COLLABORATIVE LEARNING vs COOPERATIVE LEARNING

The terms collaborative learning and cooperative learning sometimes are used interchangeably. This is reasonable, as both favor small-group active student participation over passive, lecture-based teaching and each require a specific task to be completed. Each strategy inherently supports a discovery based approach to learning. The two methods assign various group roles though collaborative learning can have fewer roles assigned. In both situations, student members are required to possess group skills though cooperative learning may include this as a instructional goal. Each plan comes with a framework upon which the group's activity resides, but cooperative learning is usually more structurally defined than collaborative learning (Cooper and Robinson, 1997; Smith and MacGregor, 1992; Rockwood, 1995a, 1995b). Let us try to give some features about these types of learning approaches to give an insight of the main differences.

 Cooperative Learning is an instructional strategy that simultaneously addresses academic and social skill learning by students. It is an instructional strategy and has been reported to be highly successful in the classroom because of its increasing need for interdependence in all levels providing students with the tools to effectively learn from each other. Students work towards fulfilling academic and social skill goals that are clearly stated. It is a team approach where the success of the group depends upon everyone pulling his or her weight. 

Collaborative learning is commonly illustrated when groups of students work together to search for understanding, meaning, or solutions or to create an artifact or product of their learning. Further, collaborative learning redefines traditional student-teacher relationship in the classroom because activities can include collaborative writing, group projects, joint problem solving, debates, study teams, and other activities in which students team together to explore a significant question or create a meaningful project. (Cooperative Learning, n.d)

Although both approaches have been just defined, the distinction between the two is still blurry. Practioners point out that these two terms are different. Rockwood (Rockwood, 1995a, 1995b) characterizes the differences between these methodologies as one of knowledge and power: Cooperative learning is the methodology of choice for foundational knowledge (i.e., traditional knowledge) while collaborative learning is connected to the social constructionist's view that knowledge is a social construct. He further distinguishes these approaches by the instructor's role: In cooperative learning the instructor is the center of authority in the class, with group tasks usually more closed-ended and often having specific answers. In contrast, with collaborative learning the instructor abdicates his or her authority and empowers the small groups who are often given more open-ended, complex tasks. (Cooper and Robinson, 1997; MacGregor, 1990; Smith and MacGregor, 1992)

Cooper, J., and Robinson, P. (1998). "Small group instruction in science, mathematics, engineering, and technology." Journal of College Science Teaching 27:383.

MacGregor, J. (1990). "Collaborative learning: Shared inquiry as a process of reform" In Svinicki, M. D. (Ed.),The changing face of college teaching, New Directions for Teaching and Learning No. 42.

Rockwood, H. S. III (1995a). "Cooperative and collaborative learning" The national teaching & learning forum, 4 (6), 8-9.

Smith, B. L., and MacGregor, J. T. (1992). "What is collaborative learning?" In Goodsell, A. S., Maher, M. R., and Tinto, V., Eds. (1992), Collaborative Learning: A Sourcebook for Higher Education. National Center on Postsecondary Teaching, Learning, & Assessment, Syracuse University.