Face-to-face promotive interaction leading to successful cooperative learning: A review study

Selma Dzemidzic Kristiansen,Tony Burner,Berit Helene Johnsen,Gregory Yates

doi:10.1080/2331186x.2019.1674067

Selma Dzemidzic Kristiansen, Tony Burner + Show 2 more

Open Access

https://doi.org/10.1080/2331186x.2019.1674067

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Abstract

The article presents a review of 34 studies conducted from 1995 to 2017 focusing on face-to-face promotive interaction (FtFPI) factors that may lead to successful cooperative learning (CL) in small groups, as guided by the following research question: “Which FtFPI factors lead to successful CL in small groups?“ A manual and citation database search were used to find relevant studies. The findings indicate that students’ interpersonal behavior, their experiences and active participation in the CL process, communication and support to each other, and teachers’ influence on promoting students’ interaction leading to successful CL in small groups. Moreover, these factors may lead to students’ deep learning. However, the review suggests that systematic preparations must be made by both teachers and students if the CL is to be successful. Thus, more empirical research is needed to understand the complexity of students’ FtFPI and to investigate the development of FtFPI based on students’ and teachers’ experiences in small CL groups.

Highlights

The ability to cooperate effectively is a necessity if one is to succeed in a small cooperative learning (CL) group1 across different subject areas (Gillies, 2003a).Whereas social interaction plays a major role in how children learn (Cohen, 1994), the quality of interaction in student groups is a strong predictor of learning gains (Cohen & Lotan, 1995)
We use the following research question in this article: Which face-to-face promotive interaction (FtFPI) factors lead to successful CL in small groups? in this review the discussion is framed according to small CL groups, existing gaps are identified and findings from various studies are synthesized in order to point out the FtFPI factors that lead to successful CL in various educational situations and contexts
To answer the research question on FtFPI factors that may lead to successful small CL groups, we developed five categories outlined in the following subsections

Summary

Introduction

The ability to cooperate effectively is a necessity if one is to succeed in a small cooperative learning (CL) group across different subject areas (Gillies, 2003a).Whereas social interaction plays a major role in how children learn (Cohen, 1994), the quality of interaction in student groups is a strong predictor of learning gains (Cohen & Lotan, 1995). The common practices of the CL model do not merely include cooperation, but additional elements, such as positive interdependence, individual accountability, face-to-face promotive interaction (FtFPI), social skills, and group processing (Johnson & Johnson, 2002). All these elements could together influence the students’ learning outcome and social gains. We focus on students’ FtFPI defined by Johnson and Johnson (1999) as a type of social interaction that promotes participation and contribution in group work among students while they are supporting, encouraging and praising each other’s efforts to carry out their joint task. Based on the complex relationships between cooperating students, the review describes research findings by focusing on small CL groups and investigating which FtFPI factors may lead to successful students’ learning during their joint activity

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