Five Basic Elements in Cooperative Learning
Abstract
The term “cooperative learning” refers to an instruction method in which learners work together in small groups to achieve a common goal. There are more than five elements in cooperative learning but the most common and crucial ones are five which are individual accountability, positive interdependence, face-to-face promotive interaction, interpersonal and small group skills, and group processing. This report explains what these five elements are and how to implement these features in a cooperative learning group.

1.0 Introduction
21st century learning is often and always related to technological approaches while actually this type of learning is to fulfill the needs of being a 21st century learner. Hence in order to meet the needs of the 21st century learner and achieve the student outcomes, schools are asked to adopt a 21st century curriculum that blends thinking and innovation skills; information, media, and ICT literacy; and life and career skills in context of core academic subjects and at the same time required to employ methods of 21st century instruction that integrate innovative and research-proven teaching strategies, modern learning technologies, and real world resources and contexts.

1.1 Background
Students’ learning goals may be structured to promote cooperative, competitive, or individualistic efforts. In every classroom, instructional activities are aimed at accomplishing goals and are conducted under a goal structure. A learning goal is a desired future state of demonstrating competence or mastery in the subject area being studied. The goal structure specifies the ways in which students will interact with each other and the teacher during the instructional session. Each goal structure has its place (Johnson & Johnson, 1989). In the ideal classroom, all students would learn how to work cooperatively with others, compete for fun and enjoyment, and work autonomously on their own. The teacher decides which goal structure to implement within each lesson. The most important goal structure, and the one that should be used the majority of the time in learning situations, is cooperation.
2.0 Cooperative Learning
Cooperative learning is a student-centered approach that regards the role of teacher as the facilitator within a small group of students and the students are responsible of their own learning as well as all group members. According to Johnson & Johnson (1989), cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning.
2.1 Elements in Cooperative Learning
According to Johnson and Johnson (1989), there are five elements of cooperative learning. Though there are more than five, but the most basic elements or pillars of cooperative learning are: individual accountability, positive interdependence, face-to-face promotive interaction, interpersonal and small group skills, and group processing. These five elements are important in determining a successful cooperative learning classroom.
2.1.1 Individual Accountability
This element specifically meant that every member should make a significant contribution to the group. Hence, it is important to frequently stress and assess individual learning so that group members can appropriately support and help each other. As said by Johnson, Johnson and Holubec (1998), individual accountability is the measurement of whether or not each group member has achieved the groups’ goal. Some ways of structuring individual accountability are by giving each group member an individual accountability exam or by randomly selecting one member to give an answer for the entire group. Cooperative learning groups are not successful until every member has learned the material or has helped with and understood the assignment. Johnson, Johnson and Holubec (1998), also said that individual accountability can be structured by assigning one student in the group to check for understanding. This can be done with one student as the checker poses questions and other members of the group provide rational answers in supporting group’s answer.

2.1.2 Positive Interdependence
Positive goal interdependence ensures that the group is united around a common goal, a concrete reason for being, such as “learning the assigned material and making sure that all other members of your group learn the assigned material” (Johnson, Johnson and Holubec, 1998). Every student in the particular group plays a crucial role in order to achieve their goal hence their effort is required and necessary for the group success. A specific goal, such as a grade or a certificate of recognition, is identified for the group to obtain. It is important to include reward interdependence especially in early days or young-aged group. Extrinsic rewards are replaced by intrinsic rewards as groups mature. These rewards are always earned for the team. Students are told that they will have to support one another because the group goal can be achieved only if each member learns the material being taught or makes a specific contribution to the group's effort in any sort of evaluation whether in presentation or tests.

2.1.3 Face-to-face promotive interaction
Face-to-face promotive interactions give students in cooperative learning group the opportunities to help each other overcome problems. In explaining and solving problem, they are encouraged to use verbal and non-verbal communication such as eye contact. Although some of the group work may be carried out and done individually, some must be done interactively, with group members providing one another with feedback, challenging reasoning and conclusions, and perhaps most importantly, teaching, guiding, helping, supporting, and encouraging one another in order to reach the group’s goals. According to Johnson, Johnson, & Holubec (1998), it is through promoting each other’s learning face-to-face that members become personally committed to each other as well as to their mutual goals.

2.1.4 Appropriate use of collaborative skills
There are several collaborative skills which include instructorship, decision-making, trust-building, communication, and conflict-management skills. These skills are important in cooperative learning as each member has the responsibilities to help each other to achieve the task required and maintain positive working relationship in the group. As stated by Jonson, Johnson and Holubec (1998), group members must know how to provide effective leadership, decision-making, trust building, communication and conflict-management, and be motivated to use the prerequisite skills. Therefore, teachers need to teach the collaborative skills to students and encourage them to use these skills in order for the groups to function productively and allowing them to become socially competent.

2.1.5 Group Processing
Group processing examines how groups of students can work effectively and efficiently together as it focuses on positive behaviours and actions rather than on negative ones and involves students thinking about how they learn. It also involves members reflecting on the group's work and their interactions with each other to clarify and improve efforts to achieve group goals and maintain effective working relationships. This is achieved by defining what actions were helpful and deciding about which one to continue or improvise. Johnson, Johnson and Holubec (1998) mentioned in their book Cooperation In The Classroom that this element of group processing is present when students discuss how well they are achieving their goals and maintaining relationships.
Conclusion
Cooperative learning changes students' and teachers' roles in classrooms. The ownership of teaching and learning is shared by groups of students, and is no longer the sole responsibility of the teacher. Therefore, in practicing cooperative learning, the five elements which are individual accountability, positive interdependence, face-to-face promotive interaction, interpersonal and small group skills, and group processing is necessary to have a successful learning.

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