Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory.

TLDR

Cooperative learning, grounded in social interdependence theory, exemplifies how research‑validated theory can inform instructional practice by defining cooperative, competitive, and individualistic learning. The authors derived operational procedures from the theory to implement cooperative learning in university courses, encompassing formal, informal, and cooperative base group formats. Hundreds of studies confirm that cooperative learning, compared to competitive or individualistic approaches, boosts student effort, fosters positive peer and faculty relationships, and enhances psychological health and wellbeing.

Abstract

Cooperative learning is an example of how theory validated by research may be applied to instructional practice. The major theoretical base for cooperative learning is social interdependence theory. It provides clear definitions of cooperative, competitive, and individualistic learning. Hundreds of research studies have validated its basic propositions and demonstrated that cooperative learning (compared with competitive and individualistic learning) increases students’ efforts to achieve, encourages positive relationships with classmates and faculty, and improves psychological health and well being. Operational procedures have been derived from the validated theory to implement cooperative learning in university classes, including those needed to implement formal cooperative learning, informal cooperative learning, and cooperative base groups.