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Sample records for active cooperative learning

  1. Activities for Science: Cooperative Learning Lessons (Challenging).

    ERIC Educational Resources Information Center

    Jasmine, Grace; Jasmine, Julia

    This book is designed to help advanced elementary students learn science skills while actively engaged in cooperative activities based on the earth sciences and natural disasters. The first section explains how to make cooperative learning a part of the curriculum and includes an overview, instructions and activities to bring cooperative learning…

  2. Cooperative Learning Activities for Language Arts: Challenging.

    ERIC Educational Resources Information Center

    Jasmine, Grace; Nader, Lillian

    Designed to introduce teachers to cooperative learning techniques in the language arts, this book presents 24 activity units--12 on outer space (including the exploration of space and its many adventures), and 12 on "inner space" (the mind, the emotions, and the brain). After an introduction and overview, the first section of the book gives…

  3. Active/Cooperative Learning in Schools

    ERIC Educational Resources Information Center

    Bandiera, Milena; Bruno, Costanza

    2006-01-01

    The study describes a teaching action undertaken in the belief that the use of methodologies based on active and cooperative learning could obviate some of the most worrying deficiencies in current scientific teaching, while at the same time supporting the validity of the constructivistic theory that prompted them. A teaching action on genetically…

  4. Learning Microbiology through Cooperation: Designing Cooperative Learning Activities That Promote Interdependence, Interaction, and Accountability.

    ERIC Educational Resources Information Center

    Trempy, Janine E.; Skinner, Monica M.; Siebold, William A.

    2002-01-01

    Describes the course "The World According to Microbes" which puts science, mathematics, engineering, and technology majors into teams of students charged with problem solving activities that are microbial in origin. Describes the development of learning activities that utilize key components of cooperative learning including positive…

  5. Activity Book. Catch the Spirit of Learning's Cooperation Games.

    ERIC Educational Resources Information Center

    Bernagozzi, Tom; And Others

    1992-01-01

    This activity book includes across-the-curriculum activities with Olympic themes; a "cooperation relay" (four competitive team activities based on a cooperative learning model); highlights of African Americans' Olympic achievements; a poster on teamwork and activities based on the theme of keeping the Olympic torch alive; and a reproducible…

  6. Who Benefits from Cooperative Learning with Movement Activity?

    ERIC Educational Resources Information Center

    Shoval, Ella; Shulruf, Boaz

    2011-01-01

    The goal of this study is to identify learners who are most likely to benefit from a small group cooperative learning strategy, which includes tasks involving movement activities. The study comprised 158 learners from five second and third grade classes learning about angles. The research tools included structured observation of each learner and…

  7. Using Assistive Technology Adaptations To Include Students with Learning Disabilities in Cooperative Learning Activities.

    ERIC Educational Resources Information Center

    Bryant, Diane Pedrotty; Bryant, Brian R.

    1998-01-01

    Discusses a process for integrating technology adaptations for students with learning disabilities into cooperative-learning activities in terms of three components: (1) selecting adaptations; (2) monitoring use of adaptations during cooperative-learning activities; and (3) evaluating the adaptations' effectiveness. Barriers to and support systems…

  8. Active-Inductive-Cooperative Learning: An Instructional Model for Chemistry?

    NASA Astrophysics Data System (ADS)

    Felder, Richard M.

    1996-09-01

    Five chemical engineering courses were taught to a cohort of students in consecutive semesters using an instructional model based on active, inductive, and cooperative learning and other methods designed to address a broad spectrum of learning styles. The results suggest that the approach enhances understanding and promotes the development of a variety of interpersonal and thinking skills, and that while it may initially provoke resistance from some students, the resistance can be overcome if the methods are implemented with care. With suitable modifications for content differences, the model may be equally effective for chemistry instruction.

  9. Cooperative Learning.

    ERIC Educational Resources Information Center

    Slavin, Robert E.

    1980-01-01

    Small-group cooperative learning methods have improved achievement, low and high level cognitive learning, race relations and mutual student concern. Most of the research focuses on four approaches: Teams Games Tournament (DeVries), Student Teams Achievement Divisions (Slavin), Jigsaw (Aronson) and Small Group Teaching (Sharan). (Author/CP)

  10. Learning to Learn Cooperatively

    ERIC Educational Resources Information Center

    Byrd, Anne Hammond

    2009-01-01

    Cooperative learning, put quite simply, is a type of instruction whereby students work together in small groups to achieve a common goal. Cooperative learning has become increasingly popular as a feature of Communicative Language Teaching (CLT) with benefits that include increased student interest due to the quick pace of cooperative tasks,…

  11. Teaching Middle School Students with Learning Disabilities To Recruit Peer Assistance during Cooperative Learning Group Activities.

    ERIC Educational Resources Information Center

    Wolford, Patricia L.; Heward, William L.; Alber, Sheila R.

    2001-01-01

    Four 8th graders with learning disabilities were taught to recruit assistance from peers during cooperative learning activities in two general classrooms. Training consisted of modeling, role playing, corrective feedback, and praise. Recruitment training increased the productivity and accuracy with which the students completed their language arts…

  12. Cooperative Learning Strategies.

    ERIC Educational Resources Information Center

    Pratt, Sandra

    2003-01-01

    Describes the effectiveness of cooperative learning on discipline problems, interdependence between students, and teacher-student interactions. Explains how to group students and introduces a laboratory activity on covalent and ionic bonds. (YDS)

  13. Cooperative Learning in Statistics.

    ERIC Educational Resources Information Center

    Keeler, Carolyn M.; And Others

    1994-01-01

    Formal use of cooperative learning techniques proved effective in improving student performance and retention in a freshman level statistics course. Lectures interspersed with group activities proved effective in increasing conceptual understanding and overall class performance. (11 references) (Author)

  14. Students' Experiences of Active Engagement through Cooperative Learning Activities in Lectures

    ERIC Educational Resources Information Center

    Cavanagh, Michael

    2011-01-01

    This article reports on students' experiences of lectures which included many opportunities for active engagement through cooperative learning activities. At the end of a 13-week semester-long unit, 113 students completed a questionnaire which contained five open-ended questions focusing on the extent to which the students thought that the lecture…

  15. Cooperative Learning in Post Secondary Education: Implications from Social Psychology for Active Learning Experiences.

    ERIC Educational Resources Information Center

    Sherman, Lawrence W.

    The paper briefly discusses pedagogical theory underlying the application of cooperative learning strategies in postsecondary environments and describes specific cooperative pedagogical strategies. Most of the paper consists of descriptions of the following exemplary cooperative learning techniques, with supporting data when available: (1)…

  16. Implementing Cooperative Learning Methods.

    ERIC Educational Resources Information Center

    Lyons, Paul R.

    This paper identifies the bases and rationale for the concept of cooperative learning; describes the dynamics of the cooperative learning approach; and proposes methods that college faculty can use to enhance student motivation and learning. Cooperative learning is defined and is reported to have positive effects on student achievement, human…

  17. Motivating At-Risk Students through Computer-based Cooperative Learning Activities.

    ERIC Educational Resources Information Center

    Gan, Siowck-Lee

    1999-01-01

    Malaysian at-risk students trained in information-technology skills were appointed to lead cooperative-learning groups engaged in computer-search activities. Activities were structured to incorporate individual accountability, positive interdependence and interaction, collaborative skills, and group processing. Motivation, self-confidence,…

  18. Making Cooperative Learning Powerful

    ERIC Educational Resources Information Center

    Slavin, Robert E.

    2014-01-01

    Just about everyone loves the "idea" of cooperative learning, children working productively and excitedly in groups, everyone getting along and enthusiastically helping one another learn. This article presents five strategies that teachers can use to get the greatest benefit possible from cooperative learning and ensure that…

  19. Beyond Sharing: Engaging Students in Cooperative and Competitive Active Learning

    ERIC Educational Resources Information Center

    Kao, Gloria Yi-Ming; Lin, Sunny S. J.; Sun, Chuen-Tsai

    2008-01-01

    The authors describe their design for an Internet-based learning environment called BeyondShare in which students are encouraged to gain a deep understanding of the learning material, reflect on the quality of individual constructions through sharing and peer evaluation, and synthesize cross-unit knowledge by integrating self- and peer-produced…

  20. A Journal-Club-Based Class that Promotes Active and Cooperative Learning of Biology

    ERIC Educational Resources Information Center

    Kitazono, Ana A.

    2010-01-01

    A journal-club-based class has been developed to promote active and cooperative learning and expose seniors in biochemistry and cellular molecular biology to recent research in the field. Besides giving oral presentations, students also write three papers: one discussing an article of their own choosing and two, discussing articles presented by…

  1. Cooperative Learning Strategies.

    ERIC Educational Resources Information Center

    Barnes, Buckley; O'Farrell, Gail

    1990-01-01

    Presents essential characteristics and types of cooperative learning strategies for use in elementary social studies. Outlines exercises for forming teams and building team spirit. Points out such methods promote group interdependence and student responsibility for learning and teaching others. Highlights two cooperative group strategies, Jigsaw…

  2. You Can Be in a Group and Still Not Cooperate. Collaborative Approaches and Cooperative Learning Activities for Adult Learners.

    ERIC Educational Resources Information Center

    Parma City School District, OH.

    This handbook defines and describes the benefits of both collaborative approaches and cooperative techniques. An introduction uses watercolor marbling as a metaphor for collaborative approaches and cooperative activities. Section I provides research results regarding problems of adult literacy programs, skills employers want, and Bloom's taxonomy.…

  3. Cooperative Learning in Elementary Schools

    ERIC Educational Resources Information Center

    Slavin, Robert E.

    2015-01-01

    Cooperative learning refers to instructional methods in which students work in small groups to help each other learn. Although cooperative learning methods are used for different age groups, they are particularly popular in elementary (primary) schools. This article discusses methods and theoretical perspectives on cooperative learning for the…

  4. Cooperative Learning: Developments in Research

    ERIC Educational Resources Information Center

    Gillies, Robyn M.

    2014-01-01

    Cooperative learning is widely recognized as a pedagogical practice that promotes socialization and learning among students from kindergarten through to college level and across different subject areas. Cooperative learning involves students working together to achieve common goals or complete group tasks. Interest in cooperative learning has…

  5. Using Mindful Movement in Cooperative Learning while Learning about Angles

    ERIC Educational Resources Information Center

    Shoval, Ella

    2011-01-01

    Unlike studies on cooperative learning that have focused on the verbal communication aspect of learning, this study focuses on the non-verbal aspect--mindful movement, which is the use of body movement to aid academic learning. Our research examined the link between five learning activities occurring within a cooperative group of children using…

  6. An Odyssey into Cooperative Learning.

    ERIC Educational Resources Information Center

    Lemke, Thomas L.; Basile, Carole

    1997-01-01

    An experiment using cooperative learning in a introductory pharmacy course in medicinal chemistry revealed general acceptance of the cooperative learning approach by students, and some perceived advantages for both students and teachers. Although quantitative evidence supporting superiority of the cooperative learning approach was not found,…

  7. Cooperative Learning for LEP Students.

    ERIC Educational Resources Information Center

    Calderon, Margarita

    1989-01-01

    Substantial evidence suggests that students working together in small cooperative groups can master material better than students working on their own, and that cooperative learning structures higher self-esteem and learning motivation. Cooperative learning (CL) has been proposed for use with language minority children, as well as with other…

  8. Enlightening Advantages of Cooperative Learning

    ERIC Educational Resources Information Center

    Faryadi, Qais

    2007-01-01

    This appraisal discusses the notion that cooperative learning enhances learners' emotional and social performance. It also observes the perception that cooperative learning dramatically improves students' academic accomplishment. This review also examines the definition of cooperative learning and attempts to define it through the lens of renowned…

  9. Understanding Insurance. A Guide for Industrial Cooperative Training Programs. Learning Activity Package No. 15.

    ERIC Educational Resources Information Center

    Duenk, Lester G.; Tuel, Charles

    This learning activity package (LAP) on the insurance industry and the methods used to give protection to the insured is designed for student self-study. Following a list of learning objectives, the LAP contains a pretest (answer key provided at the back). Six learning activities follow. The learning activities cover the following material: terms…

  10. Communication in Cooperative Learning Groups.

    ERIC Educational Resources Information Center

    Kalkowski, Page

    This study explores aspects of the hypothesis that communication in cooperative learning groups mediates effects of cooperative learning. The study develops a taxonomy of the cooperative communications of groups of predominantly Anglo and Hispanic elementary school students attending a public school where teachers were being trained to implement…

  11. Cooperative Learning and Teaching

    ERIC Educational Resources Information Center

    Jacobs, G. M.; Kimura, H.

    2013-01-01

    In and out of the classroom, life would be unthinkable without interacting with fellow humans. This book urges more cooperative and group activities in the English language classroom for all the advantages: students use the target language more, help each other with comprehension, receive attention from peers as well as the teacher, are motivated…

  12. Generation Z, Meet Cooperative Learning

    ERIC Educational Resources Information Center

    Igel, Charles; Urquhart, Vicki

    2012-01-01

    Today's Generation Z teens need to develop teamwork and social learning skills to be successful in the 21st century workplace. Teachers can help students develop these skills and enhance academic achievement by implementing cooperative learning strategies. Three key principles for successful cooperative learning are discussed. (Contains 1 figure.)

  13. Cooperative Learning in an Inclusive Science Classroom

    ERIC Educational Resources Information Center

    Jones, Teresa; Sterling, Donna R.

