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2.3.4 Cooperative learning: the importance of creating sub-rooms by dividing the class into subgroups to encourage the exchange of ideas and problem solving or to do exercises

Cooperative learning is an extremely effective teaching methodology, especially in distance learning, because it stimulates active interaction, participation, and exchange among students. This strategy, if well-planned and implemented, allows mentors to transform online lessons into true laboratories for discussion and co-construction of knowledge, essential for a sector like bivalve mollusc aquaculture, which relies on practical skills, shared experiences, and continuous updating on regulations and legislative restrictions. A key aspect of this approach is the use of so-called breakout rooms or "virtual sub-rooms."

Many videoconferencing platforms allow a large virtual class to be divided into small subgroups, creating "alternative rooms" to which the mentor can assign different tasks. The mentor can also move freely depending on the needs of each of these rooms. Dividing the class into small work groups allows bivalve farmers in training to discuss real-world cases, compare the different farming techniques used, analyze common problems, and find innovative solutions together. The more intimate environment created by this type of sub-room encourages participation by more people, even the most timid and reluctant students, encouraging critical discussion and boosting motivation throughout the class. In the specific case of bivalve mollusc farmers, teachers can organize cooperative activities divided into sub-rooms for topics such as:

✅ Case study analysis;

✅ Sharing best practices between farmers from different areas and countries;

✅ Simulations of production improvement or sustainable management plans;

✅ Resolving problems related to contamination or disease.

In this case, the mentor acts as a facilitator, monitoring the groups and periodically moving from sub-room to sub-room, intervening with targeted clarifications, offering food for thought, and enhancing the ideas that emerge. At the end of this activity, the class gathers together to share the results of each subgroup with all the other students, comparing the solutions found and drawing shared conclusions.

This methodology not only reinforces the learning of technical and scientific content, but also develops transversal skills essential for those working in the sector:

✅ It allows for effective communication, for better understanding between farmers and stakeholders.

✅ It facilitates teamwork, essential for managing complex facilities.

✅ It stimulates problem-solving, useful for addressing the challenges associated with bivalve farming, such as: water quality; disease control, alien species, and predators; climate change; sustainability; and increased awareness of ecosystem services.