Abstract:

The method of cooperative learning has proven itself well both in the organization of classroom work and independent work. Due to the global transition of educational institutions to digital educational platforms, there is a need to adapt teaching methods for the online format. There is a need to comply with the principles of cooperative learning from the preparation phase to the study of the material phase, in the process of studying and also during its consolidation.

"Cooperative learning" helps in facilitating interaction between students, where the principle of learning is individual responsibility; this principle orients students to make a personal contribution to the success of all their classmates. One of the techniques of cooperative learning is the opportunity for everyone to take part in an explanation, when completing a task or answering questions, students try to explain what they did and why, and then one participant from the group is selected to present the answer from all the other participants.

In our study, we paid special attention to the difference between distance education with "cooperative learning" and distance learning, in which students rarely interact with their classmates. We tried to find out whether there are differences in the achievements of students when using the method of cooperative learning in an online environment. The progress and results of the work were monitored on the “Microsoft teams” platform with the inclusion of discussion forums on a digital educational resource. We came to the conclusion that in higher education, in the context of distance learning, it is necessary to take into account some issues for the qualitative organization of cooperative learning.

Keywords:

University, student, cooperative, higher education, distance learning, online format.