Cooperative learning (section)

=== Group cohesion and conflict management ===

Another aspect of cooperative learning that leads to group members developing group hate is that "groups are unable to achieve sufficient cohesion because they fail to manage conflict effectively".<ref>{{Cite journal|last=Rothwell|date=2004|title=Instruction based on cooperative learning|journal=Handbook of Research on Learning and Instruction}}</ref> The students are not usually in a group long enough to develop good group cohesion and establish effective ways to resolve conflict. The problem is that most students have had a negative experience in groups and consequently are apprehensive to get into such a situation again.<ref>{{Cite journal|last=Keyton Harmon Frey|date=1996|title=Grouphate: Implications for Teaching Group Communication |journal=Instructional Development}}</ref>&nbsp; "One answer to this dilemma is to demonstrate how groups trump individuals in terms of problem solving".<ref name=":2" /> If instructors are able to effectively accomplish this it is a positive step towards eliminating group hate.

Group hate exists in almost all student group, due to factors such as past bad experiences, concerns about how the project will play out, worries about others loafing, or not knowing how to effectively manage conflict that may arise within the group. However, group based learning is an important aspect of higher education and should continue to be used. More companies are turning towards team based models in order to become more efficient in the work place.<ref name=":2" /> Limiting student feelings of group hate leads to students having better group experiences and learning how to work better in groups.

Cooperative learning is becoming more and more popular within the American education system.<ref>{{Cite journal|last=Caruso Wooley|date=2008|title=Harnessing the power of emergent interdependence to promote diverse team collaboration |journal=Diversity and Groups|series=Research on Managing Groups and Teams|volume=11|pages=245–266|doi=10.1016/S1534-0856(08)11011-8|isbn=978-1-84855-052-0}}</ref> It is almost uncommon not to have some cooperative learning elements within a college class. However, it is not uncommon to hear students expressing negative opinions regarding cooperative learning.<ref>{{Cite journal|last=Myers|date=2012|title=Students' perceptions of classroom group work as a function of group member selection|journal=[[Communication Teacher]]|volume=26|pages=50–64|doi=10.1080/17404622.2011.625368|s2cid=144926877}}</ref> Feichtner and Davis stated that this is because "entirely too many students are leaving the classroom experiencing only the frustrations of cooperative learning and not the numerous benefits possible through team based effort".<ref name=":3">{{Cite journal|last=Feichtner & Davis|date=1984|title=Why some groups fail: A survey of students' experiences with learning groups |journal=Organizational Behavior Teaching Review|volume=9|issue=4|pages=58–73|doi=10.1177/105256298400900409|hdl=11244/25221|s2cid=144047578|hdl-access=free}}</ref> One of the main flaws with previous research is that the research is almost always done from the perspective of the instructor, giving a flawed view as the instructors are not the ones who are participating in the cooperative learning.

{{blockquote|From the (often blind) viewpoint of instructors, we had always viewed cooperative learning as an added advantage for the students – an opportunity to receive additional support while working closely with their peers. We had never really considered what a disastrous experience some frustrated students must endure, or why some students reported only positive experiences from classes utilizing group learning techniques.<ref name=":3" />}}