Most group-based pedagogy is based on two theoretical perspectives towards group learning: co-operative learning and collaborative learning. Quite often it reflects a subjective choice, based on teaching or research preferences. Moreover, a continuing and confusing debate upon the premises of the distinction or similarities between both perspectives perpetuates. First, this paper discusses that a ‘group’ should be regarded as a distinctive ‘learning environment’, by which both perspectives can be identified as approaches to ‘group-based learning’. However, regarding the amount of pre-imposed structure, task-type and learning objectives, differences are apparent. Second, although social constructivist theory emphasises the importance of social interaction, no theoretical explanation is presented. Moreover, the interaction process is treated as a ‘black box’ through which students pass, and come-out somehow changed. A conceptualisation of group interaction lacks. A theory on ‘group-based learning’ should not only identify ‘key elements’ for the design of group-based pedagogy, but also conceptualise group interaction. A dynamic perspective on social interaction is proposed. Different group-based pedagogy approaches, may very well result in different interaction processes, and thus be applicable to achieve different learning objectives.

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