Abstract—With the evolution of distance and hybrid education in recent years, synchronous distance education has gained prominence as a mode of instruction. Recent studies have highlighted the challenges of student engagement in synchronous distance courses and the associated risks of academic disengagement. Consequently, addressing these concerns has become a primary focus within educational research. This paper uses the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method to investigate the impact of cooperative learning methods within synchronous distance education. Our objective was to provide insights into the current state of knowledge, identify gaps in the literature, and offer directions for future research and practice. We also look at the complexities of student engagement and retention in the context of synchronous distance learning, while exploring the potential of cooperative learning strategies to mitigate these challenges. Thanks to its examination of relevant studies, this review contributes to our understanding of effective pedagogical approaches in synchronous distance education from high school through to university, and provides valuable insights for educators and researchers striving to enhance student engagement and academic success in online learning environments. 
 

Keywords—synchronous distance education, cooperative learning, student engagement, online learning environments

Cite: Kevin Lestrade, Laurent Lima, and Pascal Pansu, "Challenges and Opportunities of Cooperative  Learning in Synchronous Distance Education  among Adolescent and Young Adult Learners," International Journal of Learning and Teaching, Vol. 11, No. 1, pp. 16-23, 2025.

Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).