Comparing the quality of students' experiences during cooperative learning and large-group instruction

The authors compared the experiences of college students during cooperative learning and large-group instruction. Undergraduate educational psychology students were assigned to small groups to discuss how they could apply important psychological principles to teaching-learning projects. Students were interrupted during cooperative learning and large-group instruction so that the authors could measure perceptions of their experiences with the experience sampling method (M. Csikszentmihalyi, K. Rathunde, & S. Whalen, 1993). Overall quality of experience was greater during cooperative learning; benefits occurred specifically for thinking on task, student engagement, perceptions of task importance, and optimal levels of challenge and skill. Students were more self-conscious and reported more difficulty concentrating during cooperative learning. Quality of experience did not differ across instructional contexts for high- vs. low-achieving students; high-achieving students experienced greater overall quality of experience in both instructional contexts, particularly in the areas of engagement, perceived skill, and self-esteem.