Concept of Cooperative Learning in Australia and Iran

Research background shows that university teachers in the field of education have different definitions of cooperative learning with some not differentiating among group work, collaborative learning, and cooperative learning. The main purpose of the current study is not to distinguish these three concepts from each other, but to identify the perceptions of university academics in Australia and Iran. The current study intends to present a clearer understanding of cooperative learning, highlighting the similarities and differences that may exist between the two countries. This was a qualitative study involving 23 university teachers who were interviewed on their understanding of cooperative learning. Thematic analysis was used to analyse the in-depth interview data which were coded and organized using Atlas/ti software. Participants in both Australia and Iran defined cooperative learning as an interactive procedure. They used similar terms such as active learning, exchange of knowledge, and individual accountability. Australian participants emphasized the shared goal, defining the roles and planning, while Iranian participants paid more attention to the management aspects of cooperative learning. This cross-cultural study identifies new insights of cooperative learning that may need to be considered in order to develop the quality of teaching and learning in university classrooms.