Abstract
Cooperative learning (CL) is a process by which students work together in groups to master material initially presented by the instructor (Slavin, 1990). Even with structuring the process, exercises, and groups, there is the potential for a free-rider problem when students do not participate to the best of their abilities. Thus, the outcomes of student CL groups can be disappointing for the instructor and frustrating for students. Group-member rotation is used as a means to overcome the free-rider problem. Final exam scores of students learning through cooperative and traditional strategies did differ significantly across two academic institutions, when group members were forced to rotate twice during the term.
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