The groups would then discuss the question, knowing one of the students would be randomly called on to summarize the group's response. Positive interdependence helped to ensure that all members of the group understood the concept. Some of the issues that prevent instructors from using cooperative learning are also addressed. Covering all the material is something that is impossible, she says, but what is possible is to promote independent thinking skills so that students can process information they encounter. Giving up some control of the class is a frightening prospect in classes with large enrollments.
Cooper reports that classes with cooperative learning are quite noisy and very animated.
Newcomers fear that the higher aptitude students will do all the work and they will dislike working with students of lower aptitude. Cooper has been using this technique for four years now and has not noticed this phenomenon. She says that a possible reason for this is the time she spends at the beginning of the first exercise explaining the benefits of group learning. The students response to group work was overwhelmingly positive. The students responses indicated that they were able to synthesize the information better in a group because each could contribute and one might remember something the other did not.