[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593695-105":59,"doc-detail-593695-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","cooperative-learning-review-of-research-and-practice","Cooperative Learning: Review of Research and Practice","","Cooperative learning is widely recognized as an educational approach that fosters students’ socialization and learning from early childhood through higher education across multiple subject areas. It centers on learners working together to accomplish shared goals or group tasks that individuals may not be able to complete alone. This paper reviews developments in research and practice, identifying elements contributing to its effectiveness and clarifying teachers’ roles in shaping students’ thinking and learning during implementation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cooperative-learning-review-of-research-and-practice/593695/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cooperative-learning-review-of-research-and-practice/593695.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central idea of cooperative learning described in the paper?","Question",{"text":112,"@type":113},"Students work together to achieve common goals or complete group tasks that they would struggle to complete alone.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did early meta-analytic findings indicate about cooperative versus competitive and individualistic approaches?",{"text":117,"@type":113},"Cooperation showed stronger effects than interpersonal competition and individualistic efforts, with consistency across subject areas, age groups, and many task types.",{"name":119,"@type":110,"acceptedAnswer":120},"How do the paper’s later reviews explain why cooperative learning can succeed?",{"text":121,"@type":113},"They examine mechanisms and contextual factors, including how teachers structure students’ academic goals cooperatively, which is linked to higher achievement and more positive peer relationships.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593695,1792167109,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 3 | Article 3 |\n| --- | --- |\n| 2016\u003Cbr>Cooperative Learning: Review of Research and Practice\u003Cbr>Robyn M. Gillies\u003Cbr>University of Queensland, [r.gillies@uq.edu.au](r.gillies@uq.edu.au) |  |\n\nRecommended Citation  \nGillies, R. M. (2016). Cooperative Learning: Review of Research and Practice. Australian Journal of Teacher Education, 41 (3).  \n[http://dx.doi.org/10.14221/ajte.2016v41n3.3](http://dx.doi.org/10.14221/ajte.2016v41n3.3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss3/3](http://ro.ecu.edu.au/ajte/vol41/iss3/3)  \nCooperative Learning: Review of Research and Practice  \nRobyn M. Gillies  \nThe University of Queensland  \nAbstract: Cooperative learning is widely recognised as a pedagogical  \npractice that promotes socialization and learning among students  \nfrom pre-school through to tertiary level and across different subject  \ndomains. It involves students working together to achieve common  \ngoals or complete group tasks – goals and tasks that they would be  \nunable to complete by themselves. The purpose of this paper is to  \nreview developments in research and practice on cooperative learning  \nand to examine the factors that help to explain its success. In  \nparticular, the review focuses on the key elements that contribute to its  \nsuccess and the role teachers play in developing students’ thinking  \nand learning when implementing this pedagogical practice in their  \nclassrooms.  \nBackground Research on Cooperative Learning  \nInterest in cooperative learning gathered momentum in the early 1980s with the publication of the first meta-analysis involving 122 studies on the effects of cooperative, competitive, and individualistic goal structures on students’ achievement and productivity ina sample of North American schools (Johnson, Maruyama, Johnson, Nelson, & Skon, 1981) . The results showed that cooperation was more effective than interpersonal competition and individualistic efforts; cooperation with intergroup competition was also superior to interpersonal competition and individualistic efforts; and, there were no significant differences between interpersonal competitive and individualistic efforts. Moreover, these results were consistent across all subject areas (language arts, reading, mathematics, science, social studies and physical education), for all age groups, and for all tasks involving conceptual understanding, problem solving, categorizing, and reasoning. In a similar vein, Slavin (1989) reported on a best-evidence synthesis of 60 studies across both elementary and secondary schools that compared cooperative learning to control groups studying the same material. The results showed that the overall effects of cooperative learning on achievement were clearly positive in 72% of the comparisons whereas only 15% favoured control groups with 13% recording no significant differences. These findings led Slavin to conclude that cooperative learning can be an effective strategy for increasing student achievement.  \nIn a follow-up meta-analysis of 117 studies that was conducted on the Learning Together and Learning Alone method (Johnson & Johnson, 1994), Johnson and Johnson (2002) examined the effects of cooperative, competitive, and individualistic learning on a number of academic, personal and social dependent variables (i.e. achievement, interpersonal attraction, social support, self-esteem, perspective taking, learning together, and controversy) and found strong effect sizes between cooperative learning in comparison to competitive and individualistic learning. These effect sizes ranged from 0.58 to 0.70 or effect sizes that Hattie  \n(2009) believes are desirable because they can make “real world differences”(p. 17) in educational interventions. In short, the results of this meta-analysis and the Johnson et al.(1981) meta-analysis and Slavin’s (1989) best-evidence synthesis found that cooperative learning","cbCaiaDRceUTlffl","https://ap.wps.com/l/cbCaiaDRceUTlffl","pdf",610411,17,"English","# Cooperative learning: review of research and practice\n## Background research on cooperative learning","[{\"question\":\"What is the central idea of cooperative learning described in the paper?\",\"answer\":\"Students work together to achieve common goals or complete group tasks that they would struggle to complete alone.\"},{\"question\":\"What did early meta-analytic findings indicate about cooperative versus competitive and individualistic approaches?\",\"answer\":\"Cooperation showed stronger effects than interpersonal competition and individualistic efforts, with consistency across subject areas, age groups, and many task types.\"},{\"question\":\"How do the paper’s later reviews explain why cooperative learning can succeed?\",\"answer\":\"They examine mechanisms and contextual factors, including how teachers structure students’ academic goals cooperatively, which is linked to higher achievement and more positive peer relationships.\"}]","Cooperative Learning: Review of Research and Practice | PDF",1792077735,43]