    2011-01-01

    Encouraging students with learning challenges to actively participate in the learning process can be difficult, especially when they are tentative about their knowledge level as compared to their peers. This article outlines three steps teachers can take to incorporate cooperative learning strategies that ensure active participation by all…

  14. Cooperative Learning in Elementary Schools.

    ERIC Educational Resources Information Center

    Hadderman, Margaret

    1992-01-01

    Cooperative learning is being recommended as a solution for numerous education problems, from enhancing disadvantaged children's self-esteem to ensuring academic success for all students. Cooperative learning has great potential as a supplement or alternative to traditional teaching methods when students are adequately socialized and motivated.…

  15. Cooperative Learning for Remedial Students.

    ERIC Educational Resources Information Center

    Stiers, Darlene

    1989-01-01

    Offers cooperative learning instructional techniques for teaching the historical novel "The Root Cellar" in a remedial reading classroom. Recommends cooperative learning as a means through which the student can succeed academically while developing interpersonal skills. Suggests that the lesson can be adapted to match the ability level of…

  16. Cooperative Learning in Communication Courses.

    ERIC Educational Resources Information Center

    Lynch, Patricia L.; And Others

    This paper presents 14 cooperative learning lesson plans and related handouts suitable for use in communication courses. The paper begins with 8 handouts that deal with objectives; criteria; differences between the old paradigm and the new paradigm based on cooperative learning; positive interdependences; group differences between cooperative…

  17. Cooperative Learning and Teacher Education.

    ERIC Educational Resources Information Center

    Veenman, Simon; van Benthum, Niek; Bootsma, Dolly; van Dieren, Jildau; van der Kemp, Nicole

    2002-01-01

    Examined the implementation effects of a course on cooperative learning for Dutch student teachers. Data from surveys, pre- and post-course observations, and comparison of treatment of control groups indicated the course was effective in teaching participants to implement cooperative learning. The course positively affected the engagement rates of…

  18. What Makes Cooperative Learning Work.

    ERIC Educational Resources Information Center

    Johnson, David W.; Johnson, Roger T.

    This paper gives an introduction to cooperative learning (CL), providing a definition of what it is and is not (pseudo-learning groups, traditional classroom learning groups), discussing basic principles, describing two basic types of CL (formal and informal), and listing the benefits of CL suggested by previous research. In order to understand…

  19. Infusing Cooperative Learning into an EFL Classroom

    ERIC Educational Resources Information Center

    Tuan, Luu Trong

    2010-01-01

    This study sought to investigate student diversities in terms of learning styles and linguistic competence, and the extent to which students change as regards participation, interaction and achievement through Cooperative Learning activities embracing their diversities. 77 first-year EFL students from from the two reading classes, one treated as…

  20. Social Security. Cooperative Work Experience Learning Activity Packet: Series on Job Entry and Adjustment; Packet Six.

    ERIC Educational Resources Information Center

    Herschbach, Dennis R.; And Others

    This student booklet is sixth in an illustrated series of eleven learning activity packets for use in teaching job hunting and application procedures and the management of wages to secondary students. Four units are included in this packet to explain (1) the different benefits social security provides and the principles behind the program; (2) the…

  1. What One Middle School Teacher Learned about Cooperative Learning.

    ERIC Educational Resources Information Center

    Leonard, Jacqueline; McElroy, Keith

    2000-01-01

    Examined what one middle school teacher learned as she directed her students to complete a structural engineering task as a cooperative learning activity. Found that students were on task and collaborated to accomplish the goal, but that the teacher's decisions about how tasks were set up, carried out, and completed affected students' interactions…

  2. Effects of Cooperative E-Learning on Learning Outcomes

    ERIC Educational Resources Information Center

    Yeh, Shang-Pao; Fu, Hsin-Wei

    2014-01-01

    This study aims to discuss the effects of E-Learning and cooperative learning on learning outcomes. E-Learning covers the dimensions of Interpersonal communication, abundant resources, Dynamic instruction, and Learning community; and, cooperative learning contains three dimensions of Cooperative motive, Social interaction, and Cognition…

  3. Using Cooperative Structures to Promote Deep Learning

    ERIC Educational Resources Information Center

    Millis, Barbara J.

    2014-01-01

    The author explores concrete ways to help students learn more and have fun doing it while they support each other's learning. The article specifically shows the relationships between cooperative learning and deep learning. Readers will become familiar with the tenets of cooperative learning and its power to enhance learning--even more so when…

  4. Building Relationships through Cooperative Learning

    ERIC Educational Resources Information Center

    Bullard, Julie; Bullock, Janis R.

    2004-01-01

    Based upon several years of team-teaching intensive early childhood education courses, the authors discuss their experiences of building teacher-learner relationships through cooperative and collaborative learning. After witnessing significant conflict occurring within groups over the years, the authors began to investigate, discuss and integrate…

  5. Ability Grouping and Cooperative Learning.

    ERIC Educational Resources Information Center

    1994

    This collection of articles is intended to demonstrate that there is solid research to justify both ability grouping and cooperative learning with gifted students and that each approach should be used judiciously to address particular student needs. Introductory material describes the philosophy and program policy of the Center for Talented Youth…

  6. Adapting Cooperative Learning in Tertiary ELT

    ERIC Educational Resources Information Center

    Ning, Huiping

    2011-01-01

    An updated guideline for tertiary ELT in China has shifted the emphasis to the development of learners' ability to communicate in English. Using group work and getting learners actively involved in the actual use of English are highlighted more than before. This article focuses on adapting cooperative learning methods for ELT with tertiary…

  7. Benefits of Cooperative Learning in Weblog Networks

    ERIC Educational Resources Information Center

    Wang, Jenny; Fang, Yuehchiu

    2005-01-01

    The purpose of this study was to explore the benefits of cooperative learning in weblog networks, focusing particularly on learning outcomes in college writing curriculum integrated with computer-mediated learning tool-weblog. The first section addressed the advantages of using weblogs in cooperative learning structure on teaching and learning.…

  8. Cooperative Learning and Outdoor/Environmental Education.

    ERIC Educational Resources Information Center

    Knapp, Clifford E., Ed.

    1986-01-01

    This newsletter contains 14 items on cooperative learning and outdoor education, with a particular focus on environmental education and ecology. "Cooperative Teaching/Learning Strategies and Objectives in Outdoor/Environmental Education" by Clifford E. Knapp is about cooperative teaching and learning strategies in outdoor education and emphasizes…

  9. Cooperative Learning and Elementary Social Studies.

    ERIC Educational Resources Information Center

    Guyton, Edith

    1991-01-01

    Argues that cooperative learning is useful in elementary social studies instruction. Identifies positive interdependence, student interaction, individual accountability for mastering material, and appropriate interpersonal and small group skills as essential elements of cooperative learning. Suggests that cooperative learning can help teach social…

  10. Co-Operative Language Learning: What's News?

    ERIC Educational Resources Information Center

    Rodgers, Ted

    This discussion of cooperative second language learning describes the approach in terms of response to three questions: WHO? WHAT? and WHY? The first section "WHO: Major Directors and Actors," chronicles the evolution of cooperative learning in general and cooperative language learning in particular, citing some specific methods and the…

  11. Role of Cooperative Learning in Comprehensive Instruction.

    ERIC Educational Resources Information Center

    Reid, D. Kim

    1989-01-01

    Cooperative learning arrangements for students with learning disabilities are discussed. Cooperative learning appears to be as effective as teacher-led instruction because it replicates natural learning contexts, enhances self-efficacy, provides level-appropriate information processing models, and addresses the specific needs of such students.…

  12. On the Free-Rider Problem in Cooperative Learning.

    ERIC Educational Resources Information Center

    Joyce, William B.

    1999-01-01

    Cooperative-learning activities were implemented in one of two sections of an accounting class. The problem of "free riders"--students who do not participate fully in cooperative-learning groups--was reduced by having group members rotate midway through the course. (SK)

  13. Murder They Wrote. A Cross-Curricular Cooperative Learning Experience.

    ERIC Educational Resources Information Center

    Gaither, Linda

    This document contains a cross-curricular cooperative learning experience that is designed to give high school students career and technical educational experiences in the areas of forensic sciences and criminalistics by doing the forensic work to "solve" a fictitious murder. The activities included in the cooperative learning experience are…

  14. Cooperative nonproliferation activities

    SciTech Connect

    Ystesund, K.; Furaus, J.; Lucero, R.

    1997-08-01

    Sandia National Laboratories (SNL) under DOE sponsorship is engaged in nuclear nonproliferation activities with the Power Reactor and Nuclear Fuel Development Corporation (PNC) of Japan. From 1995 to the present SNL and PNC have been participating in a cooperative project to implement and assess the use of remote monitoring to achieve nuclear nonproliferation objectives. Implementation of remote monitoring at the PNC Joyo facility took place during 1996 and continues to date. An International Fellowship began in the Fall of 1995 and has complemented the nonproliferation study. Plans are underway to extend the Fellowship and to upgrade the existing Remote Monitoring System to include another area at the Joyo facility. SNL and PNC are currently exploring the possibility of exchanging experts with the objective of promoting regional confidence building in Northeast Asia, possibly using some of the same remote monitoring technologies. This paper will provide an overview of these activities and report on the status of cooperative nonproliferation activities being conducted by PNC and SNL.

  15. Alkaloid-Derived Thioureas in Asymmetric Organocatalysis: A Cooperative Learning Activity in a Project-Based Laboratory Course

    ERIC Educational Resources Information Center

    Monge, David

    2015-01-01

    An experiment carried out by advanced undergraduate students in a project-based laboratory course is described. Taking into account the positive effects of working in teams, which has been key for successful research in industry and academia, a cooperative learning experience in the laboratory was developed. Students working in teams of four…

  16. Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature

    ERIC Educational Resources Information Center

    Casey, Ashley; Goodyear, Victoria A.

    2015-01-01

    Physical learning, cognitive learning, social learning, and affective learning are positioned as the legitimate learning outcomes of physical education. It has been argued that these four learning outcomes go toward facilitating students' engagement with the physically active life (Bailey et al., 2009; Kirk, 2013). With Cooperative Learning…

  17. Experience of Cooperative Learning in Engineering

    ERIC Educational Resources Information Center

    Maceiras, Rocio; Cancela, Angeles; Urrejola, Santiago; Sanchez, Angel

    2011-01-01

    The objective of this work is to share the authors' experience towards a different mode of teaching/learning method. Cooperative learning (Jigsaw) was employed on the University of Vigo's fourth-year engineering students. The results of the experience show that cooperative learning is quite a viable alternative to the classical way of lecturing at…

  18. Using Cooperative Learning Structures in Physical Education.

    ERIC Educational Resources Information Center

    Dyson, Ben; Grineski, Steve

    2001-01-01

    Research has determined that cooperative learning has positive effects in physical education. This article presents five important components of cooperative learning to help physical educators maximize learning (team formation, positive interdependence, individual accountability, positive social interaction, and group processing), describing five…

  19. Promoting Cooperative Learning Experiences for Students with Reading, Writing, and Learning Disabilities.

    ERIC Educational Resources Information Center

    Wood, Karen D.; And Others

    1993-01-01

    Discusses the definition of cooperative learning; cooperative-learning groups and learning disabilities; cooperative-learning methods used in reading and in writing; and perspectives on cooperative-learning groups. (RS)

  20. Owning and Operating a Small Business. A Guide for Industrial Cooperative Training Programs. Learning Activity Package No. 14.

    ERIC Educational Resources Information Center

    Braden, Robert P.; Remzi, Kerim

    This learning activity package (LAP) on starting a small business is designed for student self-study. It will help students learn about their aptitudes and abilities as well as about the basics of running a small business. Following a list of learning objectives, the LAP contains a pretest (answer key provided at the end of the LAP). Ten learning…

  1. Jigsaw Cooperative Learning: Acid-Base Theories

    ERIC Educational Resources Information Center

    Tarhan, Leman; Sesen, Burcin Acar

    2012-01-01

    This study focused on investigating the effectiveness of jigsaw cooperative learning instruction on first-year undergraduates' understanding of acid-base theories. Undergraduates' opinions about jigsaw cooperative learning instruction were also investigated. The participants of this study were 38 first-year undergraduates in chemistry education…

  2. Collaborative Practices in Bilingual Cooperative Learning Classrooms.

    ERIC Educational Resources Information Center

    Gumperaz, John J.; Cook-Gumperaz, Jenny; Szymanski, Margaret H.

    In cooperative learning environments, small groups of students work together to accomplish specific pedagogical tasks, and teachers act as facilitators. One highly significant characteristic of cooperative learning that has received little consideration so far is the shift in the participation frame that takes place when students are left alone to…

  3. Grouping and Achievement in Cooperative Learning

    ERIC Educational Resources Information Center

    Baer, John

    2003-01-01

    Colleges typically group students homogeneously in classes by means of both admission requirements and course prerequisites, but when professors form cooperative learning groups within classes they generally use heterogeneous grouping. Authors compared heterogeneously and homogeneously grouped cooperative learning groups in six paired classes,…

  4. Early Identification of Ineffective Cooperative Learning Teams

    ERIC Educational Resources Information Center

    Hsiung, C .M.; Luo, L. F.; Chung, H. C.

