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...eration has favorable effects on achievement and productivity, psychological health and self-esteem, intergroup attitudes, and attitudes toward learning. This large body of theory and research (e.g., =-=Cohen, 1994-=-; Johnson & Johnson, 1989; Newmann & Thompson, 1987; Sharan, 1990; Slavin, 1995), based primarily on grades two through nine, suggests that it is no longer necessary to establish cooperative learning ...

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...learning strategies. In other words, they must decide on a course (or courses) of action to reach these goals. Finally, as they implement their plan, learners must be able to monitor and evaluate whether or not their goals have been attained. The fourth goal of being a good collaborator means knowing how to function well as part of a team. This encompasses establishing common ground, resolving discrepancies, negotiating the actions that a group is going to take, and coming to an agreement (Barron, 2002). These tasks require an open exchange of ideas and engagement by all members of the group (Cohen, 1994; Wenger, 1998). Explaining one’s ideas is important for productive collaboration and also serves to enhance learning (Webb and Palincsar, 1996). The goal of becoming a good collaborator and the process of learning collaboratively are often woven together. The final goal of PBL is to help students become intrinsically motivated. Intrinsic motivation occurs when learners work on a task motivated by their own interests, challenges, or sense of satisfaction. Creating an engaging problem is simple for medical students because they all share the intrinsic goal of becoming physicians. Similarly, gif...

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.... There is no evidence that they do so, and they certainly do not undermine long-term achievement. Among multi-year studies, methods that incorporate group rewards based on individual learning performance have consistently shown continued or enhanced achievement gains over time (Stevens & Slavin, 1995a, b; Hertz-Lazarowitz, Ivory, & Calderσn, 1993; Greenwood, Delquadri, & Hall, 1989). In contrast, multi-year studies of methods lacking group rewards found few achievement effects in the short or long-term (Solomon, Watson, Schaps, Battistich, & Solomon, 1990; Talmage, Pascarella, & Ford, 1984). Cohen (1994b) raises the possibility that while group rewards and individual accountability may be necessary for lower-level skills, they may not be for higher-level ones. As evidence of this she cites a study by Sharan et al. (1984) that compared STAD and Group Investigation. In this study STAD and GI students performed equally well (and better than controls) on a test of English as a foreign language, and STAD students did significantly better than GI on "lower level" (knowledge) items (ES=+.38). On "high level" items, GI students performed non-significantly higher than STAD students, with a difference...

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... learn ing structures that involved detailed procedures, such as numberedsheads together. This was followed in the 1980s by Cohen develop ing a “complex instruction” version of cooperative learning =-=[35, 36]-=-sand Dansereau [37] developing a number of cooperative learningsscripts.sThe 1980s and 1990s brought an expansion of cooperativeslearning models into engineering. The concept of a cooperativeslearning...

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...sire to help others and place special emphasis on individual and group efforts to achieve, making causal ascriptions to effort more salient than attributions to ability. Social cohesion explanations (=-=Cohen, 1994-=-; Sharan & Sharan, 1992) argue for the pre-eminent role of group cohesion which arises from care and concern for the group and its members. Learning explanations concentrate on how the interactions am...

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...relied on measurements of individual learning as the primary indication of success. Such work has demonstrated that, on average, group work leads to better learning outcomes than individual work (see =-=Cohen, 1994-=-, and Webb & Palinscar, 1996, for reviews). Moving beyond simple demonstrations of the advantage of group conditions are studies that seek to understand the interactive processes that lead to learning...

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...here students learn together is also a small social communitv. Groupsinteraction may be more positive when groups are cohesive, and teacher judg ments of compatibility may help groups function well (=-=Cohen, 1994-=-).sOptimally sized groups for learning seem to be small, 3- to4-member teams.sWhile pairs achieved significantly more than students in ungrouped classes, theslarge, 6- to 10-member groups did not lear...

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...R-SUPPORTEDsCOLLABORATIVE LEARNINGsCollaborative learning builds on the idea that all learners of a group elaborateslearning material together without direct or immediate intervention of the teachers(=-=Cohen, 1994-=-). For instance, learners may contribute and discuss divergentsperspectives upon a theory that is supposed to be learned or discuss problemscases together. The collaborative learners may acquire knowl...