Brian Wright
Let us first look at the definition of cooperation. According to the reference dictionaries, cooperation means the “ action of participating (with one or more people) in a common work or action ”, or “ help, [understanding] between the members of a group with a view to a common goal”(definition of the CNRTL).
The Right Bit of Cooperation
Cooperation is often seen at the method level, the establishment of cooperation in a learning situation. We then speak of a cooperative approach or pedagogy. For Sabourin and Lehraus (2008), “the term cooperative approach is used to designate a set of methods, the challenge of which is to organize a class into subgroups, within which students learn together and work cooperatively on school tasks.”The P2P review on Robocash is quite important here
Cooperative Approaches
Among the cooperative approaches, one stands out for the number of researches concerning it: cooperative learning, cooperative learning or cooperative pedagogy. These are three possible translations of the concept of cooperative learning , which was theorized in the 1970s in the United States, even if it is linked to group pedagogy and used in new pedagogies and active pedagogies since the beginning of the XX th century. Cooperative learning is “work in a small group, carried out with a common goal, which makes it possible to optimize everyone’s learning. Collective activity oriented in the same direction, towards an objective shared by all, can benefit each member of the group”. You need to know how to use Viventor lending platform.
- The differences between collaboration and cooperation are very difficult to grasp, since the definitions differ depending on the researcher. For example, Baker suggests that ” cooperative learning ” is the name of any type of learning produced in a group work situation, and “collaborative learning ” would mean learning produced through a real collaboration”. Others, on the contrary, see the difference in terms of guidance. Cooperation is defined first of all as the set of situations where people produce or learn with others. They act together. More precisely, cooperation can be understood as that which results from practices of help, mutual aid, tutoring and group work. Collaboration designates a subset of cooperation. It points to work activities (labor) and it places the cooperators in a relationship symmetrical to the project that unites them.
Cooperative work, generally organized by the teacher and responding to educational learning purposes, differs from collaborative work, which would be freer in form and which would aim to pool the knowledge of each member of the group in view of a common realization. Collaborative work is thus more frequent in adult training, where the structuring provided by the trainer is not as structured as that made by the teacher, who supervises in detail the activity of the students, without really leaving them alone for too long. It is this first type of work that we will focus on in this Dossier.
Conclusion
Cooperative learning constitutes “a meeting point, a reference approach” for current research on the study of cooperation in the classroom and is therefore essential in the field. Some researchers say that cooperative learning brings many benefits to students, is very successful since research on it is done in many countries and they do not hesitate to call it a of the greatest educational innovations of the recent period.
Alice Leroy