    2014-01-01

    Cooperative learning has many pedagogical benefits. However, if the cooperative learning teams become ineffective, these benefits are lost. Accordingly, this study developed a computer-aided assessment method for identifying ineffective teams at their early stage of dysfunction by using the Mahalanobis distance metric to examine the difference…

  5. Cooperative Education, Experiential Learning, and Personal Knowledge.

    ERIC Educational Resources Information Center

    Abrahamsson, Kenneth, Ed.

    Cooperative education, experiential learning, and personal knowledge are addressed in nine conference papers. Kenneth Abrahamsson considers the nature of experiential learning, the recognition of prior learning, educational design and the assessment of quality, and policy and practice for integrating learning and experience. Harry Hienemann…

  6. Cooperative Learning in Industrial-sized Biology Classes

    PubMed Central

    Chang, Shu-Mei; Brickman, Marguerite

    2007-01-01

    This study examined the impact of cooperative learning activities on student achievement and attitudes in large-enrollment (>250) introductory biology classes. We found that students taught using a cooperative learning approach showed greater improvement in their knowledge of course material compared with students taught using a traditional lecture format. In addition, students viewed cooperative learning activities highly favorably. These findings suggest that encouraging students to work in small groups and improving feedback between the instructor and the students can help to improve student outcomes even in very large classes. These results should be viewed cautiously, however, until this experiment can be replicated with additional faculty. Strategies for potentially improving the impact of cooperative learning on student achievement in large courses are discussed. PMID:17548878

  7. Using Cooperative Learning 100% of the Time in Mathematics Classes Establishes a Student-Centered Interactive Learning Environment.

    ERIC Educational Resources Information Center

    Panitz, Theodore

    This paper describes one approach to implementing cooperative learning in mathematics classes virtually 100% of the time. By describing this maximum approach, it is hoped that teachers will be encouraged to try cooperative learning at least part of the time in their classrooms. Cooperative learning activities help identify widespread student…

  8. The Effect of Cooperative Learning on the Learning Approaches of Students with Different Learning Styles

    ERIC Educational Resources Information Center

    Çolak, Esma

    2015-01-01

    Problem Statement: For this study, a cooperative learning process was designed in which students with different learning styles could help each other in heterogeneous groups to perform teamwork-based activities. One aspect deemed important in this context was whether the instructional environment designed to reach students with different learning…

  9. Cooperative Learning Instructional Methods for CS1: Design, Implementation, and Evaluation

    ERIC Educational Resources Information Center

    Beck, Leland; Chizhik, Alexander

    2013-01-01

    Cooperative learning is a well-known instructional technique that has been applied with a wide variety of subject matter and a broad spectrum of populations. This article briefly reviews the principles of cooperative learning, and describes how these principles were incorporated into a comprehensive set of cooperative learning activities for a CS1…

  10. Meaningful Learning in the Cooperative Classroom

    ERIC Educational Resources Information Center

    Sharan, Yael

    2015-01-01

    Meaningful learning is based on more than what teachers transmit; it promotes the construction of knowledge out of learners' experience, feelings and exchanges with other learners. This educational view is based on the constructivist approach to learning and the co-operative learning approach. Researchers and practitioners in various…

  11. Structuring Cooperative Learning in Teaching English Pronunciation

    ERIC Educational Resources Information Center

    Chen, Hsuan-Yu; Goswami, Jaya S.

    2011-01-01

    Classrooms incorporating Cooperative Learning (CL) structures facilitate a supportive learning environment for English Language Learners (ELLs). Accurate pronunciation by ELLs is important for communication, and also benefits academic achievement. The known benefits of CL for ELLs make it a desirable learning environment to teach pronunciation…

  12. Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography

    ERIC Educational Resources Information Center

    Arendale, David R., Comp.

    2005-01-01

    Purpose: This annotated bibliography is focused intentionally on postsecondary peer cooperative learning programs that increasing student achievement. Peer learning has been popular in education for decades. As both a pedagogy and learning strategy, it has been frequently adapted for a wide range of academic content areas at the elementary,…

  13. Cooperative Learning versus Competition: Which Is Better?

    ERIC Educational Resources Information Center

    Ediger, Marlow

    Most educators advocate cooperative learning in the curriculum. Heterogeneous grouping is also recommended so that students with mixed achievement levels work in a committee setting. Cooperative endeavors stress democracy as a way of life, according to many educators, as compared to competition in the classroom. This paper examines the philosophy…

  14. Getting-Started Strategies and Cooperative Learning.

    ERIC Educational Resources Information Center

    Myers, John J.; And Others

    1991-01-01

    Offers several strategies for implementing cooperative learning in the classroom. Suggests sample exercises including (1) a scavenger hunt; (2) a reaction wheel; (3) cooperative brainstorming and classification; (4) a "pair of pairs" exercise; and (5) a three-step interview. Explains that the examples are starting points that have been used in…

  15. Bridging the Gap: Teachers Cooperating Together to Implement Cooperative Learning

    ERIC Educational Resources Information Center

    Jolliffe, Wendy

    2015-01-01

    Cooperative learning (CL), in spite of extensive research and documented benefits, is not widely used in England. A review of the literature shows that it requires a staged and sustained approach to implementation, which has led to a gap between its potential and actual use. The case study cited here provides one example of bridging that gap…

  16. Cooperative Language Learning: Increasing Opportunities for Learning in Teams

    ERIC Educational Resources Information Center

    Wichadee, Saovapa; Orawiwatnakul, Wiwat

    2012-01-01

    This paper conceptualizes cooperative language learning, group instruction which is under the learner-centered approach where the groups are formed in such a way that each member performs his or her task to achieve the goal. Previous research indicates that cooperative language learning doesn't only improve learners' language skills, but also…

  17. Cooperative Learning and Learner-Centered Projects for Lower-Level University Students.

    ERIC Educational Resources Information Center

    Servetter, Bob

    This paper describes a learner centered, cooperative learning group project in a post-secondary English-as-a-foreign-language (EFL) classroom in Japan. The objectives of the cooperative learning project were fivefold: students would learn to work enthusiastically toward activating target language learning acquired in the past; do research on a…

  18. Cooperative Learning: Review of Research and Practice

    ERIC Educational Resources Information Center

    Gillies, Robyn M.

    2016-01-01

    Cooperative learning is widely recognized as a pedagogical practice that promotes socialization and learning among students from pre-school through to tertiary level and across different subject domains. It involves students working together to achieve common goals or complete group tasks--goals and tasks that they would be unable to complete by…

  19. Complex Instruction: Equity in Cooperative Learning Classrooms.

    ERIC Educational Resources Information Center

    Cohen, Elizabeth G.; Lotan, Rachel A.; Scarloss, Beth A.; Arellano, Adele R.

    1999-01-01

    Discusses two dimensions of equity within small-group learning--access and equitable relations--describing complex instruction (CI) as an approach that lets educators address these issues. CI teachers use cooperative learning to teach at high academic levels in diverse classrooms. The paper describes CI in action, achievement results in CI…

  20. Effects of Instructional Elements in a Cooperative Learning Setting.

    ERIC Educational Resources Information Center

    Klein, James D.

    The effects of orienting activities and practice on performance and student behaviors in a cooperative learning environment were studied with 80 graduate education majors in an educational psychology course. A 2 x 2 factorial design was used, with orienting activity (advance organizer versus objectives) and type of practice (verbal information…

  1. The Effects of Cooperative Learning on Enhancing Hong Kong Fifth Graders' Achievement Goals, Autonomous Motivation and Reading Proficiency

    ERIC Educational Resources Information Center

    Law, Yin-Kum

    2011-01-01

    Research indicates that cooperative learning with teacher-guided instruction is more effective in helping young children to learn than cooperative learning with minimal guidance. In the present study, two different cooperative learning activities (jigsaw and drama) and a control condition (a traditional teacher-led approach) were compared. The…

  2. Reflections on the Positive Effects of Cooperative Learning Structures.

    ERIC Educational Resources Information Center

    Lopez-Reyna, Norma A.

    1997-01-01

    Reflects on research that investigated whether Mexican-American students with learning disabilities would be more cooperative with their Mexican-American peers than Anglo-American students with learning disabilities in cooperative learning situations (EC 618 919). The benefits of using cooperative learning situations are reviewed. (CR)

  3. Gifted Education and Cooperative Learning: A Miss or a Match?

    ERIC Educational Resources Information Center

    Huss, John A.

    2006-01-01

    Several studies on cooperative learning suggest that cooperative learning make students develop more higher level reasoning, more frequent generation of new ideas and solutions, and greater transfer of what is learned within one situation to another. Cooperative learning also promotes academic achievement, increases retention, and vastly improves…

  4. Professional Development for Cooperative Learning. Issues and Approaches.

    ERIC Educational Resources Information Center

    Brody, Celeste M., Ed.; Davidson, Neil, Ed.

    This book describes approaches to professional development for cooperative learning and how the use of cooperative learning for teacher learning is leading to new insights into professional growth in schools. Part 1, "Begin with the Teacher: Focusing Professional Development for Cooperative Learning," offers "Introduction: Professional…

  5. Facilitating Cooperative Learning in Online and Blended Courses: An Example from an Integrated Marketing Communications Course

    ERIC Educational Resources Information Center

    Johnson, Katryna

    2013-01-01

    Employers today expect that students will be able to work in teams. Cooperative learning theory addresses how skills such as decision making, problem solving and communication can be learned by individuals in group settings. This paper discusses how cooperative learning can be used in an online and blended environment to increase active learning…

  6. Cooperative Learning, Intragroup Dynamics, and Student Outcomes.

    ERIC Educational Resources Information Center

    Solomon, Daniel; And Others

    This study examined relationships between students' cooperative learning experiences (including both the frequency and quality of their interactions in small groups) and their attitudes toward school; perceptions of the classroom environment; intrinsic motivation; and various social attitudes, skills, and values. Participants (n=756) were teachers…

  7. Learning To Cooperate: A Teacher's Perspective.

    ERIC Educational Resources Information Center

    Sonnier-York, Charlotte; Stanford, Pokey

    2002-01-01

    Discussion of applying strategies of cooperative learning offers five principles and reflections of one teacher. The principles are: (1) teach what you preach; (2) accountability counts; (3) mediation versus aggravation; (4) publish or perish; and (5) create or satiate. Suggestions for evaluation include encouraging student feedback and moving…

  8. Cooperative Learning for Educational Reform in Armenia

    ERIC Educational Resources Information Center

    Hovhannisyan, Aleksan; Sahlberg, Pasi

    2010-01-01

    Armenia is in the midst of major educational reforms in which teacher professional development is a key component. Much of the energy devoted to developing education in Armenia is targeted towards enhancing student-centred teaching, especially cooperative learning. This has become a significant challenge for many schools and teachers as they cope…

  9. Cooperative Oriented Learning in Inclusive Physical Education

    ERIC Educational Resources Information Center

    Klavina, Aija; Jerlinder, Kajsa; Kristén, Lars; Hammar, Lena; Soulie, Tine

    2014-01-01

    In this study the implementation of cooperation directed learning of peer tutoring in elementary general inclusive physical education (GPE) setting in three elementary city schools in Sweden was studied. The purpose was to assess the impact of peer tutoring on the interaction behaviours between students with and without disabilities in GPE. A…

  10. Implementation of Cooperative Learning Model in Preschool

    ERIC Educational Resources Information Center

    Akçay, Nilüfer Okur

    2016-01-01

    In this study, the effectivity of jigsaw method, one of the cooperative learning models, on teaching the concepts related to sense organs and their functions to four-five year-old children in nursery class was analyzed. The study is in the semi-experimental design consisting of experimental and control groups and pretest and posttest. The sample…

  11. Using Cooperative Learning in the Technical Classroom.

    ERIC Educational Resources Information Center

    Magney, John R.

    A questionnaire on use of cooperative learning was distributed to all faculty (76 respondents) in the College of Technical Careers at Southern Illinois-Carbondale (SIUC) and a sample of the membership (66 respondents) of the American Technical Education Association (ATEA). For both samples, the main use of groupwork was with laboratory…

  12. Students' Ideas on Cooperative Learning Method

    ERIC Educational Resources Information Center

    Yoruk, Abdulkadir

    2016-01-01

    Aim of this study is to investigate students' ideas on cooperative learning method. For that purpose students who are studying at elementary science education program are distributed into two groups through an experimental design. Factors threaten the internal validity are either eliminated or reduced to minimum value. Data analysis is done…

  13. Teaching Chemical Bonding through Jigsaw Cooperative Learning

    ERIC Educational Resources Information Center

    Doymus, Kemal

    2008-01-01

    This study examined the effectiveness of jigsaw cooperative learning in teaching chemical bonding at tertiary level. This study was carried out in two different classes in the Department of Primary Science Education of Ataturk University during the 2005-2006 academic year. One of the classes was the non-jigsaw group (control) and the other was the…

  14. Useful Expressions for Implementing Cooperative Learning in English

    ERIC Educational Resources Information Center

    Asakawa, Machiko; Kanamaru, Ayako; Plaza, Taron; Shiramizu, Chie

    2016-01-01

    With the Ministry of Education, Sports, Science and Technology calling for junior and senior high school English classes in Japan to be more communicative and taught in English, teachers need effective tools to help make their classrooms more interactive. Cooperative learning activities have the potential to increase interaction among students and…

  15. Cooperative Learning in Distance Learning: A Mixed Methods Study

    ERIC Educational Resources Information Center

    Kupczynski, Lori; Mundy, Marie Anne; Goswami, Jaya; Meling, Vanessa

    2012-01-01

    Distance learning has facilitated innovative means to include Cooperative Learning (CL) in virtual settings. This study, conducted at a Hispanic-Serving Institution, compared the effectiveness of online CL strategies in discussion forums with traditional online forums. Quantitative and qualitative data were collected from 56 graduate student…

  16. We Are Social Beings: Learning How To Learn Cooperatively.

    ERIC Educational Resources Information Center

    Gut, Dianne M.

