ABSTRACT

402Technology may be more productively utilized when it is combined with cooperative learning. There are four types of cooperative learning: formal cooperative learning, informal cooperative learning, cooperative base groups, and academic controversy. Cooperative learning’s worldwide use is based on a well-formulated theory (i.e., social interdependence theory) that has been validated by numerous research studies and operationalized into practical procedures that can be used at any level of education. Technology-supported cooperative learning tends to increase achievement (both academic achievement and learning how to use technology), positive attitudes (toward technology and cooperation), healthy development (cognitive development, learning control, social competencies), positive relationships with team members (including social presence), and innovation in groupware and hardware. Cooperative learning and technology-supported instruction have complementary strengths. The computer, for example, can control the flow of work, monitor accuracy, give electronic feedback, and do calculations. Cooperative learning provides a sense of belonging, the opportunity to explain and summarize what is being learned, shared mental models, social models, respect and approval for efforts to achieve, encouragement of divergent thinking, and interpersonal feedback on academic learning and the use of the technology. The use of cooperative learning with technology-assisted-instruction results in more positive attitudes toward technology (especially by females) and allows for argumentation (i.e., constructive controversy) to be part of lessons utilizing technology. Cooperative learning is an important part of enhancing the effectiveness of interacting around computers and interacting through computers (e.g., local networks, e-mail, videogames and simulations, adventure learning, and interacting with electronic pedagogical agents).