Collaborative/Cooperative

Learning II
Michael Behnke
“The shared learning gives learners an opportunity to engage in
discussion, take responsibility for their own learning, and thus
become critical thinkers. Proponents of CL claim that the active
exchange of ideas within small groups not only increases interest
among the participants but also promotes critical thinking.”

Laal, M., & Laal, M. (2012). Collaborative learning: what is it? Procedia - Social and Behavioral
Sciences, 31, 491–495.
https://doi-org.proxy-tu.researchport.umd.edu/10.1016/j.sbspro.2011.12.092
• “Clearly perceived positive interdependence;…
• Considerable interaction;…
• Individual accountability and personal responsibility;…
• Social skills;…
• Group self-evaluating;…”

Laal, M., & Laal, M. (2012). Collaborative learning: what is it? Procedia - Social and Behavioral
Sciences, 31, 491–495. https://doi-org.proxy-tu.researchport.umd.edu/10.1016/j.sbspro.2011.12.092
“Collaboration means that both the student and the tutor provide
input into and take insights out of the tutoring session. In the
traditional classroom, there is no mandate suggesting that a
teacher will learn from his students.”

Laal, M., & Laal, M. (2012). Collaborative learning: what is it? Procedia - Social and Behavioral
Sciences, 31, 491–495. https://doi-org.proxy
tu.researchport.umd.edu/10.1016/j.sbspro.2011.12.092
“In addition, with other active singers in the room, some
participants may have felt self-conscious and thus
perhaps less focused on learning and more focused on
not appearing inferior to the other ensemble members,
also known as evaluation apprehension (Diehl &
Stroebe, 1987). Finally, it was also likely that
participants were free-riding or focusing less on the
material at hand by assuming that other group members
would be more responsible.”

A Comparison of the Efficacy of Individual and Collaborative Music Learning in Ensemble

Rehearsals. (2015). Journal of Research in Music Education, 63(3), 281–297.
“We observed better memory performance in aided solo
compared to independent sessions. Thus, extra musical
information did enhance individual learning to some extent,
likely by providing a richer context in which to fit one’s own
part and through more elaboration (cf. Segalowitz & Cohen,
2001). However, memory performance was worse when
participants learned in a group than when they learned
individually.”

A Comparison of the Efficacy of Individual and Collaborative Music Learning in

Ensemble Rehearsals. (2015). Journal of Research in Music Education, 63(3),
281–297.
“Today, there is evidence that the effectiveness of
collaborative learning largely depends on the quality of
student interaction (Dillenbourg and Tchounikine 2007;
Kobbe et al. 2007) as well as on the teacher who guides
students’ collaborative learning (Gillies et al. 2008).
Thus, to implement collaborative learning successfully in
the classroom, it is critical that the teacher makes
fostering beneficial student interaction a priority.”

Kaendler, C., Wiedmann, M., Rummel, N., & Spada, H. (2015). Teacher Competencies for the
Implementation of Collaborative Learning in the Classroom: a Framework and Research
Review. Educational Psychology Review, 27(3), 505–536.
https://doi.org/10.1007/s10648-014-9288-9