    2000-01-01

    A study investigated the effectiveness of a 9-week collaborative metacognitive social skills intervention program on 16 middle school students attending a private, alternative suburban school for students with learning problems. The program used cooperative learning, role play, and art therapy to improve the students' social problem-solving…

  17. Learning to Use Cooperative Learning: Beyond Daedalus and Icarus.

    ERIC Educational Resources Information Center

    Fafard, Denis

    1992-01-01

    Examines the difficulties of two elementary school teachers as they learn to use cooperative learning in the classroom. They experience ambiguity because their current understanding of practice is not sufficient to help them solve the problems they encounter. Ambiguity is dealt with by modifying their practices or their appreciative systems. (SLD)

  18. Cooperative m-learning with nurse practitioner students.

    PubMed

    Wyatt, Tami H; Krauskopf, Patricia B; Gaylord, Nan M; Ward, Andrew; Huffstutler-Hawkins, Shelley; Goodwin, Linda

    2010-01-01

    New technologies give nurse academicians the opportunity to incorporate innovative teaching-learning strategies into the nursing curricula. Mobile technology for learning, or m-learning, has considerable potential for the nursing classroom but lacks sufficient empirical evidence to support its use. Based on Mayer's multimedia learning theory, the effect of using cooperative and interactive m-learning techniques in enhancing classroom and clinical learning was explored. The relationship between m-learning and students' learning styles was determined through a multimethod educational research study involving nurse practitioner students at two mid-Atlantic universities. During the 16-month period, nurse practitioner students and their faculty used personal digital assistants (PDAs) to participate in various m-learning activities. Findings from focus group and survey responses concluded that PDAs, specifically the Pocket PC, are useful reference tools in the clinical setting and that all students, regardless of learning style, benefited from using PDAs. It was also demonstrated that connecting students with classmates and other nurse practitioner students at distant universities created a cooperative learning community providing additional support and knowledge acquisition. The authors concluded that in order to successfully prepare nurse practitioner graduates with the skills necessary to function in the present and future health care system, nurse practitioner faculty must be creative and innovative, incorporating various revolutionary technologies into their nurse practitioner curricula.

  19. Impact of Co-Operative Learning Strategies in English

    ERIC Educational Resources Information Center

    Singaravelu, G.

    2010-01-01

    The study illuminates the effectiveness of Co-operative Learning Strategies in learning English Grammar for the learners at secondary level. Cooperative Learning is particularly beneficial for any student learning as a second language. It promotes peer interaction, which helps the development of language and the learning of concepts with content.…

  20. Implementing Cooperative Learning in Australian Primary Schools: Generalist Teachers' Perspectives

    ERIC Educational Resources Information Center

    Hennessey, Angela; Dionigi, Rylee A.

    2013-01-01

    To implement cooperative learning successfully in practice, teachers require knowledge of cooperative learning, its features and terms, and how it functions in classrooms. This qualitative study examined 12 Australian generalist primary teachers', understandings of cooperative learning and perceived factors affecting its implementation. Using…

  1. Evolution of cooperation driven by incremental learning

    NASA Astrophysics Data System (ADS)

    Li, Pei; Duan, Haibin

    2015-02-01

    It has been shown that the details of microscopic rules in structured populations can have a crucial impact on the ultimate outcome in evolutionary games. So alternative formulations of strategies and their revision processes exploring how strategies are actually adopted and spread within the interaction network need to be studied. In the present work, we formulate the strategy update rule as an incremental learning process, wherein knowledge is refreshed according to one's own experience learned from the past (self-learning) and that gained from social interaction (social-learning). More precisely, we propose a continuous version of strategy update rules, by introducing the willingness to cooperate W, to better capture the flexibility of decision making behavior. Importantly, the newly gained knowledge including self-learning and social learning is weighted by the parameter ω, establishing a strategy update rule involving innovative element. Moreover, we quantify the macroscopic features of the emerging patterns to inspect the underlying mechanisms of the evolutionary process using six cluster characteristics. In order to further support our results, we examine the time evolution course for these characteristics. Our results might provide insights for understanding cooperative behaviors and have several important implications for understanding how individuals adjust their strategies under real-life conditions.

  2. Scaling up: Distributed machine learning with cooperation

    SciTech Connect

    Provost, F.J.; Hennessy, D.N.

    1996-12-31

    Machine-learning methods are becoming increasingly popular for automated data analysis. However, standard methods do not scale up to massive scientific and business data sets without expensive hardware. This paper investigates a practical alternative for scaling up: the use of distributed processing to take advantage of the often dormant PCs and workstations available on local networks. Each workstation runs a common rule-learning program on a subset of the data. We first show that for commonly used rule-evaluation criteria, a simple form of cooperation can guarantee that a rule will look good to the set of cooperating learners if and only if it would look good to a single learner operating with the entire data set. We then show how such a system can further capitalize on different perspectives by sharing learned knowledge for significant reduction in search effort. We demonstrate the power of the method by learning from a massive data set taken from the domain of cellular fraud detection. Finally, we provide an overview of other methods for scaling up machine learning.

  3. A Computer-Assisted Approach to Conducting Cooperative Learning Process

    ERIC Educational Resources Information Center

    Tsai, Pei-Jin; Hwang, Gwo-Jen; Tseng, Judy C. R.; Hwang, Gwo-Haur

    2008-01-01

    Cooperative learning has been proven to be helpful in enhancing the learning performance of students. The goal of a cooperative learning group is to maximize all members' learning, which is accomplished via promoting each other's success, through assisting, sharing, mentoring, explaining, and encouragement. To achieve the goal of cooperative…

  4. A Case Study of Cooperative Learning and Communication Pedagogy: Does Working in Teams Make a Difference?

    ERIC Educational Resources Information Center

    Tsay, Mina; Brady, Miranda

    2010-01-01

    Cooperative learning has increasingly become a popular form of active pedagogy employed in academic institutions. This case study explores the relationship between cooperative learning and academic performance in higher education, specifically in the field of communication. Findings from a questionnaire administered to undergraduate students in a…

  5. Implementing Strategies of Cooperation for Enhancing Intrinsic Motivation towards English Language Learning

    ERIC Educational Resources Information Center

    Zapata, Julian Esteban

    2007-01-01

    This action research paper dealt with how to increase motivation towards English language learning through cooperative work in a public school in Medellín, Colombia. It was necessary to explore the concepts of teachers' beliefs, social teaching, collaborative and cooperative learning, to understand the conditions and activities that favored…

  6. Integrating the Core Curriculum through Cooperative Learning. Lesson Plans for Teachers.

    ERIC Educational Resources Information Center

    Winget, Patricia L., Ed.

    Cooperative learning strategies are used to facilitate the integration of multicultural and multi-ability level students into California regular education classrooms. This handbook is a sampling of innovative lesson plans using cooperative learning activities developed by teachers to incorporate the core curriculum into their instruction. Three…

  7. Creating a Cooperative Learning Center: An Idea-Book for Homeschooling Families.

    ERIC Educational Resources Information Center

    Houk, Katharine

    Cooperative learning centers can provide educational activities for home-schooled children as well as support networks for home-schooling parents. This guide recounts development of a cooperative learning center founded by parents of over 70 home-educated children in upstate New York. Part 1 of the book details the development of The Alternative…

  8. Readings in Cooperative Learning for Undergraduate Mathematics. MAA Notes No. 44.

    ERIC Educational Resources Information Center

    Dubinsky, Ed, Ed.; Mathews, David, Ed.; Reynolds, Barbara E., Ed.

    Seventeen papers that relate to the use of cooperative learning activities in undergraduate mathematics courses are contained within this collection. Papers were selected by the staff of Project CLUME (Cooperative Learning in Undergraduate Mathematics Education) and organized into categories pertaining to constructivism and the teachers' role,…

  9. Benefits of Cooperative Learning in a Multimedia Environment.

    ERIC Educational Resources Information Center

    Webb, James

    This paper reviews the research on cooperative learning combined with technology and presents a formative report of those findings. The review focused on these questions: What are the benefits of cooperative learning in a multimedia environment? What benefits do computer-based training offer? What are the benefits of cooperative learning…

  10. Student Active Learning Methods in Physical Chemistry

    NASA Astrophysics Data System (ADS)

    Hinde, Robert J.; Kovac, Jeffrey

    2001-01-01

    We describe two strategies for implementing active learning in physical chemistry. One involves supplementing a traditional lecture course with heavily computer-based active-learning exercises carried out by cooperative groups in a department computer lab. The other uses cooperative learning almost exclusively, supplemented by occasional mini-lectures. Both approaches seemed to result in better student learning and a more positive attitude toward the subject. On the basis of our respective experiences using active learning techniques, we discuss some of the strengths of these techniques and some of the challenges we encountered using the active-learning approach in teaching physical chemistry.

  11. A Unit on "Fahrenheit 451" That Uses Cooperative Learning (Resources and Reviews).

    ERIC Educational Resources Information Center

    Ebbers, Frances A.

    1991-01-01

    Provides a curriculum unit using the novel "Fahrenheit 451" to provide student-centered activities based on solid pedagogical methodology. Emphasizes value-centered analysis of the novel, comparison of alternative arguments, and integration of cooperative learning activities. (PRA)

  12. Collaborative and Cooperative Learning in Malaysian Mathematics Education

    ERIC Educational Resources Information Center

    Hossain, Md. Anowar; Tarmizi, Rohani Ahmad; Ayud, Ahmad Fauzi Mohd

    2012-01-01

    Collaborative and cooperative learning studies are well recognized in Malaysian mathematics education research. Cooperative learning is used to serve various ability students taking into consideration of their level of understanding, learning styles, sociological backgrounds that develop students' academic achievement and skills, and breeze the…

  13. An Investigative, Cooperative Learning Approach to the General Microbiology Laboratory

    ERIC Educational Resources Information Center

    Seifert, Kyle; Fenster, Amy; Dilts, Judith A.; Temple, Louise

    2009-01-01

    Investigative- and cooperative-based learning strategies have been used effectively in a variety of classrooms to enhance student learning and engagement. In the General Microbiology laboratory for juniors and seniors at James Madison University, these strategies were combined to make a semester-long, investigative, cooperative learning experience…

  14. Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms

    ERIC Educational Resources Information Center

    Tran, Van Dat

    2013-01-01

    Cooperative learning has been the centre of worldwide attention because it has been shown to have strong effects on student learning, as well as other positive outcomes. Although the academic, social, affective and psychological outcomes of students taught by cooperative learning are more positive compared with students taught by the traditional…

  15. Identification of Dysfunctional Cooperative Learning Teams Using Taguchi Quality Indexes

    ERIC Educational Resources Information Center

    Hsiung, Chin-Min

    2011-01-01

    In this study, dysfunctional cooperative learning teams are identified by comparing the Taguchi "larger-the-better" quality index for the academic achievement of students in a cooperative learning condition with that of students in an individualistic learning condition. In performing the experiments, 42 sophomore mechanical engineering students…

  16. Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

    ERIC Educational Resources Information Center

    Esmonde, Indigo

    2009-01-01

    This review considers research related to mathematics education and cooperative learning, and it discusses how teachers might assist students in cooperative groups to provide equitable opportunities to learn. In this context, equity is defined as the fair distribution of opportunities to learn, and the argument is that identity-related processes…

  17. Cooperative Activities in Young Children and Chimpanzees

    ERIC Educational Resources Information Center

    Warneken, Felix; Chen, Frances; Tomasello, Michael

    2006-01-01

    Human children 18-24 months of age and 3 young chimpanzees interacted in 4 cooperative activities with a human adult partner. The human children successfully participated in cooperative problem-solving activities and social games, whereas the chimpanzees were uninterested in the social games. As an experimental manipulation, in each task the adult…

  18. Cooperative Learning in Inderdisciplinary Education for the Allied Health Professions.

    ERIC Educational Resources Information Center

    Lynch, Bonnie L.

    The concept of cooperative goal structuring was examined, along with the effect of one cooperative learning technique (group consensus examinations) on the perceptions and achievement of college students. Cooperative goal structure exists when students perceive that they can obtain their goal only if the other students with whom they work also…

  19. Cooperative Learning: A Pedagogy to Improve Students' Generic Skills?

    ERIC Educational Resources Information Center

    Ballantine, Joan; Larres, Patricia McCourt

    2007-01-01

    Purpose: The objective of this study is two-fold. First, it provides guidance to educators and trainers on establishing a cooperative learning environment. Second, it examines final-year undergraduate accounting students' opinions on the effectiveness of a cooperative learning environment in delivering generic skills for their future professional…

  20. The Practices of Student Network as Cooperative Learning in Ethiopia

    ERIC Educational Resources Information Center

    Reda, Weldemariam Nigusse; Hagos, Girmay Tsegay

    2015-01-01

    Student network is a teaching strategy introduced as cooperative learning to all educational levels above the upper primary schools (grade 5 and above) in Ethiopia. The study was, therefore, aimed at investigating to what extent the student network in Ethiopia is actually practiced in line with the principles of cooperative learning. Consequently,…

  1. Cooperative Learning--Part 1: Administration/University.

    ERIC Educational Resources Information Center

    Kansas ASCD Record, 1990

    1990-01-01

    This thematic issue is made up of papers by practicing administrators and university personnel on the topic of cooperative learning. The following articles are included: (1) "The Cooperative Learning Environment: Restructuring without Rebuilding" (Harvey C. Foyle and Lawrence Lyman); (2) "The Role of the Administrator When Adopting Cooperative…

  2. Effect of Cooperative Learning on Academic Achievement of Physics Course

    ERIC Educational Resources Information Center

    Keramati, Mohammadreza

    2010-01-01

    This paper reports the results of an investigation on the effect of cooperative learning on academic achievement of physics course. Cooperative learning was employed to experimental group and conventional teaching method was used for control group. Sampling of the study consists of 15-16 years old 220 students at high school in Iran. The progress…

  3. Practicing What We Preach: Teacher Reflection Groups on Cooperative Learning

    ERIC Educational Resources Information Center

    Farrell, Thomas S. C.; Jacobs, George M.

