ABSTRACT

This volume offers contributions by a dozen scholars who envisioned, introduced, and developed the concept of cooperative learning (CL) beginning in the 1960s or the early 1970s and continuing throughout their careers. Their combined efforts provide a comprehensive description of CL as viewed by its major contributors—the originators, creators, developers, or leaders in the field.

The primary purpose of this comprehensive volume is to clearly present each of these CL approaches together with their theoretical foundations, research base, and classroom procedures. A secondary purpose is historical. The development of CL will emerge in part through the authors’ reflections, and personal stories or anecdotes about their own work, starting from its beginnings and moving forward from there. The volume includes a progression from the past to the present state-of-the art knowledge in CL research and practice, to building a case for the successful future development and implementation of CL.

The introduction sets forth a framework for comparing and contrasting the varied approaches to CL in terms of attributes (elements) common to all the approaches and other attributes that vary among the approaches. This framework is applied to distinguish between cooperative and collaborative learning.