Restructuring the Classroom: Conditions for Productive Small Groups

Cohen, Elizabeth G.

doi:10.3102/00346543064001001

Cited by 2,120Innovative Teaching and Learning MethodsProblem and Project Based LearningVisual and Cognitive Learning Processes

Restructuring the Classroom: Conditions for Productive Small Groups

Cohen, Elizabeth G.·1994·Review of Educational Research

DOI 10.3102/00346543064001001

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Abstract

Moving beyond the general question of effectiveness of small group learning, this conceptual review proposes conditions under which the use of small groups in classrooms can be productive. Included in the review is recent research that manipulates various features of cooperative learning as well as studies of the relationship of interaction in small groups to outcomes. The analysis develops propositions concerning the kinds of discourse that are productive of different types of learning as well as propositions concerning how desirable kinds of interaction may be fostered. Whereas limited exchange of information and explanation are adequate for routine learning in collaborative seatwork, more open exchange and elaborated discussion are necessary for conceptual learning with group tasks and ill-structured problems. Moreover, task instructions, student preparation, and the nature of the teacher role that are eminently suitable for supporting interaction in more routine learning tasks may result in unduly constraining the discussion in less structured tasks where the objective is conceptual learning. The research reviewed also suggests that it is necessary to treat problems of status within small groups engaged in group tasks with ill-structured problems. With a focus on task and interaction, the analysis attempts to move away from the debates about intrinsic and extrinsic rewards and goal and resource interdependence that have characterized research in cooperative learning.

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“several authors have criticized effectoriented research, claiming that it employs a black box approach that makes it difficult to explain the variability in research findings (Cohen 1994;Dillenbourg 1999;Pelled et al. 1999).”
From Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010) · cites this paper as Cohen 1994

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Authors: Cohen, E. G.
Affiliations: Stanford University
Venue: Review of Educational Research
Publisher: American Educational Research Association (AERA)
Published: 1994-03
Volume: 64
Issue: 1
Pages: 1-35
ISSN: 0034-6543 (ISSN-L)
1935-1046
DOI: 10.3102/00346543064001001
OpenAlex: W2106990392
Cited by: 2,120
References: 77
Citations by year: 2026: 30 · 2025: 38 · 2024: 46 · 2023: 56 · 2022: 58 · 2021: 70 · 2020: 98 · 2019: 95 · 2018: 49 · 2017: 68 · 2016: 101 · 2015: 82 · 2014: 105 · 2013: 98 · 2012: 112
FWCI: 54.03
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Review of Educational Research (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Education › Problem and Project Based Learning
Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Keywords: small group learning, cooperative learning, group interaction, conceptual learning, ill-structured problems, group tasks, teacher role, task instructions, student preparation, intrinsic and extrinsic rewards

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Restructuring the Classroom: Conditions for Productive Small Groups

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