Social Isolation, social independence and social interdependence
Social isolation refers to either total or partial lack of contact with individuals of the society and those of a particular social species over a long period of time. However, social independence means that the value of social help obtained from other members of the society is equal to the same social value one puts back. The concept here implies that the person belongs to other social groups to provide love, security, friendship and support to individuals belonging to such groups; and in turn obtain the same. However, social independence does not mean solitude since one identifies the levels of their contributions to the society; though they do not permit others to swindle such contributions on social transactions. Finally, the concept of social interdependence means that resultant outcomes of an individual’s expectations are dependent on the relationships between the individual with others based on their own actions (Johnson & Johnson , 2009) . The structure of people’s goals directly depends on their own and others’ actions, which eventually dictate outcomes. Hence, this essay depicts the importance of collaborative learning in achieving educational goals with the help of traditional learning approaches.
Their impact on learning outcomes for individuals and groups
The three concepts expounded above are similar in the manner in which they directly impact on learning outcomes for individuals and groups. Chief among the impacts are motivation and achievement of goals. Motivation, in itself, is dependent on interpersonal and social origins that are closely linked to both social isolation and social independence. Therefore, the commitment to achieve specific learning goals for the better good of the learner creates motivation (Johnson & Johnson , 2009) . Similarly, motivation is dependent on individual’s emotions that are majorly intended to achieve the set goals. Hence, motivation leads to desired future learning outcomes, which is the achievement of set goals in the learning process. Finally, social interdependence slightly differs from the two other concepts since it reinforces motivation towards the achievement of set goals. This is because interdependence promotes motivated actions and ultimately leads to satisfaction and celebration of hit targeted goals. Hence, the concepts promote caring and committed relationships that enable learners to belong to a particular group for the well-being of others and the common good (Johnson & Johnson , 2009) .
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Impact of these concepts on cooperative learning and/or traditional learning approaches
The concepts of social interdependence, social isolation and social independence promote cooperative learning among students that enable them understand the diverse cultures. The cooperative learning skills result from the change of students’ behavior in the classrooms based on their own motives and those acquired through interactions (Baker & Clark, 2010). For example, positive social interdependence promotes makes students feel that one their fellows are important and that they need them for effective learning to take place. This makes the accomplishment of group tasks possible based on interpersonal interactions and mutual support amongst them (Clark & Baker, 2015). In addition to both social independence and social isolation, students will develop individual accountability that will empower them to prevent domination of the classroom by brighter and vocal students through task accomplishment. Hence, they will overcome the overwhelming traditional classroom situations (Clark & Baker, 2015). Further, the three concepts promote positive goal interdependence that in turn leads to greater achievements and increased productivity. Notably, these achievements are promoted by the development of new skills and discoveries due to the acquisition of higher level reasoning capabilities within the group (Johnson & Johnson , 2009) . Hence, despite the complexity of the group tasks, learners will cooperate and deliver timely and high quality tasks that outperform those done by individuals. Hence, cooperative learning is made easy through development of common goals, common expected outcomes and interpersonal bonds due to arising social dilemmas (Johnson & Johnson , 2009) .
International students
Situations where both cooperative learning and traditional learning approaches might lead to better learning outcomes for international students within a tertiary education setting
Both cooperative learning and traditional learning help international students in circumstances where they need to develop their social and intellectual thinking capabilities. This is possible because the learning strategies impart interpersonal skills in the learners and promote the value of achievement, productivity, and psychological well-being. The collaborative skills are achieved through positive interdependence, individual accountability and interaction among learners (Tsay & Brady, 2012). The key concept here relates to the development of positive relationships among international students and attitudes geared towards the achievement of their goals. Hence, the two learning approaches prepare students to develop higher cognitive levels that aid in problem solving, which is the fundamental reason for learning (Zohar & Dori, 2003).
Additionally, cooperative learning encourages effective learning in circumstances where the students need to interact with their peculiar environments where language could be the only relief to enhance learning and sensible meaning. Throughout their discussions with colleagues, students will easily acquire support and feedback systems that eventually promote effective decision making, problem solving and social interaction skills in the new environment (Tsay & Brady, 2012). This kind of interaction makes students learn from their peers and gain higher understanding of concepts learnt. This is possible through counter-arguments that arise during group discussions based on diverse and comprehensive thinking skills. Similarly, traditional learning will encourage lineal and sequential will change the behaviors of students in their new environments to enable them handle both higher order and complex cognitive tasks (Zohar & Dori, 2003). Again, students will develop high literacy skills to help them tackle the complex situations in today’s learning environment.
