The effects of cooperative learning and type of reward on performance and continuing motivation were studied as part of a study designed to investigate how cooperative groups can be implemented with media originally designed for individual learning. Subjects were 126 undergraduate (30 males and 96 females) education majors. Subjects were assigned to treatment groups with combinations of instructional method (individual versus cooperative) and kinds of reward (task, performance, and none). Subjects received information, examples, practice, and feedback from an instructional television lesson. Results indicate that subjects who worked alone performed better and expressed more continuing motivation than did those who worked cooperatively. This may result from the fact that television watching is usually a solitary activity, and from the lack of practice in working with others while using instructional television. Type of reward did not affect continuing motivation, and a significant interaction between instructional method and reward was not found. Future research should continue to explore the use of cooperative learning with technologies that were originally designed for individual learning. (Contains 18 references.) (SLD)