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ERIC Number: ED448443
Record Type: Non-Journal
Publication Date: 1999-Dec
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Collaborative versus Cooperative Learning: A Comparison of the Two Concepts Which Will Help Us Understand the Underlying Nature of Interactive Learning.
Panitz, Theodore
This paper clarifies the differences between collaborative and cooperative learning by presenting the author's definitions of the two terms, reviewing those of other authors who have helped clarify his thinking, and presenting and analyzing the educational benefits of collaborative/cooperative learning techniques. It states that collaborative learning (CL) is a personal philosophy, not just a classroom technique. The underlying premise of collaborative learning is based upon consensus building through cooperation by group members, in contrast to competition in which individuals best other group members. Cooperative learning is defined by a set of processes which help people interact together in order to accomplish a specific goal or develop an end product that is usually content specific. It is more directive than a collaborative system of governance and closely controlled by the teacher. While there are many mechanisms for group analysis and introspection, the fundamental approach is teacher centered, whereas collaborative learning is more student centered. The paper presents questions teachers ask from cooperative and collaborative learning perspectives. It then discusses options in cooperative learning by presenting a table that displays a number of issues in education: student-centered/teacher-centered; intrinsic/extrinsic motivation; knowledge construction/knowledge transmission; and loose, "trusting-students-to-do"/"structure-it-right: social engineering." The paper concludes with a discussion of the implications of these issues. Contains 12 references. (RS)
For full text: http://www.capecod.net/~TPanitz/Tedspage.
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A