Further, cooperative learning plays a vital role in circumstances where the international students need to attain greater levels of thoughts and retain the learnt information for longer durations. Tsay & Brady (2012) further contend that this interactive learning approach engages students in constructive academic discussions that equip them with critical thinking skills that enhance the higher retention capacities. Hence, the international students will always be willing to take part in class discussions since it will be part of their responsibility to do so. As a result, the students will score excellently on tests as compared to those who chewed their books individually. Zohar & Dori (2003) ascertain these assertions mental processes are closely linked to critical thinking. Hence, the overall result of cooperative learning would be learning with understanding through enhanced higher order thinking skills. Therefore, students can gain understanding of how to tackle technical challenges in the fields of science, technology and the society in general through the aforesaid learning approaches.
According to empirical data analysis, cooperative learning is more important as compared to the traditional learning methods since the former creates positive relationships among students and eventually promote academic excellence. Therefore, for the students to excel, they have to involve themselves in effective collaboration based on positive interdependence with the chief aim of achieving a common goal. Also, the students will build trust on local students as well as development of leadership and management skills; since the well though-out communication ideas have greatly enhanced critical thinking skills on how to preempt conflicts before they escalate in the new environments.
Also, cooperative learning promotes collaboration and problem-solving skills that encourage student-centered learning in strange educational settings. However, the teachers should give students the opportunity to form the groups on their own due to a wide array of factors. Such include the number of students to for a group, the national and psychological uniqueness of the international students, the ability to memorize other languages and the general psychological atmosphere within the group (Tyabaeva, Sedelnikovaa & Voytovich, 2015). The factors are crucial in terms of enhancing efficiency concerning practical orientation during the training process. Hence, such pedagogical blueprints aid in reducing workload and save on time. As a result, the students will be emotionally stimulated to achieve their long-term goals with the help of positive interpersonal relationships with others. Again, the students’ memories and hidden abilities will be triggered to help overcome possible psychological barriers during the development of verbal communication.
Lastly, social isolation encourages most students to be socially independent throughout their study periods at the collegiate levels. This is due to the motivation solely aimed at achieving predetermined goals and learning outcomes. The social interdependence encourages teamwork that foster increased productivity and help students appreciate the diversity in the learning environment with the intention of achieving a common long-term goal. Hence, cooperation in learning is quite vital in promoting intellectual capabilities of international students.
References
Baker, T. & Clark, J. (2010). Cooperative learning-a double-edged sword: A cooperative learning model for use with diverse student groups. Intercultural Education, 21(3), pp.257-268.
Clark, J. & Baker, T. (2015). Cooperative learning made easy: A practical guide to working with tertiary student groups. Ako Aotearoa Publishers. Retrieved 16/7/2018 from https://akoaotearoa.ac.nz/download/ng/file/group-4/co-operative-learning-made-easy-a-practical-guide-to-working-with-tertiary-student-groups.pdf
Johnson, D. W. & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational researcher, 38(5), pp.365-379. Retrieved 16/7/2018 from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.688.1421&rep=rep1&type=pdf
Tsay, M., & Brady, M. (2012). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference? Journal of the Scholarship of Teaching and Learning, 10(2), pp.78-89. Retrieved 16/7/2018 from http://mtsayvogel.com/wp-content/uploads/2015/07/Tsay-and-Brady-JOSOTL-2010.pdf
Tyabaeva, A. E., Sedelnikovaa, S. F. & Voytovich, A. V. (2015). Student-Centered Learning: The Experience of Teaching International Students in Russian Universities. International Conference for International Education and Cross-cultural Communication. Problems and Solutions (IECC-2015) . [Updated: 09-11 June 2015]. Tomsk. Elsevier Ltd. Retrieved 16/7/2018 from https://ac.els-cdn.com/S1877042815059339/1-s2.0-S1877042815059339-main.pdf?_tid=9dbf81c0-cc53-44df-8831-c2d866c19b3e&acdnat=1531753371_7f7add0db3a3ecbd6e1fb294cde253bd
Zohar, A. & Dori, Y. J. (2003). Higher order thinking skills and low-achieving students: Are they mutually exclusive? Journal of the Learning Sciences, 12(2), pp.145-181. Retrieved 16/7/2018 from http://meyda.education.gov.il/files/Mazkirut_Pedagogit/AgafPituachPedagogi/pituach_hashiva_ezel_tat_mesigim-anat_zohar.pdf
