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Cooperative Learning in Comparison with the Teacher-Centredness

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Implementing Cross-Culture Pedagogies

Part of the book series: Education in the Asia-Pacific Region: Issues, Concerns and Prospects ((EDAP,volume 25))

Abstract

This chapter discusses various definitions of cooperative learning and three theoretical perspectives underpinning cooperative learning, namely, the behavioural learning theory, the developmental perspective theory and the social interdependence theory. It is emphasised that effective cooperative learning needs to consist of five components of positive interdependence, individual accountability, face-to-face promotive interaction, interpersonal and small group skills, and group processing. The chapter then discusses major benefits that cooperative learners can get including academic achievement, psychological adjustment and quality of relationships. Main procedures of popularly used cooperative learning strategies are also summarised in this chapter. Finally, the chapter points out differences between cooperative learning and teacher-centredness in terms of the teacher’s role, students’ role and objectives and instructional strategies.

Classrooms in which laughter is welcome help bring learning to life.

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Authors and Affiliations

  1. School of Education, University of Queensland, Brisbane, QLD, Australia

    Pham Thi Hong Thanh

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  1. Pham Thi Hong Thanh
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Thanh, P.T.H. (2014). Cooperative Learning in Comparison with the Teacher-Centredness. In: Implementing Cross-Culture Pedagogies. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 25. Springer, Singapore. https://doi.org/10.1007/978-981-4451-91-8_2

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