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A Historical Review of Collaborative Learning and Cooperative Learning

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Title: A Historical Review of Collaborative Learning and Cooperative Learning
Language: English
Authors: Yang, Xigui
Source: TechTrends: Linking Research and Practice to Improve Learning. Jul 2023 67(4):718-728.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2023
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Cooperative Learning, Educational History, Group Dynamics, Teaching Methods, Relationship, Educational Development, Models, Definitions, Computer Assisted Instruction, Computer Managed Instruction
DOI: 10.1007/s11528-022-00823-9
ISSN: 8756-3894
1559-7075
Abstract: Collaborative learning and cooperative learning are two separate approaches developed independently by two groups of scholars around the same period of time in the 1960 and 1970s. Due to their different origins and intertwined paths of development, they have their own distinct features while sharing many similarities. The relationship between collaborative learning and cooperative learning can be confusing. Therefore, this paper provides a brief historical review of collaborative learning and cooperative learning to identify the origins of each, where they diverge from each other, and where they are aligned. This paper examines the definitions of the two terms and compares their characteristics. This is followed by a discussion of their historical development in the last fifty years: early development between the 1960 and 1970s; maturation in the 1980 and 1990s; convergence in the mid-1990s; and the emergence of Computer-Supported Collaborative Learning (CSCL) in the late 1980s. Finally, this paper summarizes the four paradigms of mainstream research on collaborative and cooperative learning, namely, the "effect" paradigm, the "conditions" paradigm, the "interaction" paradigm, and the "design" paradigm.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1388416
Database: ERIC
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  – Url: https://dx.doi.org/doi:10.1007/s11528-022-00823-9
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  Data: Collaborative learning and cooperative learning are two separate approaches developed independently by two groups of scholars around the same period of time in the 1960 and 1970s. Due to their different origins and intertwined paths of development, they have their own distinct features while sharing many similarities. The relationship between collaborative learning and cooperative learning can be confusing. Therefore, this paper provides a brief historical review of collaborative learning and cooperative learning to identify the origins of each, where they diverge from each other, and where they are aligned. This paper examines the definitions of the two terms and compares their characteristics. This is followed by a discussion of their historical development in the last fifty years: early development between the 1960 and 1970s; maturation in the 1980 and 1990s; convergence in the mid-1990s; and the emergence of Computer-Supported Collaborative Learning (CSCL) in the late 1980s. Finally, this paper summarizes the four paradigms of mainstream research on collaborative and cooperative learning, namely, the "effect" paradigm, the "conditions" paradigm, the "interaction" paradigm, and the "design" paradigm.
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