    2016-01-01

    This article discusses the use of teacher reflection groups to aid teachers in their efforts to facilitate cooperative learning among their students. It is argued that these teacher reflection groups function best when they are organized with reference to eight cooperative learning principles. Furthermore, it is suggested that these reflective…

  4. Constructing a Cooperative Distance Learning System: The CORAL Experience.

    ERIC Educational Resources Information Center

    Chou, Chien; Sun, Chuen-Tsai

    1996-01-01

    Describes the development of the Cooperative Remotely Accessible Learning (CORAL) system on the Internet at National Chiao Tung University (Taiwan) that promotes cooperative constructive distance learning and provides the first comprehensive and networked courseware written in Chinese. Results of formative evaluation are described and future…

  5. Cooperative Learning and Gifted Students: Report on Five Case Studies.

    ERIC Educational Resources Information Center

    Coleman, Mary Ruth; And Others

    This study examined cooperative learning (CL) programs that were successfully meeting the needs of gifted students and identified factors critical to this success. Of 19 programs nominated as models of cooperative learning, 5 sites were selected and visited: Wilton Public Schools, Connecticut; Glenville Elementary School, Connecticut; Mary Taylor…

  6. Using Cooperative Learning to Facilitate Mainstreaming in the Social Studies.

    ERIC Educational Resources Information Center

    Margolis, Howard; And Others

    1990-01-01

    Reviews cooperative learning theory, listing areas of improvement for both disabled and regular students. Explains how cooperative learning can be used to help mainstream students into social studies classes and gives guidelines for implementation. Points out that success depends on teachers' planning, implementation, and correct evaluation. (GG)

  7. Impact of Cooperative Learning on Naval Air Traffic Controller Training.

    ERIC Educational Resources Information Center

    Holubec, Edythe; And Others

    1993-01-01

    Reports on a study of the impact of cooperative learning techniques, compared with traditional Navy instructional methods, on Navy air traffic controller trainees. Finds that cooperative learning methods improved higher level reasoning skills and resulted in no failures among the trainees. (CFR)

  8. Implementing Cooperative Learning with Mildly Handicapped Students in Regular Classrooms.

    ERIC Educational Resources Information Center

    Margolis, Howard; Freund, Lisa A.

    1991-01-01

    This paper discusses research on cooperative learning, shows how it can help meet student needs in heterogeneous classes, addresses how to overcome potential problems, and offers implementation guidelines. It also provides a framework for initiating cooperative learning in ways that reduce or eliminate resistance. (Author/JDD)

  9. Using Cooperative Learning in a Middle School Computer Lab.

    ERIC Educational Resources Information Center

    Holliday, Dwight C.

    The use of cooperative learning in a middle school computer laboratory was studied. Cooperative learning helps develop oral and group skills in middle school students as it allows them to socialize in an arena that does not always condone socializing. In this study, 4 heterogeneous groups were formed from 52 students, with male and female partners…

  10. The Effect of Cooperative Learning on Middle School Math Students

    ERIC Educational Resources Information Center

    Remillard, Heather A.

    2015-01-01

    The purpose of this study was to explore cooperative learning and the impact on middle school students overall academic achievement. The study included 47 students from a small private school, ranging from grades sixth through eighth. The researcher examined student perception of cooperative learning, implementation process and the overall impact…

  11. Using Annotation Services in a Ubiquitous Jigsaw Cooperative Learning Environment

    ERIC Educational Resources Information Center

    Huang, Yueh-Min; Huang, Tien-Chi; Hsieh, Meng-Yeh

    2008-01-01

    This study describes the development of a ubiquitous cooperative learning environment using proposed annotation services, wireless communication devices, and the Jigsaw method of cooperative learning. The purpose of the study is to investigate the potential benefits of studying digital course materials with embedded annotations. The SQ3R study…

  12. The Effect of Cooperative Learning Model and Kolb Learning Styles on Learning Result of the Basics of Politics

    ERIC Educational Resources Information Center

    Sugiharto

    2015-01-01

    The aims of this research were to determine the effect of cooperative learning model and learning styles on learning result. This quasi-experimental study employed a 2x2 treatment by level, involved independent variables, i.e. cooperative learning model and learning styles, and learning result as the dependent variable. Findings signify that: (1)…

  13. Using Weblog in Cooperative Learning to Improve the Achievement of History Learning

    ERIC Educational Resources Information Center

    Leng, Lim Hooi; Leng, Chin Hai; Abedalaziz, Nabeel

    2013-01-01

    This research investigates the use of Weblog in Cooperative Learning to enhance students' learning of History. The main issues of this study were the lack of interest and low achievement scores in History learning. The objectives of this study are to explore the incorporation of Weblog in Cooperative Learning within the teaching and learning…

  14. Learning as Activity.

    ERIC Educational Resources Information Center

    Jonassen, David H.

    2002-01-01

    Integrates contemporary theories of learning into a theory of learning as activity. Explains ecological psychology, changes in understanding of learning, activity systems and activity theory (including the integration of consciousness and activity), and activity structure; and discusses learning as a cognitive and social process. (LRW)

  15. An Empirical Study on the Application of Cooperative Learning to English Listening Classes

    ERIC Educational Resources Information Center

    Han, Min

    2015-01-01

    Cooperative learning is a strategic instructional system applied by many educators the world over. Researchers of cooperative learning have carried out the study in this field and proved that cooperative learning can create a more interesting and relaxed learning atmosphere. It is generally acknowledged that cooperative learning can reduce…

  16. How Cooperative Learning Works for Special Education and Remedial Students.

    ERIC Educational Resources Information Center

    Jenkins, Joseph R.; Antil, Laurence R.; Wayne, Susan K.; Vadasy, Patricia F.

    2003-01-01

    Interviews with 21 general education elementary school teachers found they were generally positive about cooperative learning's efficacy for students with learning problems, while acknowledging that it worked better for some students than others. Major benefits were improved self-esteem, a safe learning environment, and better classroom success…

  17. Cooperative Learning in a Macroeconomics Course: A Team Simulation.

    ERIC Educational Resources Information Center

    Cohn, Cheryl L.

    1999-01-01

    Describes a classroom experiment in cooperative learning, in which economics students were grouped into learning teams and given a computer simulation package to learn the effects of fiscal/monetary policy on various economic variables. Results included thorough coverage of course material, greater student interest, better discussion, higher…

  18. Pedagogic Effects of Cooperative Learning Assessment in the Chemistry I Classroom

    NASA Astrophysics Data System (ADS)

    Champion, Jennifer

    Over the last 30 years, there has been ongoing research and debate concerning the implementation and effectiveness of cooperative learning in the classroom. The problem is determining the fair assignment of individual grades while using cooperative work. Teachers have limited time to compile, equate, and convert group grades for each student. The purpose of this quasi-experimental study was to examine the impact of cooperative learning assessment on student achievement. This study aimed to determine the relationship between teacher-assigned/group-elected laboratory positions (independent variable) and academic achievement (dependent variable) while using the cards on the table approach of cooperative learning assessment. Participants consisted of 2 classes of Chemistry I students enrolled in a small rural school system. Alternative assessment practices such as the cards on the table approach of cooperative learning assessment were examined and discussed. Results of ANCOVA analyses indicated no significance difference in the adjusted scores between teacher-assigned versus group-elected laboratory positions within structured laboratory groups on the academic achievement of Chemistry I students as measured by a standardized pretest/posttest while using the cooperative learning assessment. Conducting paired samples t tests revealed the group-assigned students improved significantly from pretest to posttest while the teacher-assigned students had no significant improvements. The study may affect positive social change by helping teachers develop guidelines for fair assessment of individual grades from cooperative learning activities and to enrich the academic repertoire of students, increasing their awareness of accountability and collaboration.

  19. Successful Application of Active Learning Techniques to Introductory Microbiology.

    ERIC Educational Resources Information Center

    Hoffman, Elizabeth A.

    2001-01-01

    Points out the low student achievement in microbiology courses and presents an active learning method applied in an introductory microbiology course which features daily quizzes, cooperative learning activities, and group projects. (Contains 30 references.) (YDS)

  20. The Effect of Cooperative Learning in Remedial Freshman Level Mathematics.

    ERIC Educational Resources Information Center

    Keeler, Carolyn M.; Voxman, Mary

    1994-01-01

    Exam scores and final grades of college students (n=34) enrolled in a cooperative learning section of a remedial mathematics course were higher than students (n=42) in a section taught using traditional lecture methods. (15 references) (Author/MKR)

  1. Mining Learning Social Networks for Cooperative Learning with Appropriate Learning Partners in a Problem-Based Learning Environment

    ERIC Educational Resources Information Center

    Chen, Chih-Ming; Chang, Chia-Cheng

    2014-01-01

    Many studies have identified web-based cooperative learning as an increasingly popular educational paradigm with potential to increase learner satisfaction and interactions. However, peer-to-peer interaction often suffers barriers owing to a failure to explore useful social interaction information in web-based cooperative learning environments.…

  2. Cooperative Learning and Traditional American Values: An Appreciation.

    ERIC Educational Resources Information Center

    Johnson, David W.; Johnson, Roger T.

    1996-01-01

    Cooperation, not competition or individualism, is at the heart of forming a more perfect union, establishing justice, ensuring domestic tranquility, providing for the common defense, and securing the blessings of liberty for ourselves and our posterity. It's time to recognize the relationship between cooperative learning and commitment to the…

  3. Reinforcement Learning Explains Conditional Cooperation and Its Moody Cousin.

    PubMed

    Ezaki, Takahiro; Horita, Yutaka; Takezawa, Masanori; Masuda, Naoki

    2016-07-01

    Direct reciprocity, or repeated interaction, is a main mechanism to sustain cooperation under social dilemmas involving two individuals. For larger groups and networks, which are probably more relevant to understanding and engineering our society, experiments employing repeated multiplayer social dilemma games have suggested that humans often show conditional cooperation behavior and its moody variant. Mechanisms underlying these behaviors largely remain unclear. Here we provide a proximate account for this behavior by showing that individuals adopting a type of reinforcement learning, called aspiration learning, phenomenologically behave as conditional cooperator. By definition, individuals are satisfied if and only if the obtained payoff is larger than a fixed aspiration level. They reinforce actions that have resulted in satisfactory outcomes and anti-reinforce those yielding unsatisfactory outcomes. The results obtained in the present study are general in that they explain extant experimental results obtained for both so-called moody and non-moody conditional cooperation, prisoner's dilemma and public goods games, and well-mixed groups and networks. Different from the previous theory, individuals are assumed to have no access to information about what other individuals are doing such that they cannot explicitly use conditional cooperation rules. In this sense, myopic aspiration learning in which the unconditional propensity of cooperation is modulated in every discrete time step explains conditional behavior of humans. Aspiration learners showing (moody) conditional cooperation obeyed a noisy GRIM-like strategy. This is different from the Pavlov, a reinforcement learning strategy promoting mutual cooperation in two-player situations.

