Web Resources

The Cooperative Learning Center at the University of Minnesota ( This site may be offline. ) : Run by David and Roger Johnson, this site contains essays, information about their books and workshops, newsletters, and an FAQ on the theory and practice of cooperative learning, especially at the college level.
Teaching Concerns: Cooperative and Collaborative Learning (more info) : This subsite is part of the Teaching Resource Center at the University of Virginia. It contains articles on cooperative learning from their newsletter.
The Cooperative Learning Network (more info) : This site belongs to a group at Sheridan College in Ontario promoting cooperative learning, especially at the college level and contains links to essays and discussion forums.
Doing CL (more info) : Substantial collection of resources including detailed instructions for various cooperative-learning techniques and an annotated bibliography. Brought to you by the National Institute for Science Education.
International Association for the Study of Cooperation in Education:IASCE supports those who are interested in the study of cooperation in education by providing a forum in which to share research and lessons about the practice of cooperative learning.
Active/Cooperative Learning: Best Practices in Engineering Education: This NSF-funded project at Arizona State University has interviewed over 20 faculty who offer suggestions for preparing students for teamwork, developing instructional materials, and implementing and assessing cooperative learning lessons and activities. The site also contains content-specific engineering projects.
University of Minnesota ResearchWorks: Cooperative Learning: This article from the ResearchWorks publication of the University of Minnesota profiles Drs. David and Roger Johnson who run the Cooperative Learning Center on Campus. The article also provides some basics of what cooperative learning is.
Changing a Course from Lecture Format to Cooperative Learning (more info) : This essay describes the experience other instructors have had when switching a class (marine geology in this case) from a traditional lecture format to a cooperative-learning format: citing increased achievement, motivation, and attendance on the part of the students. However, the author also writes about the changes he experienced switching roles from lecturer to facilitator: both good and bad.
Smith, Karl A. Engaging Students Through Active and Cooperative Learning.
Heller, Kenneth and Patricia. Using the Learning Knowledge Base: The Connection Between Problem-Solving and Cooperative Group Techniques.

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