Cooperative Learning

Cooperative learning is an important social learning strategy for the 21st century classroom. Social Learning Theory states that students learn from creating an artifact based on the knowledge that they gathered and by socializing within a group to solidify and more fully comprehend what they have learned (Orey, 2001). Cooperative learning "focuses on having students interact with each other in groups in ways that enhance their learning" (Pitler, Hubbell, Kuhn, 2012, p.73). Pitler, Hubbell and Kuhn also go on to discuss that cooperative learning binds the students together so they will strive to succeed in the project as a team (Pitler, Hubbell, Kuhn, 2012) . This increases class moral and student confidence by ensuring that each member is an important and integral part of the group. Cooperative learning must be set up by the teacher in advance so that the students are aware of their roles in the group. Pitler, Hubbell, and Kuhn state that this strategy can back fire if not enough prep work is done to prepare the class for working in their groups (Pitler, Hubbell, Kuhn, 2012). This supports the social learning theory idea of learning from one's mentor, or in this case the teacher.  Teachers need to model and explain the role of each group member and monitor the classroom to ensure every one is on task and working towards the goal of the group.

Skype and Google Docs are some examples of technology used in cooperative learning. These applications enable students to work with people outside the classroom. Whether it is in their own homes across town or across the globe, students can use these applications to share knowledge and discuss ideas no matter where they are. This is what social learning theories are trying to encourage, learning with and from others, or as Orey (Laureate Education, n.d.) called them, More Knowledgeable Others.

Social learning theory also states that culture and one's own experiences are important to the learning group. Each student brings their own ideas, morals, and experiences to the information gathered and artifact created by the group (Laureate Education, n.d.). As the members in the cooperative learning groups share their ideas and interpretations, they debate and explore each other's ideas. This again expands the knowledge they are creating and interpreting.

There are simply too many positive effects of social learning theories and cooperative learning for educators to ignore. We should all incorporate these theories and strategies into our classrooms.





Laureate Education (Producer). (n.d.). Social learning theories [Video file]. Retrieved from

          https://class.waldenu.edu

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from

          http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works

         (2nd ed.). Alexandria, VA: ASCD.