  4. Reinforcement Learning Explains Conditional Cooperation and Its Moody Cousin

    PubMed Central

    Ezaki, Takahiro; Horita, Yutaka; Masuda, Naoki

    2016-01-01

    Direct reciprocity, or repeated interaction, is a main mechanism to sustain cooperation under social dilemmas involving two individuals. For larger groups and networks, which are probably more relevant to understanding and engineering our society, experiments employing repeated multiplayer social dilemma games have suggested that humans often show conditional cooperation behavior and its moody variant. Mechanisms underlying these behaviors largely remain unclear. Here we provide a proximate account for this behavior by showing that individuals adopting a type of reinforcement learning, called aspiration learning, phenomenologically behave as conditional cooperator. By definition, individuals are satisfied if and only if the obtained payoff is larger than a fixed aspiration level. They reinforce actions that have resulted in satisfactory outcomes and anti-reinforce those yielding unsatisfactory outcomes. The results obtained in the present study are general in that they explain extant experimental results obtained for both so-called moody and non-moody conditional cooperation, prisoner’s dilemma and public goods games, and well-mixed groups and networks. Different from the previous theory, individuals are assumed to have no access to information about what other individuals are doing such that they cannot explicitly use conditional cooperation rules. In this sense, myopic aspiration learning in which the unconditional propensity of cooperation is modulated in every discrete time step explains conditional behavior of humans. Aspiration learners showing (moody) conditional cooperation obeyed a noisy GRIM-like strategy. This is different from the Pavlov, a reinforcement learning strategy promoting mutual cooperation in two-player situations. PMID:27438888

  5. Reinforcement Learning Explains Conditional Cooperation and Its Moody Cousin.

    PubMed

    Ezaki, Takahiro; Horita, Yutaka; Takezawa, Masanori; Masuda, Naoki

    2016-07-01

    Direct reciprocity, or repeated interaction, is a main mechanism to sustain cooperation under social dilemmas involving two individuals. For larger groups and networks, which are probably more relevant to understanding and engineering our society, experiments employing repeated multiplayer social dilemma games have suggested that humans often show conditional cooperation behavior and its moody variant. Mechanisms underlying these behaviors largely remain unclear. Here we provide a proximate account for this behavior by showing that individuals adopting a type of reinforcement learning, called aspiration learning, phenomenologically behave as conditional cooperator. By definition, individuals are satisfied if and only if the obtained payoff is larger than a fixed aspiration level. They reinforce actions that have resulted in satisfactory outcomes and anti-reinforce those yielding unsatisfactory outcomes. The results obtained in the present study are general in that they explain extant experimental results obtained for both so-called moody and non-moody conditional cooperation, prisoner's dilemma and public goods games, and well-mixed groups and networks. Different from the previous theory, individuals are assumed to have no access to information about what other individuals are doing such that they cannot explicitly use conditional cooperation rules. In this sense, myopic aspiration learning in which the unconditional propensity of cooperation is modulated in every discrete time step explains conditional behavior of humans. Aspiration learners showing (moody) conditional cooperation obeyed a noisy GRIM-like strategy. This is different from the Pavlov, a reinforcement learning strategy promoting mutual cooperation in two-player situations. PMID:27438888

  6. Explaining Cooperation in Groups: Testing Models of Reciprocity and Learning

    ERIC Educational Resources Information Center

    Biele, Guido; Rieskamp, Jorg; Czienskowski, Uwe

    2008-01-01

    What are the cognitive processes underlying cooperation in groups? This question is addressed by examining how well a reciprocity model, two learning models, and social value orientation can predict cooperation in two iterated n-person social dilemmas with continuous contributions. In the first of these dilemmas, the public goods game,…

  7. Cooperative Learning with Limited-English-Proficient Students.

    ERIC Educational Resources Information Center

    Jacob, Evelyn; Mattson, Beverly

    Theory and research indicate that cooperative learning methods may provide a way to help limited-English-proficient (LEP) students achieve academically and develop the English language skills necessary for successful classroom functioning. The method involves small groups of two to six students in tasks that require cooperation and positive…

  8. The Cooperative Learning Effects on English Reading Comprehension and Learning Motivation of EFL Freshmen

    ERIC Educational Resources Information Center

    Pan, Ching-Ying; Wu, Hui-Yi

    2013-01-01

    This experimental study aims to investigate the effects of using cooperative learning to enhance the English reading comprehension and learning motivation of EFL freshmen by comparing the cooperative learning instruction and traditional lecture instruction. This experiment was implemented in a Freshman English Reading course, a two credit course,…

  9. A Jigsaw Cooperative Learning Application in Elementary Science and Technology Lessons: Physical and Chemical Changes

    ERIC Educational Resources Information Center

    Tarhan, Leman; Ayyildiz, Yildizay; Ogunc, Aylin; Sesen, Burcin Acar

    2013-01-01

    Background: Cooperative learning is an active learning approach in which students work together in small groups to complete an assigned task. Students commonly find the subject of "physical and chemical changes" difficult and abstract, and thus they generally have many misconceptions about it. Purpose: This study aimed to investigate the…

  10. Boundary Crossings: Cooperative Learning, Collaborative Learning, and Problem-Based Learning

    ERIC Educational Resources Information Center

    Davidson, Neil; Major, Claire Howell

    2014-01-01

    Since the 1960s, there has been growing and sustained interest in small-group learning approaches at the school level and in higher education. A voluminous body of literature in this area addresses theory, research, classroom practice, and faculty development. The approaches most highly represented in the literature are cooperative learning,…

  11. Learning Activities.

    ERIC Educational Resources Information Center

    Tipton, Tom, Ed.

    1983-01-01

    Presents a flow chart for naming inorganic compounds. Although it is not necessary for students to memorize rules, preliminary skills needed before using the chart are outlined. Also presents an activity in which the mass of an imaginary atom is determined using lead shot, Petri dishes, and a platform balance. (JN)

  12. More Cooperative and Fitness Activities on Scooters

    ERIC Educational Resources Information Center

    Sterling, Mark A.

    2005-01-01

    This article describes both individual and team cooperative and fitness activities that can be played with scooters. The activities include but are not limited to: (1) Traffic Jam; (2) Chariot; (3) Crab Walk; (4) Pom Pom Pull Away; (5) Clothespin Hustle; (6) Four Corners; (7) Spider; (8) Carousel; (9) Amoeba; (10) Caterpillar; (11) Centipede; (12)…

  13. Cooperative Learning: Exploring Its Effectiveness in the Physics Classroom

    ERIC Educational Resources Information Center

    Ho, Fui Fong; Boo, Hong Kwen

    2007-01-01

    This paper reports on the results of an action research to explore the effectiveness of using cooperative learning strategies on students' academic achievement, their understanding of physics concepts and their motivation to learn in the physics classroom. The study involved a secondary four express physics class of 41 students in a neighbourhood…

  14. Prospective TESOL Teachers' Beliefs, Understandings, and Experiences of Cooperative Learning

    ERIC Educational Resources Information Center

    Wallestad, Chizuko Konishi

    2010-01-01

    The purpose of this present ethnographic case study is to explore the initial and developing beliefs, understandings, and experiences of prospective language teachers as they engage in the process of learning about cooperative learning (CL) and in putting it into practice in a TESOL graduate program in the U.S. Data collection includes multiple…

  15. Cooperative Learning in a Soil Mechanics Course at Undergraduate Level

    ERIC Educational Resources Information Center

    Pinho-Lopes, M.; Macedo, J.; Bonito, F.

    2011-01-01

    The implementation of the Bologna Process enforced a significant change on traditional learning models, which were focused mainly on the transmission of knowledge. The results obtained in a first attempt at implementation of a cooperative learning model in the Soil Mechanics I course of the Department of Civil Engineering of the University of…

  16. Using SimCPU in Cooperative Learning Laboratories.

    ERIC Educational Resources Information Center

    Lin, Janet Mei-Chuen; Wu, Cheng-Chih; Liu, Hsi-Jen

    1999-01-01

    Reports research findings of an experimental design in which cooperative-learning strategies were applied to closed-lab instruction of computing concepts. SimCPU, a software package specially designed for closed-lab usage was used by 171 high school students of four classes. Results showed that collaboration enhanced learning and that blending…

  17. Improving Social Skills through the Use of Cooperative Learning

    ERIC Educational Resources Information Center

    Dollman, Lucinda; Morgan, Catherine; Pergler, Jennifer; Russell, William; Watts, Jennifer

    2007-01-01

    The purpose of this action research project is to improve student social skills through the use of cooperative learning, in order to develop a positive classroom environment that is conducive to learning. The action research project will involve approximately 95 students, 95 parents, and 200 teachers. It is the intent of the teacher researchers to…

  18. Cooperative Learning as a Tool To Teach Vertebrate Anatomy.

    ERIC Educational Resources Information Center

    Koprowski, John L.; Perigo, Nan

    2000-01-01

    Describes a method for teaching biology that includes more investigative exercises that foster an environment for cooperative learning in introductory laboratories that focus on vertebrates. Fosters collaborative learning by facilitating interaction between students as they become experts on their representative vertebrate structures. (SAH)

  19. Cooperative Learning for Fostering Knowledge Construction in Japanese High School

    ERIC Educational Resources Information Center

    Mizuno, Masao

    2011-01-01

    The purpose of this study is to investigate how cooperative learning approach supports teachers to design an effective teaching for promoting the students learning to construct knowledge in practice. Quantitative and qualitative research methods such as surveys and case studies were employed for data collection. A High School which challenges face…

  20. Student Satisfaction with Cooperative Learning in an Accounting Curriculum

    ERIC Educational Resources Information Center

    Farrell, Brian J.; Farrell, Helen M.

    2008-01-01

    Cooperative learning has been introduced into International Accounting, a second year subject at a major Australian university. The purpose was to provide students with a satisfying experience of learning within a social context and to develop their interpersonal, professional and written communication skills. The main data were collected during…

  1. Cooperative Learning: A Diversified Pedagogy for Diverse Classrooms

    ERIC Educational Resources Information Center

    Sharan, Yael

    2010-01-01

    As a generic and diversified pedagogy, cooperative learning (CL) reaches out to the field of intercultural education with an offer to establish a reciprocal relationship. After a short description of the diversity of CL and a brief exploration of the influence that culture has on learning, this paper depicts how the partnership between CL and…

  2. Cooperative Learning Is a Brain Turn-On

    ERIC Educational Resources Information Center

    Willis, Judy

    2007-01-01

    In this article, the author discusses the psychosocial benefits of cooperative learning. She discovered that when she relinquished traditional autocratic control and allowed her students to collaborate interactively with classmates to achieve common goals, her students became more invested and engaged in their learning. She also discovered that…

  3. Cycles of cooperation and defection in imperfect learning

    NASA Astrophysics Data System (ADS)

    Galla, Tobias

    2011-08-01

    We investigate a model of learning the iterated prisoner's dilemma game. Players have the choice between three strategies: always defect (ALLD), always cooperate (ALLC) and tit-for-tat (TFT). The only strict Nash equilibrium in this situation is ALLD. When players learn to play this game convergence to the equilibrium is not guaranteed, for example we find cooperative behaviour if players discount observations in the distant past. When agents use small samples of observed moves to estimate their opponent's strategy the learning process is stochastic, and sustained oscillations between cooperation and defection can emerge. These cycles are similar to those found in stochastic evolutionary processes, but the origin of the noise sustaining the oscillations is different and lies in the imperfect sampling of the opponent's strategy. Based on a systematic expansion technique, we are able to predict the properties of these learning cycles, providing an analytical tool with which the outcome of more general stochastic adaptation processes can be characterised.

  4. Cooperative Activities between High Schools and Colleges.

    ERIC Educational Resources Information Center

    Brown, Peggy, Ed.

    1983-01-01

    Some of the ways in which colleges can work with high schools to enrich secondary school experiences and increase access to and success in higher education, are described, and an essay on successful cooperative activities is presented. In "Pieces and Parts," James Herbert notes efforts to improve the preparation of students for college by…

  5. Cooperative learning in science: intervention in the secondary school

    NASA Astrophysics Data System (ADS)

    Topping, K. J.; Thurston, A.; Tolmie, A.; Christie, D.; Murray, P.; Karagiannidou, E.

    2011-04-01

    The use of cooperative learning in secondary school is reported - an area of considerable concern given attempts to make secondary schools more interactive and gain higher recruitment to university science courses. In this study the intervention group was 259 pupils aged 12-14 years in nine secondary schools, taught by 12 self-selected teachers. Comparison pupils came from both intervention and comparison schools (n = 385). Intervention teachers attended three continuing professional development days, in which they received information, engaged with resource packs and involved themselves in cooperative learning. Measures included both general and specific tests of science, attitudes to science, sociometry, self-esteem, attitudes to cooperative learning and transferable skills (all for pupils) and observation of implementation fidelity. There were increases during cooperative learning in pupil formulation of propositions, explanations and disagreements. Intervened pupils gained in attainment, but comparison pupils gained even more. Pupils who had experienced cooperative learning in primary school had higher pre-test scores in secondary education irrespective of being in the intervention or comparison group. On sociometry, comparison pupils showed greater affiliation to science work groups for work, but intervention pupils greater affiliation to these groups at break and out of school. Other measures were not significant. The results are discussed in relation to practice and policy implications.

  6. The Effects of Cooperative Learning and Feedback on E-Learning in Statistics

    ERIC Educational Resources Information Center

    Krause, Ulrike-Marie; Stark, Robin; Mandl, Heinz

    2009-01-01

    This study examined whether cooperative learning and feedback facilitate situated, example-based e-learning in the field of statistics. The factors "social context" (individual vs. cooperative) and "feedback intervention" (available vs. not available) were varied; participants were 137 university students. Results showed that the feedback…

  7. A Framework for a Computer System to Support Distributed Cooperative Learning

    ERIC Educational Resources Information Center

    Chiu, Chiung-Hui

    2004-01-01

    To develop a computer system to support cooperative learning among distributed students; developers should consider the foundations of cooperative learning. This article examines the basic elements that make cooperation work and proposes a framework for such computer supported cooperative learning (CSCL) systems. This framework is constituted of…

  8. Perceptions of Group-Led Online Discussions: The Benefits of Cooperative Learning

    ERIC Educational Resources Information Center

    Dietz-Uhler, Beth; Lanter, Jason R.

