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Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences. [1] There is much more to cooperative learning than merely arranging students into groups, and it has been described as "structuring positive interdependence."
Collaborative learning is a situation in which two or more people learn or attempt to learn something together. [1] Unlike individual learning, people engaged in collaborative learning capitalize on one another's resources and skills (asking one another for information, evaluating one another's ideas, monitoring one another's work, etc.).
Just putting students in groups and asking them to work together may not be sufficient to achieve positive interdependence among them. The teacher needs to explain the task and the concept and structure collaborative activities in order to promote positive interdependence. Group work does not imply positive interdependence. [3] [15]
Catalan castellers collaborate, working together with a shared goal. Collaboration (from Latin com-"with" + laborare "to labor", "to work") is the process of two or more people, entities or organizations working together to complete a task or achieve a goal. [1] Collaboration is similar to cooperation.
Group work is a form of voluntary association of members benefiting from cooperative learning, that enhances the total output of the activity than when done individually. It aims to cater for individual differences, and develop skills such as communication skills , collaborative skills, critical thinking skills, etc.
6 people pushing a van U.S. Navy sailors hauling in a mooring line A U.S. Navy rowing team A group of people forming a strategy A group of people collaborating. Teamwork is the collaborative effort of a group to achieve a common goal or to complete a task in an effective and efficient way.
[1] [2] [3] A study by John Hattie found that the jigsaw method benefits students' learning. [4] The technique splits classes into mixed groups to work on small problems that the group collates into an outcome. [1] For example, an in-class assignment is divided into topics. Students are then split into groups with one member assigned to each topic.
What residential and nonresidential learning communities share is an intentional integration of academic content with daily interactions among students, faculty, and staff living and working in these programs. [25] Students who participate in LLCs tend to have higher GPAs, increased retention rates, and greater academic engagement compared to ...