Theoretical underpinning

Collaborative and cooperative learning has its foundation in a variety of theoretical perspectives. Amongst these are: social cognition and especially the work of Piaget and Vygotsky; constructivist epistemology and learning theory where students discovered, constructed and transformed their learning themselves (not only as individuals but also in collaboration with peers); and most of all in social interdependence theory where the drive for goal accomplishment by a group of interdependent individuals is seen as the driving force for cooperative behaviour (Johnson, Johnson & Smith, 1991a ; Panitz, 1999 ; Johnson & Johnson, 2002 ; Johnson & Johnson, 2009 ; Johnson et al., 2014 ).

Johnson and Johnson (2005a:287) explains how social interdependence differs from social dependence, independence and helplessness: Social interdependence implies that both individual and group goals are influenced and achieved by mutual efforts. Social dependence results in some members of the group benefitting from the action of others, but the reverse is not true. Social independence is where no individual’s goals achievement is affected by others in the group. The group is a mere compilation of individuals with individual efforts. In the case of social helplessness, neither the group members nor the individual can influence the achievement of goals. This is neatly summarised by the diagram taken from Johnson and Johnson, (2005a:287) below:

(Johnson & Johnson, 2005a:287)

For additional reading on the theoretical underpinning, you may consult the following resources:

Cooperative Learning Institute.  n.d.  Cooperative learning. http://www.co-operation.org/

Johnson, D.W. & Johnson, R.T.  2002.  Cooperative learning and social interdependence theory. (In Tindale, L.H., Edwards, J., Posavac, E.J., Bryant, F.B., Suarez-Balcazar, Y., Henderson-King, E. & Myers, J. eds. Theory and research on small groups: social psychological applications to social issues, Volume 4. New York: Kluwer Academic Publishers.  p. 9-36).

Johnson, D.W. & Johnson, R.T.  2005a.  New developments in social interdependence theory. Genetic, Social and General Psychology Monographs, 131(4):285-358.

Johnson, D.W. & Johnson, R.T.  2009.  An educational psychology success story: social interdependence theory and cooperative learning. Educational Researcher, 38(5):365–379. http://edr.sagepub.com/cgi/content/abstract/38/5/365

Johnson, D.W., Johnson, R.T. & Smith, K.A.  1991a.  Active learning: cooperation in the college classroom. Edina, MN: Interaction Book Company.

Johnson, D.W., Johnson, R.T. & Smith, K.A.  1991b.  Cooperative learning and individual student achievement in secondary schools (Chapter 1). (In Pedersen, J.E. & Digby, A.D. eds. Secondary schools and cooperative learning: theories, models and strategies. London: Routledge.  p. 3 – 54).

Johnson, D.W., Johnson, R.T. & Smith, K.A.  2014.  Co¬operative learning: improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3&4):85-118.

Panitz, T.  1999.  Collaborative versus cooperative learning: a comparison of the two concepts which will help us understand the underlying nature of interactive learning [opinion paper]. Eric Digest. http://www.capecod.net/~TPanitz/Tedspage