Abstract

Many teachers believe that lecture combined with individual writing assignments is the best method for teaching written business communication. In contrast, a second teaching method is the random assignment of students in written communication classes to cooperative learning groups. The author recently completed a study at Oklahoma State University comparing the effectiveness of straight lecture and cooperative learning group methods of teaching junior and senior college-level written business communication. Comments on diary sheets by students in cooperative learning groups indicated maturation in the area of interpersonal relationship skills—an unanticipated aspect of the study. The cooperative learning group method is recommended for teaching written business communication because it provides students an opportunity to learn to work cooperatively and share ideas in groups. No attempt is made to present the study, but suggestions and procedures for effectively structuring and implementing cooperative learning groups, including copies of handouts, are provided to encourage instructors to foster cooperative learning in written business communication.