    2012-01-01

    To assess the effectiveness of a cooperative learning activity, students were randomly assigned to small groups and asked to lead an online discussion. Responses to a survey administered at the completion of the course suggest that the activity was effective in meeting its goals of promoting student interaction and increasing perceived student…

  9. Learning by Doing through Cooperative Student Projects

    ERIC Educational Resources Information Center

    Price, Tony

    1977-01-01

    The Vocational Agriculture Advisory Committee in Overton, Texas, worked with students in developing the Overton FFA Student Investment Program, designed to offset the disadvantages of living in a town. The planning, implementation, and results of this Program are presented along with nine guidelines for developing a cooperative student project.…

  10. Cooperative Inquiry for Learning and Connectedness

    ERIC Educational Resources Information Center

    Ospina, Sonia; El Hadidy, Waad; Hofmann-Pinilla, Amparo

    2008-01-01

    There has been rising concern about the disconnect between universities, their communities and society at large. This is of special interest to professional schools, whose missions are founded on connecting practice and theory. We argue that cooperative inquiry, an action-based methodology, can help foster connectedness and contribute to healing…

  11. Self-supervised learning in cooperative stereo vision correspondence.

    PubMed

    Decoux, B

    1997-02-01

    This paper presents a neural network model of stereoscopic vision, in which a process of fusion seeks the correspondence between points of stereo inputs. Stereo fusion is obtained after a self-supervised learning phase, so called because the learning rule is a supervised-learning rule in which the supervisory information is autonomously extracted from the visual inputs by the model. This supervisory information arises from a global property of the potential matches between the points. The proposed neural network, which is of the cooperative type, and the learning procedure, are tested with random-dot stereograms (RDS) and feature points extracted from real-world images. Those feature points are extracted by a technique based on the use of sigma-pi units. The matching performance and the generalization ability of the model are quantified. The relationship between what have been learned by the network and the constraints used in previous cooperative models of stereo vision, is discussed. PMID:9228582

  12. Implementing a Cooperative Learning Model in Universities

    ERIC Educational Resources Information Center

    Yi, Zeng; LuXi, Zhang

    2012-01-01

    In the past few years, many students have begun to lose interest in science and information and engineering technology courses because they find them too boring and hard to learn. To strengthen this field of education and stimulate students' motivation and interest in learning, this study introduces a theoretical pedagogical framework based on…

  13. An Assessment of Cooperative Learning Used for Basic Computer Skills Instruction in the College Classroom.

    ERIC Educational Resources Information Center

    Keeler, Carolyn M.; Anson, Robert

    1995-01-01

    Reports research on cooperative learning strategies used in a college computer skills lab course and compares learning performance and retention of students taught via cooperative teams or traditional individual learning. Results show that both performance and retention were significantly improved with the use of cooperative learning. (Author/JMV)

  14. Evaluating the Cooperative Component in Cooperative Learning: A Quasi-Experimental Study

    ERIC Educational Resources Information Center

    Emerson, Tisha L. N.; English, Linda K.; McGoldrick, KimMarie

    2015-01-01

    In this study, the authors employed a quasi-experimental research design to examine the efficacy of a cooperative learning pedagogy (i.e., think-pair-share exercises) integrated into sections of microeconomic principles. Materials, exercises, and assessment instruments for all study sections are identical except for the nature of the…

  15. A jigsaw cooperative learning application in elementary science and technology lessons: physical and chemical changes

    NASA Astrophysics Data System (ADS)

    Tarhan, Leman; Ayyıldız, Yıldızay; Ogunc, Aylin; Acar Sesen, Burcin

    2013-07-01

    Background Cooperative learning is an active learning approach in which students work together in small groups to complete an assigned task. Students commonly find the subject of 'physical and chemical changes' difficult and abstract, and thus they generally have many misconceptions about it. Purpose This study aimed to investigate the effects of jigsaw cooperative learning activities developed by the researchers on sixth grade students' understanding of physical and chemical changes. Sample Participants in the study were 61 sixth grade students in a public elementary school in Izmir, Turkey. Design and methods A pre-test and post-test experimental design with a control group was used, and students were randomly assigned to the experimental and control groups. Instruction of the subject was conducted via jigsaw cooperative learning in the experimental group and via teacher-centered instruction in the control group. During the jigsaw process, experimental group students studied the subjects of changes of state, changes in shape and molecular solubility from physical changes, and acid-base reactions, combustion reactions and changes depending on heating from chemical changes in their jigsaw groups. Results The concept test results showed that jigsaw cooperative learning instruction yielded significantly better acquisition of scientific concepts related to physical and chemical changes, compared to traditional learning. Students in the experimental group had a lower proportion of misconceptions than those in the control group, and some misconceptions in the control group were identified for the first time in this study. Conclusions Jigsaw cooperative learning is an effective teaching technique for challenging sixth grade students' misconceptions in the context of physical and chemical changes, and enhancing their motivation, learning achievements, self-confidence and willingness in the science and technology lesson. This technique could be applied to other chemistry

  16. Cooperative Learning for Faculty: Building Communities of Practice

    ERIC Educational Resources Information Center

    Loertscher, Jennifer

    2011-01-01

    The science teaching community is currently in the midst of a major shift from traditional, lecture-based teaching approaches to student-centered approaches that emphasize inquiry, cooperative learning, and development of a broad range of transferrable skills. These changes demand substantial curricular reform. One way to support the collective…

  17. Teacher Interventions in Cooperative-Learning Mathematics Classes

    ERIC Educational Resources Information Center

    Ding, Meixia; Li, Xiaobao; Piccolo, Diana; Kulm, Gerald

    2007-01-01

    The authors examined the extent to which teacher interventions focused on students' mathematical thinking in naturalistic cooperative-learning mathematics classroom settings. The authors also observed 6 videotapes about the same teaching content using similar curriculum from 2 states. They created 2 instruments for coding the quality of teacher…

  18. Cooperative Learning in Science: Intervention in the Secondary School

    ERIC Educational Resources Information Center

    Topping, K. J.; Thurston, A.; Tolmie, A.; Christie, D.; Murray, P.; Karagiannidou, E.

    2011-01-01

    The use of cooperative learning in secondary school is reported--an area of considerable concern given attempts to make secondary schools more interactive and gain higher recruitment to university science courses. In this study the intervention group was 259 pupils aged 12-14 years in nine secondary schools, taught by 12 self-selected teachers.…

  19. Idea Sharing: Assessment in a Cooperative Learning Class

    ERIC Educational Resources Information Center

    Tamah, Siti Mina

    2014-01-01

    With the trend to incorporate cooperative learning in the classroom practices, another mode of assessing students is required. In other words, how can a teacher enforce Individual Accountability and Positive Interdependence in assessing his or her students? This paper is intended to provide a model of assessing students who are accustomed to…

  20. The Ecology of Cooperative Learning in Elementary Physical Education Classes

    ERIC Educational Resources Information Center

    Dyson, Ben P.; Linehan, Nicole Rhodes; Hastie, Peter A.

    2010-01-01

    The purpose of this study was to describe and interpret the instructional ecology of Cooperative Learning in elementary physical education classes. Data collection included a modified version of the task structure system (Siedentop, 1994), interviews, field notes, and a teacher's journal. T-tests of the quantitative data revealed that instruction…

  1. Cooperative Learning in Technical Courses: Procedures, Pitfalls, and Payoffs

    ERIC Educational Resources Information Center

    Felder, Richard M.; Brent, Rebecca

    A longitudinal study of a cohort of engineering students has been conducted at North Carolina State University since 1990. The students were taught five chemical engineering courses in five consecutive semesters using several nontraditional instructional methods, including cooperative (team-based) learning. As part of the longitudinal study,…

  2. Cooperative Learning in Turkey: A Content Analysis of Theses

    ERIC Educational Resources Information Center

    Dirlikli, Murat

    2016-01-01

    This study is a content analysis of theses concerning cooperative learning prepared in Turkey between the years 1993 and 2014. A total of 220 theses which were accessible online (open access) at the site of Council of Higher Education (CoHE) were analyzed. The publishing classification form used in this study was prepared analyzing similar forms…

  3. Project-Based Learning in Geotechnics: Cooperative versus Collaborative Teamwork

    ERIC Educational Resources Information Center

    Pinho-Lopes, Margarida; Macedo, Joaquim

    2016-01-01

    Since 2007/2008 project-based learning models have been used to deliver two fundamental courses on Geotechnics in University of Aveiro, Portugal. These models have evolved and have encompassed either cooperative or collaborative teamwork. Using data collected in five editions of each course (Soil Mechanics I and Soil Mechanics II), the different…

  4. Enhancing Instruction through Constructivism, Cooperative Learning, and Cloud Computing

    ERIC Educational Resources Information Center

    Denton, David W.

    2012-01-01

    Cloud computing technologies, such as Google Docs and Microsoft Office Live, have the potential to enhance instructional methods predicated on constructivism and cooperative learning. Cloud-based application features like file sharing and online publishing are prompting departments of education across the nation to adopt these technologies.…

  5. Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography 2016

    ERIC Educational Resources Information Center

    Arendale, David R., Comp.

    2016-01-01

    Purpose: This 2016 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally to increase student achievement. Methodology: An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations,…

  6. Cooperative Learning and Adaptive Instruction in a Mathematics Curriculum.

    ERIC Educational Resources Information Center

    Terwel, Jan; And Others

    1994-01-01

    Maintains that current research suggests that heterogeneous grouping is preferable. Reports on a study of a new mathematics curriculum using 600 students in 6 Dutch schools. Finds that students in heterogeneous classes taught with cooperative-learning techniques achieved more than students in traditional ability-grouped classrooms. (CFR)

  7. A Lifespan Perspective on Cooperative Education Learning: A Grounded Theory

    ERIC Educational Resources Information Center

    Linn, Patricia

    2015-01-01

    This qualitative study sits at the intersection of two trends in vocational education. The first trend is a narrative approach to understanding cooperative education learning; the second is a movement away from career development theories toward the view that individuals use work experiences to help construct their lives. Both trends view learning…

  8. Cooperative Learning and Ability Grouping: An Issue of Choice.

    ERIC Educational Resources Information Center

    Mills, Carol J.; Durden, William G.

    1992-01-01

    This article reviews the literature on cooperative learning and ability grouping for gifted students and concludes that grouping, in and of itself, does not affect achievement and that grouping decisions need to be based on educational choices according to students' individual needs. Schools are encouraged to provide both ability grouping and…

  9. The State of Cooperative Learning in Postsecondary and Professional Settings

    ERIC Educational Resources Information Center

    Johnson, David W.; Johnson, Roger T.; Smith, Karl

    2007-01-01

    Modern cooperative learning began in the mid- 1960s (D. W. Johnson & R. Johnson, 1999a). Its use, however, was resisted by advocates of social Darwinism (who believed that students must be taught to survive in a "dog-eat-dog" world) and individualism (who believed in the myth of the "rugged individualist"). Despite the resistance, cooperative…

  10. The Local Area Network and the Cooperative Learning Principle.

    ERIC Educational Resources Information Center

    Sloan, Fred A.; Koohang, Alex A.

    1991-01-01

    Discussion of the advantages of local area networks (LANs) focuses on their use for successful cooperative learning. Individual and group assessment of success are discussed, effects on academic and affective achievement are considered, and computer-assisted instruction (CAI) programs to use with networking are suggested. (19 references) (LRW)

  11. Teamwork Skills Assessment for Cooperative Learning

    ERIC Educational Resources Information Center

    Strom, Paris S.; Strom, Robert D.

    2011-01-01

    Teamwork skills are required at work, but teacher efforts in many countries to track achievement within this context have been hindered by lack of assessment tools and input from students. The Teamwork Skills Inventory relies on peer and self-evaluation to establish accountability, identify competencies, and detect learning needs. Twenty-five…

  12. Measures of Writing Development in Learning Environments Using Cooperative Learning (CL) and Computer Mediated Communication (CMC).

    ERIC Educational Resources Information Center

    Bar-Natan, Irit; Hertz-Lazarowitz, Rachel

    The computer-mediated communication (CMC) learning environment focuses on children's interaction with the computers and their mastery of the technology as potential for learning. Peer interaction mainly in cooperative and collaborative learning environments (CL) focus on the contribution of peers to literacy and writing development. A study…

  13. Cooperative Learning Combined with Short Periods of Lecturing: A Good Alternative in Teaching Biochemistry

    ERIC Educational Resources Information Center

    Fernandez-Santander, Ana

    2008-01-01

    The informal activities of cooperative learning and short periods of lecturing has been combined and used in the university teaching of biochemistry as part of the first year course of Optics and Optometry in the academic years 2004-2005 and 2005-2006. The lessons were previously elaborated by the teacher and included all that is necessary to…

  14. The Impact of Cooperative Learning on Student Engagement: Results from an Intervention

    ERIC Educational Resources Information Center

    Herrmann, Kim J.

