Using technology to revolutionize cooperative learning: an opinion

NATURE OF COOPERATIVE LEARNING Cooperative learning is an application of social interdependence theory (Deutsch, 1949, 1962; Johnson and Johnson, 1989, 2005, 2009). Social interdependence theory posits that there are two types of social interdependence, positive (cooperative) and negative (competitive). Positive interdependence (i.e., cooperation) exists when individuals perceive that they can reach their goals if and only if the other individuals with whom they are cooperatively linked also reach their goals.Negative interdependence (i.e., competition) exists when individuals perceive that they can obtain their goals if and only if the other individuals with whom they are competitively linked fail to obtain their goals. No interdependence (i.e., individualistic efforts) exists when individuals perceive that they can reach their goal regardless of whether other individuals in the situation attain or do not attain their goals. The basic premise of social interdependence theory is that the way in which interdependence is structured determines how individuals interact, and the interaction pattern determines the outcomes of the situation (Deutsch, 1949, 1962; Johnson and Johnson, 1989, 2005, 2009). Positive interdependence tends to result in promotive interaction (such as mutual help and assistance), negative interdependence tends to result in oppositional interaction (such as obstruction of each other’s efforts), and no interdependence tends to result in the absence of interaction. Overall, positive goal interdependence and the resulting promotive interaction tends to result in greater efforts to achieve, more positive relationships, and greater psychological health than do negative or no goal interdependence. Detailed instructions in how to conduct cooperative learning lessons may be found in Johnson et al. (2013). There is considerable evidence that in cooperative endeavors, face-to-face interactions are more effective than are online interactions (Johnson and Johnson, 2013). While the relative negative aspects of electronic interaction for cooperation are often pointed out, there may be too little discussion of how technology can facilitate and enhance cooperative endeavors. It is possible that technology may revolutionize how cooperative learning will function in the classrooms of the 21st Century. Technology may enhance the learning of basic skills such as reading, writing, and engaging in discussions. It may enhance the nature of reports and allow the covering of important events. It may change the nature of multimedia projects. Technology may expand communication and the way in which group members work together. It may structure inquiry projects, lead to each group establishing its own web page, and involve students in simulations. Finally, it may enable teachers to track the work of each student and each group and to manage courses and build learning communities more efficiently.