Conceptualizations and approaches in defining cooperative learning

The uses of the concept of cooperative learning in the literature, in practice and in everyday speech suggest considerable vagueness and fluidity, particularly with regard to its content, namely, whether it refers primarily to a form of learning, a learning strategy, a teaching method, an instructional strategy, a pedagogical approach, or a system of instruction. This paper aims to present and critically analyze existing conceptualizations of cooperative learning and approaches to its definition, and thus present the position of cooperative learning in relation to relevant and related concepts within a concept network. Through analysis of concepts and definitions within the logic and methodology of social sciences (pedagogical) research, the following conclusions have been drawn: a) in the papers analyzed there are multiple meanings of cooperative learning; b) there are descriptive, prescriptive and connotative definitions of cooperative learning; c) there are psychological and pedagogical approaches to its definition, and there is an evident lack of consensus among authors on the position of this concept in the network of related concepts. The plurality of meanings in which this concept is used, and the difficulties with its definition, have been related to the different contexts of its application, the variety of authors' theoretical and methodological approaches, the complexity of the concept itself, and, in some cases, the inaccurate uses of the concept for research and practical purposes.