Collaborative and co-operative learning

The terms collaborative learning and co-operative learning are often associated with active learning because they both promote small group work and student

participation. The two terms are often used interchangeably, however, co-operative learning is usually more structurally defined than collaborative learning (Cooper and Robinson, 1998). Rockwood (1995) characterises the differences between collaborative and co-operative methodologies as one of knowledge and power; co-operative learning is the methodology of choice for foundational, traditional knowledge whilst collaborative learning is connected to the social constructivist view that knowledge is a social construct. Rockwood (1995) also argues that in co-operative learning the tasks are less open ended and the teacher is still an authority figure. In contrast, in collaborative learning the tasks are more open ended and teachers often have to relinquish some of their power to the students. Prince (2004) states that collaborative learning is when students work together towards a common goal and are often assessed as a group. Furthermore, Dillenbourg (1999) explains that collaborative learning strategies involve two or more people learning or attempting to learn something together and that it is based on the model that knowledge can be created within a group where members actively interact by sharing experiences.

Baker and Clark (2010: p.258) argue that co-operative learning is ‘learning that takes place in a stable, formal group of two or more students who work together and share the workload equitably as they progress towards assessed outcomes’.

They also suggest that if co-operative learning is not properly structured and supported by the educator, it can have a detrimental effect on learning whereas if it is implemented correctly, co-operative learning can encourage intercultural understanding, improve interpersonal skills and most of all prepare students for the participative modern workplace.

Baker and Clark (2010) reveal that there are many challenges to successful co-operative learning in higher education, not least when the cohort is made up of different ethnicities, cultures and languages. Their research shows that for many non-Western students, co-operative learning is both new and alien. Some

students who have been educated in countries such as China for example, found it difficult to participate in lively debate or group discussion because their

educational experience thus far had prioritised other forms of learning that were more competitive, individualistic and adhered to cultural rules such as respect and non-confrontation of peers. So in this case it is clear that co-operative learning is not a one-size-fits-all approach to good teaching. There are many

things which need to be taken into consideration when attempting co-operative learning such as the language ability of students, the cultural differences and the attitudes of all students to group work. Baker and Clark (2010) suggest that teachers and students must spend time discussing the processes and potential pitfalls of group work before embarking on co-operative learning. Each student must be aware of what is required and expected of them and equally the teacher must be clear on their role as facilitator and guider in the process.

As a form of co-operative learning, the jigsaw technique (which was first used by Elliot Aronson in the early 1970s) is an approach that makes students dependent upon each other for acquiring important information. This technique has been successfully applied in a higher education setting through an Higher Education Academy funded Jigsaw teaching project carried out by Honeychurch (2012) who reported that when assessed, students who were involved in jigsaw learning consistently outperformed those who were not by more than 5%. Aronson’s idea was that, because each student has a part to play, then each student’s

individual work becomes essential for the completion of the task. If each student’s contribution is essential, then each student is essential; and that is precisely what makes this strategy so effective (Jigsaw Classroom, 2013).

There have been criticisms of co-operative and collaborative learning; in

particular Vreven and McFadden (2007) said there was no real additional benefit from co-operative learning in their study of a three week psychology course.

Furthermore, Van Dijk et al. (1999) argued that the skills of the lecturer are more crucial than collaborative tasks. However, Sharan (2010) argues that because co-operative learning calls for pairs or small groups of students to exchange ideas and information about a topic or to plan how to study something together, this allows students to make their experiences and knowledge a vital part of the learning process. Sharan also argues that teachers need to embrace the space in which learners are enabled to bring themselves and their own lives into their learning, this encourages learners to make immediate sense of what they are learning and engages them on a level which they can understand.

Therefore, when there is a diverse student population, students should be

allowed to bring their own knowledge and ways of knowledge making with them, which means they are more likely to be successful.

To summarise, collaborative learning usually takes place when learners are given the freedom to come together to work on a task. It is less structured than co-operative learning. Collaborative learning is based on the premise that learners come together naturally and take control and ownership of their learning in conjunction with other learners. Co-operative learning usually happens because the person responsible for the teaching has orchestrated and structured the learning in that way. Learners are often, but not always, put into

pre-determined pairs or groups and are given a specific task with specific end goals or outcomes. In exploring the term active learning, collaborative and

co-operative learning are useful concepts from which some insight can be drawn.

They present some key characteristics (e.g. peer interaction, learner responsibility and interdependence) which pertain directly to some of characteristics of active learning outlined in Table 1.