Organizational dynamics and conflict in cooperative learning: experiences of university students.
Abstract
This study analyzes university students’ experiences with cooperative learning, specifically regarding the assignment of roles, disagreements that may arise in group work, and strategies for resolving conflicts. The study employs a qualitative approach and is based on 19 interviews. The findings indicate that roles are assigned based on the skills of group members; however, this generates tensions related to self-perception and personal preferences. Conflicts are resolved through negotiation, dialogue, and emotional regulation, thereby promoting the achievement of shared goals. The study concludes that internal organization, instructional scaffolding, and social-emotional skills are key factors in strengthening positive experiences of cooperative learning.
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