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COOPERATIVE LEARNING SPACES

Running Head: COOPERATIVE LEARNING SPACES

Creating Technology Enhanced Learning Spaces that Promote

Cooperative Learning
Khaoi Mady
California State University of Long Beach

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Abstract
Cooperative learning is an approach in education that aims to
organize class members into structured groups to perform classroom
activities. Members in groups created for cooperative learning
experiences differ in skill level and skill expertise. The differing levels
of skill among the group members encourage each individual to work
together and learn from one another. This learning style has been
successfully used to engage students and increase students
understanding of subjects. Cooperative learning can be enhanced by
specially designed learning spaces. This literature review will focus on
how cooperative learning experiences can be promoted through
specially designed learning spaces and through the integration of
technology in these spaces. With more schools and educators looking
to promote collaboration, it is important to understand how learning
spaces can influence cooperative learning in education.

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The Cooperative Learning Experience

Cooperative learning sets to turn normal learning processes into
social educational experiences. Cooperative learning is an active
teaching approach where students form small groups, collaborate with
one another, and help each other with the learning experience. Alton
(2015) explains that there are five main principles to cooperative
learning. The first principle is positive interdependence. Each group
member must depend on the other group members to successfully
accomplish the goal. The second principle is individual accountability.
Everyone in the group must assume an individual responsibility that
will result in the groups success. The third principle is face-to-face
interaction. Face-to-face interaction allows group members to help
each other and share ideas. As Alton (2015) exclaims, As face to face
interaction increases in this process, the sense of responsibility and
social solidarity increases (p.452). The forth principle is social skill.
Social skills are developed and encouraged in cooperative learning
because individuals must work with other group members to
accomplish a common goal. The final principle is the evaluation. Group
members must evaluate the learning process, access the productivity
of the group, and if the group accomplished its goals for the learning
experience to be complete. Cooperative learning creates an interactive

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and engaging learning experience that promotes collaboration because
group members are not only responsible for learning the subject; they
are also responsible for teaching and helping other group members
learn the subject. Serrano (2014) has said that the key to cooperative
learning is not all in the learning of the knowledge; it is also in the act
of learning it. Cooperative learning has had positive results on
improving academics, improving student motivation and confidence,
and improving student behavior and attendance.

Designing the Learning Space

A decade ago, traditional lecture classrooms were the primary
locations for college and university students to learn. However, the
emergence of the Internet and mobile technology tools, like laptops
and smartphones, have dramatically changed the landscape of where
students can learn. These new technology tools have given students
the ability to gather information anywhere. The impact has created
new educational styles where the traditional lecture classroom is no
longer the only place for teaching and learning. Education can be
attained beyond the walls of a classroom. Students can gather around
tables in a hallway to study, or work together around desks in a lounge
to complete a project. The instances of informal learning spaces have
been conducive to promoting small groups for cooperative learning by
encouraging face-to-face interaction. Stahl (2014) explains that when

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small groups are formed, interactions among students often lead to
enhanced learning. Stahl (214) states that in small group dynamics,
The smart students would convey their knowledge to the others, and
would strengthen their own knowledge by teaching it (p.366). Smaller
informal learning spaces encourage students to interact with each
other, and todays students know and understand this. Whiteside
(2014) mentions that educators must be prepared to meet student
demands for active learning spaces that enhance student experiences.
Different learning spaces that encourage and support new and
collaborative learning experiences are being more accepted by todays
college and university students.

Integrating Technology to Learning Spaces

Media and technology tools are being used to enhance many
learning spaces to promote collaboration and cooperative learning
among students. It is proving to become more prevalent in todays
colleges and universities. According to Taylor (2015), Once the wave
of the future, technology is now standard in most classrooms (p.60).
However, it is not the access to the technology that is the key to
learning for the students; it is the integration, or the action of using the
technology that is most important. Taylor (2015) found that putting
students around technology is considered access, and action is when
educators and students are using technology to make it work for them.

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Examples of action of technology in education include using videos,
interactive simulations, and media resources that enhance the course
content. The way teachers and students use technology in a
collaborative setting is what will elevate the analysis, synthesis, and
evaluation of the course content in cooperative learning. The goal is to
achieve a more in-depth level of understanding through collaboration.
Positive interdependence, one of Altons key principles of cooperative
learning, can be attained through technology use. An example of this is
in when technology skill levels differ between students in a class. In
this instance, groups with varying levels of ability can be formed so
individuals with lower technology skills can work with individuals with
higher technology skills to accomplish the task using the same
technology. Technology enhanced cooperative learning spaces
successfully infuse course lectures, simulations, and hands-on
practices to create an immersive collaborative learning experience for
students.

Conclusion
My research showed that cooperative learning is a positive
approach to creating an engaging learning experience for college and
university students, especially in project based classroom activities. It
has been successfully used to develop critical thinking skills and team
work. It is important to create learning spaces that promote these

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positive learning experiences. Learning spaces that encourage small
groups promote peer to peer coaching for deeper understanding of
subjects. Learning spaces that promote cooperation and collaboration
also prepares students for real world professional environments
where working in a group is a common thing. These spaces are
conducive to creating a structural interdependence for students to
teach and learn from one another. The use of technology can also
enhance the teaching and learning experiences in these spaces,
especially if the technology is properly integrated and used correctly. I
think that cooperative learning takes individualism and competition
away from education and it encourages teamwork and collaboration to
collectively reach an academic goal.

References
Altun, S. (2015). The effect of cooperative learning on students'
achievement and views on the science and technology course.
International Electronic Journal of Elementary Education, 7(3),
451-468.
Amemado, D. (2014). Integrating technologies in higher education: The
issue of recommended educational features still making headline
news. Open Learning, 29(1), 15-30.

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Barber, W., King, S., & Buchanan, S. (2015). Problem based learning
and authentic assessment in digital pedagogy: Embracing the
role of collaborative communities. Electronic Journal of ELearning, 13(2), 59-67.
Goh, K. (2014). What good teachers do to promote effective student
learning in a problem-based learning environment. Australian
Journal of Educational & Developmental Psychology, 14159-166.
Johnson, D. , & Johnson, R. (2014). Using technology to revolutionize
cooperative learning: An opinion. Frontiers In Psychology, 5,
1156.
Serrano, J. , & Pons, R. (2014). Introduction: Cooperative learning.
Anales De Psicologa, 30(3), 781-784.
Stahl, G. , Law, N. , Cress, U. , & Ludvigsen, S. (2014). Analyzing roles
of individuals in small-group collaboration processes.
International Journal of Computer-Supported Collaborative
Learning, 9(4), 365-370.
Sulisworo, D. , & Suryani, F. (2014). The effect of cooperative learning,
motivation and information technology literacy to achievement.
International Journal of Learning and Development, 4(2), 58.
Taylor, S. (2015). Powering up technology from passive access to active
integration. Odyssey: New Directions In Deaf Education, 1660-63.

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Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in
instructional design and technology (3rd ed.). Boston, MA:
Pearson.
Whiteside, A. (2014). Conclusion: Advancing active learning spaces.
New Directions for Teaching and Learning, 2014(137), 95-98.

Course References
Dirksen. J. (2012). Design for how people learn. Berkeley, CA: New
Riders.
Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism,
constructivism: Comparing critical features from an instructional
perspective. Performance Improvement Quarterly, 6(4), 50-72.
Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in
instructional design and technology (3rd ed.). Boston, MA:
Pearson.