A great deal of theory and research, not to mention students' and teachers' practical experience, supports the use of group activities in education. Collaborative learning and cooperative learning are two terms commonly used in discussions of how and why to use group activities. This article looks at the issue of whether the two terms--collaborative learning and cooperative learning--are synonymous or whether they represent different conceptualisations of how and why students should interact as part of their learning. Those scholars who differentiate the two terms often see collaborative learning as more student centered and cooperative learning as a more teacher centered way to facilitate student-student interaction. The present article argues that collaborative and cooperative learning should be seen as synonymous student centric approaches, and that teachers and students, regardless of which of the two terms they use, should and will vary the ways they shape their learning environments in order to best facilitate the cognitive and affective benefits that student-student interaction offers.