Corporative Learning Literature Review | Communications Skills

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communications skills
[Type the document subtitle]
3/31/2020
student name
Word count – 1230

Communications skills 1
Corporative learning literature review
Corporative learning reflects the instructions spectrum which include group of
scholars to assign an academic one objective or goal. It is widely used method of instruction
which however is under used when it comes to practise. It reflects relevance of various
factors pertaining to collaborative learning. There have been research is conducted which
reflect empirical research towards positive relation among student achievement and
collaborative learning. The achievement here reflects the motivation, persistence and efforts
of students in order to attain the Academy goal. The aspects of collaborative learning are
working towards promotion of deep learning for the scholars and to make them engage in
social interactions like group discussion and contradictory information and discussion.
The literature reflect that cooperative learning is considered to be a careful learning
strategy that is plan and include sustain learning groups to whom specific learning goal have
been assigned. Through this cooperative learning the major focus is towards involvement of
students in social skill development and active learning which could result in to strongly
dependent on corporative learning which reflect procedural and operationally well-defined
and structured. There are six major elements of corporative learning that is different from that
of collaborative learning; it includes individual accountability, face to face verbal interaction,
appropriate grouping, social skills and group processing (Kaufman, Sutow, & Dunn, 1997).
The literature reflects that corporative learning is also known as small group learning.
As the name suggest it reflects the instructional strategy for a group of students to work
together or in a group in a corporative manner. Corporative learning has six basic elements
that are making a group learning more affective and successful. These elements include face-
to-face interaction, this encourage and support students from one another in a group and
provide the environment to discuss aspects among each other while maintaining eye contact

Communications skills 2
and reflect the positive energy in the group to work together. Positive interdependence is
second basic element which reflects feel of responsibility for the students pertaining to their
own and efforts of the group. They are concerned about the accomplishment of objective as
they are working in a group they are conscious of their own performance as well as for the
group performance. Third element is group accountability and individual accountability,
every scholar is found to be responsible for their own part of job within the group and also
accountable for goal achievement of the group.
Appropriate grouping is another element which reflects gaining direct instruction in
group pertaining to social, collaborative and interpersonal skills that are required for them to
work in a group or a team of people with others (Scager, Boonstra, Peeters, & Vulperhorst,
2016). Fifth element reflect group processing, this reflects analysing the ability of oneself and
of the group while working together. Cooperative learning has been a great support to
students and in teaching role in the schools and classrooms. The sixth element is social skills,
as cooperative learning reflect enhancing the social skills by increasing communication
among the peoples within the group and take part in discussions.
However there are found some of the challenges while using cooperative learning in
classrooms like not having full control over learning of the students, difficult to assess
student learning, managing the noise as the group may discuss together and speaks together
while not aware of active listening skills and understanding skills, and lastly resolving
conflicts could be a challenging job for the teachers in schools. Since the group is performing
to get that the chances of conflict, however this may also enhance the negotiation skills of
students in order to resolve those conflicts (Tran, 2019).
The role of corporative learning has been identified in higher secondary schooling
along with the undergraduate students and universities. The activities identified in the