The State of Cooperative Learning in Postsecondary and Professional Settings

Autor/inn/en	Johnson, David W.; Johnson, Roger T.; Smith, Karl
Titel	The State of Cooperative Learning in Postsecondary and Professional Settings
Quelle	In: Educational Psychology Review, 19 (2007) 1, S.15-29 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-006-9038-8
Schlagwörter	Teaching Methods; Cooperative Learning; Theory Practice Relationship; Postsecondary Education; Professional Development; Program Validation; Interpersonal Relationship; Fundamental Concepts; Group Dynamics; Research Methodology; Educational Environment + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Theorie-Praxis-Beziehung; Post-secondary education; Tertiäre Bildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Grundlagenplan; Konzept; Gruppendynamik; Research method; Forschungsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Modern cooperative learning began in the mid- 1960s (D. W. Johnson & R. Johnson, 1999a). Its use, however, was resisted by advocates of social Darwinism (who believed that students must be taught to survive in a "dog-eat-dog" world) and individualism (who believed in the myth of the "rugged individualist"). Despite the resistance, cooperative learning is now an accepted, and often the preferred, instructional procedures at all levels of education. Cooperative learning is being used in postsecondary education in every part of the world. It is difficult to find a text on instructional methods, a journal on teaching, or instructional guidelines that do not discuss cooperative learning. Materials on cooperative learning have been translated into dozens of languages. Cooperative learning is one of the success stories of both psychology and education. One of the most distinctive characteristics of cooperative learning, and perhaps the reason for its success, is the close relationship between theory, research, and practice. In this article, social interdependence theory will be reviewed, the research validating the theory will be summarized, and the five basic elements needed to understand the dynamics of cooperation and operationalize the validated theory will be discussed. Finally the controversies in the research and the remaining questions that need to be answered by future research will be noted. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10