Cooperation is an important factor in developing potentials in children. Taking account of and
encouraging interaction between pupils in the process of learning is the basis on which various
structures of cooperative learning have taken shape. The basic principles of cooperative
learning are derived from Piaget’s developmental theory, which established a constructivist
approach, Vigotski’s scientific findings on the impact of social factors on the development of
higher mental functions and Martin Deutsch’s theory of cooperation and competition. In
practice, cooperative learning is reflected in the application of different forms and methods of
work to solve problems, assimilate new teaching content and learn in the broadest sense of the
word. Social interaction between pupils in a cooperative group where they are being active all
the time plays a crucial role here. Most of empirical research on cooperative learning proves a
positive impact of cooperative learning on learning and socialisation. An important role in
establishing cooperative learning situations is played by the teacher, who acts as an advisor and
expert in encouraging effective functioning of the group with the aim of promoting cooperative
learning. To achieve the goals of cooperative learning the basic principles of this form of
learning have to be taken into account when planning the lessons: working in small groups,
positive co-dependency of group members, individual’s responsibility, applying adequate
cooperative skills for group work, adequate task structure and analysis of group processes.
When introducing cooperative learning to classes the teacher has to teach the pupils how to use
various cooperative structures aimed at consolidating knowledge, advancing the understanding
of concepts and at cooperative projects. In the empirical part of the master’s thesis based on
quantitative research approach, we used an online survey to see what kind of knowledge class
teachers possess about cooperative learning, how competent they feel to introduce this form of
learning in lessons, what their experience is with organising and holding class in cooperative
groups before the COVID-19 epidemic and during remote teaching and what their attitudes are
regarding this form of learning when it comes to both their own learning process and teaching
pupils. The survey was based on intentional, non-incidental sampling and the sample consisted
of 112 class teachers from all over Slovenia. The survey showed that while class teachers are
mostly acquainted with cooperative learning, their familiarity with its principles and structures
is deficient. Most of them believe they are professionally qualified to introduce cooperative
learning to class, but need more practical experience in this field. The teachers observe the
following advantages of applying cooperative learning: cooperation among pupils, learning
from peers, improved interpersonal relationships and overall atmosphere in the class, pupils
helping one another, refining of the pupils’ social skills, increased motivation for learning, more
active pupils, respect for the opinions of others and opinions that are different, greater sense of
responsibility towards the group and the task at hand, better memory retention, communication
and critical thinking, greater tolerance, independence in learning and better quality of
knowledge. When it comes to integrating cooperative learning in classes, teachers feel most
impeded in terms of the time they have to devote to thoroughly prepare cooperative learning
lessons, perfect cooperative skills and instruct pupils. The main issues they observe is that
cooperative learning requires a lot of effort and preparation from teachers, that some pupils
don’t actively engage in work in cooperative groups, and that some pupils shift responsibility
on other group members. Two thirds of teachers believed that remote teaching affected the
introduction of cooperative learning to teaching. The teachers attributed this to the pupils’
inadequate ICT skills, lack of independence amongst younger pupils in using technology, great
confusion due to the organisation of remote teaching, insufficient time and inferior ability to supervise pupils. The results showed that the class teachers surveyed have positive opinions
regarding the impact of cooperative learning on pupils, which, however, cannot be said about
their opinions on the level of preparation required from them for this type of learning.
Statistically significant positive correlations only appear between the frequency of organising
the pupils’ work in cooperative groups in the course of teaching and the opinion that, while
working in cooperative groups, pupils are learning to be more tolerant of others and different
ideas, and the opinion that learning in cooperative groups improves interpersonal relationships
in the class. Statistically significant positive correlations are also evident between the frequency
of introducing/including cooperative learning of pupils within individual stages of the learning
process and the opinion that work in cooperative groups contributes to better learning
achievements of pupils than individual learning. Statistically significant negative correlations
appear between the frequency of including cooperative learning in classes by subject and the
opinion that pupils may not take schoolwork seriously enough during cooperative learning, and
between the frequency of organising the pupils’ work in cooperative groups in the course of
teaching and the opinion that learning in cooperative groups only leads to quarrels and bad
mood amongst pupils. The aim of our survey was to raise teachers’ awareness of the importance
of cooperative learning, motivate teachers to introduce cooperative learning to class and
contribute to their professional development in this area.
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