Elements of effective cooperative learning for the economics and business classes

A brief evaluation of various economics and business textbooks shows that numerous exercises are creating for individual analysis.  Given the need to develop group skills, a number of important elements will be shared in conducting cooperative learning exercises where the focus is a combination of individual and group work.  Additionally, empirical evidence will shed light on strategies that work in many classes.  Examples and results will offer conclusions for individuals who are eager to utilize and evaluate cooperative learning as a successful strategy for student-centered education.  Data has been collected from cooperative learning exercises used in various economic- and business-oriented courses.  The primary objectives are three-fold.  First, share information obtained in various cooperative learning exercises used in a multitude of courses.  Second, evaluate cooperative strategies that may be used in such classes.  Finally, offer insight and examples for using cooperative learning.  Results will entail explaining such strategies, sharing information on cooperative learning exercises, and offering advice on how professors can create and use effective cooperative learning exercises in their classes.   The overall effect should be for individuals, regardless of experience or subject, to create and implement plans for cooperative learning exercises.  These activities will encompass a number of classic and new methods that are vital to cooperative learning. A long-time complaint of economics education has been the overreliance on lecture while avoiding some of the other well-established methodologies of education.  By using cooperative learning activities, educators provide a great alternative (and complement) to the standard lecture.  This benefits students, faculty, and all stakeholders.