Research group EDAFIDES, which is part of the University of Oviedo's Education Sciences Department, has published a study showing that, to be effective, cooperative learning need to be delivered in a structured way. Only if university teaching staff follow a well-organised pattern does such learning allow students to gain new knowledge and approaches. The study sets out guidelines that ensure cooperative learning is of high quality. It has been published in the European Journal of Teacher Education.

The research team analysed the effectiveness of a cooperative learning programme based on a high teaching structure compared to one with no teaching structure, along with its impact on the variables that measure effectiveness, subject knowledge, intrinsic motivation towards stimulating experiences and goals in regard to responsibility. Both situations involved a university student body. Professor José Antonio Cecchini explains that "after 10 sessions, participants who followed a well-organised structured pattern showed significantly higher levels than the other group across all the variables analysed". As the researcher points out, the study's findings showed that structured development "improves the effectiveness of cooperative learning methods in encouraging learning of new knowledge in the classroom, increased motivation towards stimulating experiences, and social responsibility goals".

Used in most universities, and in almost all areas of knowledge, cooperative learning is an essential skill for students in their adult life. It is learned through commitment and practice and a lot of trial and error. Without developing these skills, students may not benefit from them.