Cooperative Learning: Theoretical Foundations and Relevance Across Cultures

• In Event: Part 1 – Recent Advancement in Sociocultural Influences on Motivation and Learning: Big Theories Revisited

Abstract

Purpose: This presentation reviews evidence on the theoretical mechanisms relating to learning outcomes of cooperative learning and examines the use of cooperative learning in diverse contexts to explore the relevance of cooperative learning across cultures.

Theoretical framework: The presentation begins with a discussion of the theoretical foundation of cooperative learning. There are four main theoretical perspectives on cooperative learning: motivationalist, social cohesion, cognitive-developmental and cognitive-elaboration. These four theoretical perspectives are not mutually exclusive and can be integrated into a single model. That integrated model begins with shared goals based on individual learning, which leads to high levels of motivation. That motivation leads to learning, as well as influencing behaviors that increase group cohesion and support cognitive processes such as elaborated explanations and peer practice. These relationships are reciprocal, so that increased group cohesion and cognitive processes themselves may increase motivation.

Mode of inquiry: The evidence supporting both the theoretical foundations of, as well as its pragmatic applications of cooperative learning, have been studied across multiple contexts. However, because student learning styles and culture can have an impact on their learning, it is worth examining how relevant cooperative learning approaches are outside the mainstream Western cultures where they were developed. This will be examined through a literature review of evidence of effectiveness of cooperative learning strategies for African American and Hispanic students, as well as for students in Confucian Heritage Culture (CHC) countries. Relevant studies of cooperative learning and key reviews are identified and described.

Results: Without question, culture has an impact on how cooperative learning is enacted and how students benefit. The differences across groups that are evident in the literature may be related to how well cooperative learning methods mesh with existing cultural norms and values. Given these differences, cooperative learning strategies may need to be adapted, but remain relevant across contexts and could serve to improve educational outcomes for all students.

Scholarly significance: Given the increasingly diverse nature of schools and the growth of a global community, understanding how students’ cultural background affects the effectiveness of educational approaches is key to ensuring that schools provide relevant and meaningful educational experiences. Cooperative learning is a widespread instructional strategy, and understanding how it can be successfully translated to diverse cultures increases the likelihood of effective implementations across contexts.

Authors

• Amanda Inns, Johns Hopkins University

• Robert Slavin, Johns Hopkins University