Primary school teachers' views and experiences of collaborative student learning

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