    2013-01-01

    With an increasing awareness that many undergraduates are passive during teaching sessions, calls for instructional methods that allow students to become actively engaged have increased. Cooperative learning has long been popular at the primary and secondary level and, within recent years, higher education. However, empirical evidence of the…

  15. Cooperative Learning as Method and Model in Second-Language Teacher Education

    ERIC Educational Resources Information Center

    Chamberlin-Quinlisk, Carla

    2010-01-01

    This paper describes the integration of cooperative learning (CL) activities into a graduate teacher education course, Collaborative Teaching in English as a Second Language (ESL). Because teachers and researchers have both identified discipline status and relationship issues as challenges to collaboration, this course focused on relational…

  16. Evolution of Humans: Understanding the Nature and Methods of Science through Cooperative Learning

    ERIC Educational Resources Information Center

    Lee, Yeung Chung

    2011-01-01

    This article describes the use of an enquiry-based approach to the study of human evolution in a practical context, integrating role-playing, jigsaw cooperative learning and scientific argumentation. The activity seeks to unravel the evolutionary relationships of five hominids and one ape from rather "messy" evidence. This approach enhanced the…

  17. Using Student Group Leaders to Motivate Students in Cooperative Learning Methods in Crowded Classrooms

    ERIC Educational Resources Information Center

    Efe, Rifat; Efe, Hulya Aslan

    2011-01-01

    This study examines the effects of employing student group leaders on the motivation of group members during co-operative learning activities in a secondary school classroom in Turkey. The study was carried out in a period of eight weeks in biology classes during which "living things" and "ecology" topics were taught to a class of 45 students…

  18. Investigating the Impact of Mediated Learning Experiences on Cooperative Peer Communication during Group Initiatives

    ERIC Educational Resources Information Center

    White, Robert; Dinos, Sokratis

    2010-01-01

    This study investigates how structured Mediated Learning Experiences may improve peer-cooperative communication within problem-solving task exercises. Two groups (n = 22) of Year 8 students (mean age 13 +/- 5 months) were randomly selected to participate in this study. The study began with two one-hour sessions of activity-based problem-solving…

  19. The Flipped Classroom and Cooperative Learning: Evidence from a Randomised Experiment

    ERIC Educational Resources Information Center

    Foldnes, Njål

    2016-01-01

    This article describes a study which compares the effectiveness of the flipped classroom relative to the traditional lecture-based classroom. We investigated two implementations of the flipped classroom. The first implementation did not actively encourage cooperative learning, with students progressing through the course at their own pace. With…

  20. Using the Elements of Cooperative Learning in School Band Classes in the United States

    ERIC Educational Resources Information Center

    Whitener, John L.

    2016-01-01

    The purpose of this article is to answer the question of how we might use the elements of cooperative learning in school band classes in the United States. Current school band programs use age-old traditions that overemphasize group and individual competitiveness, stress large ensemble performance at the expense of all other activities, are…

  1. Preparing Pupils to Cooperate during Cooperative Controversy in Grade 6: A Way to Increase Positive Interactions and Learning?

    ERIC Educational Resources Information Center

    Golub, Mijal; Buchs, Céline

    2014-01-01

    Research has underlined the necessity to prepare pupils to cooperate in order to boost cooperative learning benefits. However, this kind of training may appear very demanding. The present study aims to demonstrate that a short preparation related to social support and targeted cooperative rules relevant for the task increases constructive…

  2. How Do I Get My Students to Work Together? Getting Cooperative Learning Started

    NASA Astrophysics Data System (ADS)

    Hamby Towns, Marcy

    1998-01-01

    The American Chemical Society Committee on Professional Training presented in their Spring 1996 newsletter the results of an industrial roundtable which was convened to address what industry looks for in new hires. Roundtable participants voiced broad agreement that in addition to technical skills, one of the key experiences industry seeks in new hires is team problem solving. Cooperative learning activities improve team problem solving skills and promote the development of interpersonal skills and communication skills through face-to-face interactions. Cooperative learning is not simply putting students into groups and telling them to work together. Cooperative learning requires preparation on the part of the students and the instructor. This article discusses how to implement cooperative learning through a series of activities which allow the students to get to know each other. Students who build supportive committed relationships with each other become more committed to the course, more committed to each other, and more willing to take on tough tasks because they expect to succeed. In essence, they form a coherent learning community.

  3. How to Use Cooperative Learning for Assessing Students' Emotional Competences: A Practical Example at the Tertiary Level

    ERIC Educational Resources Information Center

    Martínez Lirola, María

    2016-01-01

    Cooperative learning allows students acquisition of competences that are essential for the labour market such as leadership, critical thinking, communication, and so on. For this reason, different cooperative activities were designed in a language subject in English Studies so that students could work in groups and acquire those competences. This…

  4. A Phenomenological Study of Experienced Teacher Perceptions Regarding Cooperative Learning Training and Cooperative Learning Implementation in the Classroom

    ERIC Educational Resources Information Center

    Robinson, Susan Rubino

    2012-01-01

    This qualitative phenomenological study sought to explore the perceptions of experienced teachers regarding cooperative learning training and its implementation in the classroom. Twelve total participants, nine teachers and three administrators, volunteered for this six-week study at a private, K3-12 school in Broward County, Florida. The…

  5. Cooperative Learning--A Double-Edged Sword: A Cooperative Learning Model for Use with Diverse Student Groups

    ERIC Educational Resources Information Center

    Baker, Trish; Clark, Jill

    2010-01-01

    Although very little research has been done on cooperative learning (CL) in New Zealand, international research is positive about the educational benefits of working in culturally diverse groups. This paper presents the findings of a research project examining New Zealand experiences with CL in multicultural groups. Data were collected via surveys…

  6. Designing and Supporting Cooperative and Ubiquitous Learning Systems for People with Special Needs

    NASA Astrophysics Data System (ADS)

    Fernández López, Álvaro; Rodríguez Fórtiz, María José; Noguera García, Manuel

    Cooperative work in schools helps students to learn behaviour norms, tolerate their partners and educators, and make decisions or accept the decisions from other people. In case of students with cognitive disabilities, cooperative work contributes to the socialization of the students by improving the communication and the integration in the classroom. New technologies foster guided and cooperative learning through didactic exercises and educational activities that adapt the educative context to user's needs and abilities. For this objective, the design must take into account non-funcional requirements for provide a future adaptation. This paper presents the design of one of such systems and the main decisions made in order to improve usability, adaptation, flexibility, and accessibility in ubiquitous spaces of it. The general architecture of the system and the platform that supports the development process of its software for educational activities are described in a real case study.

  7. What Are the Perceptions of Lecturers towards Using Cooperative Learning in Civil Engineering?

    ERIC Educational Resources Information Center

    Ahern, Aoife

    2007-01-01

    The objective of the current paper is to examine how group learning and cooperative learning are used in civil engineering courses. The paper defines group learning and cooperative learning in the first section. It is hypothesized that group learning is used in civil engineering courses to build teamwork skills and communication skills among civil…

  8. Cooperative Learning that Includes Students with Disabilities: An Effective Teaching Strategy, Cooperative Learning Promotes Student Interaction, Benefiting Students with and without Disabilities

    ERIC Educational Resources Information Center

    Grenier, Michelle; Dyson, Ben; Yeaton, Pat

    2005-01-01

    In this article, cooperative learning is discussed as an instructional strategy that encourages students to work together and that enhances motivation for learning (Johnson & Johnson, 1989; Polloway, Patton, & Serna, 2001). Cooperative learning is presented through the depiction of a scenario inspired by observations made during a research study,…

  9. Implications of Cooperative Learning and Educational Reform for Students with Mild Disabilities

    ERIC Educational Resources Information Center

    Fore, Cecil, III; Riser, Susan; Boon, Richard

    2006-01-01

    Cooperative learning is an instructional model that draws extensively on contributions of multiple theorists, including Piaget, Vygotsky, Carroll and other researchers. Many different cooperative learning arrangements have been developed and researched. The most extensively researched and evaluated cooperative learning arrangements is by Robert…

  10. Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory

    ERIC Educational Resources Information Center

    Johnson, David W.; Johnson, Roger T.; Smith, Karl A.

    2014-01-01

    Cooperative learning is an example of how theory validated by research may be applied to instructional practice. The major theoretical base for cooperative learning is social interdependence theory. It provides clear definitions of cooperative, competitive, and individualistic learning. Hundreds of research studies have validated its basic…

  11. Design Fixation and Cooperative Learning in Elementary Engineering Design Project: A Case Study

    ERIC Educational Resources Information Center

    Luo, Yi

    2015-01-01

    This paper presents a case study examining 3rd, 4th and 5th graders' design fixation and cooperative learning in an engineering design project. A mixed methods instrument, the Cooperative Learning Observation Protocol (CLOP), was adapted to record frequency and class observation on cooperative learning engagement through detailed field notes.…

  12. Design and Implementation of a Cooperative Learning System for Digital Content Design Curriculum: Investigation on Learning Effectiveness and Social Presence

    ERIC Educational Resources Information Center

    Huang, Ming-Shang; Hsiao, Wei-Hung; Chang, Tsung-Sheng; Hu, Mei-Huei

    2012-01-01

    The purpose of this paper is to investigate the learning effectiveness of cooperative learning system based on social presence theory. We develop a web-based cooperative learning system which contains personal module, admin module, course module, communication module, and learning records module to support the implementation of cooperative…

  13. Project-based learning in Geotechnics: cooperative versus collaborative teamwork

    NASA Astrophysics Data System (ADS)

    Pinho-Lopes, Margarida; Macedo, Joaquim

    2016-01-01

    Since 2007/2008 project-based learning models have been used to deliver two fundamental courses on Geotechnics in University of Aveiro, Portugal. These models have evolved and have encompassed either cooperative or collaborative teamwork. Using data collected in five editions of each course (Soil Mechanics I and Soil Mechanics II), the different characteristics of the models using cooperative or collaborative teamwork are pointed out and analysed, namely in terms of the students' perceptions. The data collected include informal feedback from students, monitoring of their marks and academic performance, and answers to two sets of questionnaires: developed for these courses, and institutional. The data indicate students have good opinion of the project-based learning model, though collaborative teamwork is the best rated. The overall efficacy of the models was analysed (sum of their effectiveness, efficiency and attractiveness). The collaborative model was found more adequate.

  14. Assessing instructor intervention upon the perceptions, attitudes, and anxieties of community college biology students toward cooperative learning

    NASA Astrophysics Data System (ADS)

    Gafford, Kenneth Allen

    The differences between two experimental groups using cooperative learning activities were examined during the initial eight weeks of a biology course. While both groups participated in the same cooperative learning activities, only one group received deliberate instructor interventions. These interventions were designed to help students think positively about working in cooperative learning groups while alleviating anxiety toward cooperative learning. Initially, all students were uncomfortable and reported trouble staying focused during cooperative learning. The final quantitative results indicated that the group who received the interventions had more positive perceptions toward cooperative learning but their attitudes and anxiety levels showed no significant difference from the non-intervention group; advantages occurred specifically for thinking on task, student engagement, perceptions of task importance, and best levels of challenge and skill. Intervention participants had a higher mean score on the class exam administered during the eight-week study but it was not significantly different. Qualitative data revealed that the intervention participants experienced greater overall consequence, mainly in the areas of engagement, believed skill, and self-worth. According to flow theory, when students are actively engaged, the probability of distraction by fears and unrelated ideas is reduced, for instance, how they are perceived by others. These findings corroborate constructivist theories, particularly the ones relative to students working in cooperative groups. Researchers should continue to use appropriate methods to further explore how students of various abilities and developmental levels are affected by their perceptions, attitudes, and anxieties relative to different instructional contexts. Given the highly contextual nature of students' learning and motivation, researchers need to examine a number of meaningful questions by comparing students' perceptions

  15. Communication on a problem solving task in cooperative learning groups

    NASA Astrophysics Data System (ADS)

    Sadler, Jo; Fawns, Rod

    1992-12-01

    There is some evidence from this study that reflectivity within cooperative learning groups develops over time. Preliminary observations suggest that Slavin's third and fourth levels of skills, those of reflection and reasoning and reconception and reformulation and Kempa and Ayob's higher levels of explanation and insight appear more advanced in groups strategically managed by teachers for such outcomes. Later analyses will permit more detailed accounts of the relationships between the teacher's management strategies, and reflection within groups of different gender composition.

  16. CLEW: A Cooperative Learning Environment for the Web.

    ERIC Educational Resources Information Center

    Ribeiro, Marcelo Blois; Noya, Ricardo Choren; Fuks, Hugo

    This paper outlines CLEW (collaborative learning environment for the Web). The project combines MUD (Multi-User Dimension), workflow, VRML (Virtual Reality Modeling Language) and educational concepts like constructivism in a learning environment where students actively participate in the learning process. The MUD shapes the environment structure.…

  17. Teachers as learners in a cooperative learning biochemistry class.

    PubMed

    Osgood, Marcy P; Mitchell, Steve M; Anderson, William L

    2005-11-01

    Upper level college students majoring in biochemistry at the University of New Mexico have the opportunity to participate in an advanced biochemistry course entitled "Biochemistry Education." This course introduces theories of teaching and learning, provides opportunities for participation in course organization, design, and assessment strategies, and requires practice in lecturing, exam writing, and grading. One component of this course required the biochemistry majors to act as educational assistants, leading problem-based learning sessions in a cooperative learning introductory survey biochemistry course for nonmajors. Problem-based learning scenarios used in this course were based on real-life biochemistry problems. As a result of their participation, the educational assistants increased their understanding of the biochemistry principles, gained an appreciation for the difficulty of the job of a "good teacher," developed new approaches to their own learning, and became more confident speakers. The participating biochemistry faculty were also positively affected by the collaborative approach they were attempting to model for the two sets of students and realized the benefits of truly cooperative team teaching.

  18. Cooperative-Experiential Learning: Using Student-Developed Games to Increase Knowledge Retention

    ERIC Educational Resources Information Center

    Camp, Kerri M.; Avery, Sherry; Lirely, Roger

    2012-01-01

    Previous literature has discussed the use of cooperative and experiential learning as a means of augmenting student involvement in the learning process. Teamwork has been one method of employing cooperative learning and having students play games has been used extensively in experiential learning approaches. Often the two pedagogies are employed…

  19. The Effects of Cooperative Learning on Self-Esteem: A Literature Review.

    ERIC Educational Resources Information Center

    Tedesco, Lucyann M.

    Cooperative learning involves students working in small groups or teams to help each other learn academic material. Cooperative learning strategies are organized, highly structured methods that usually involve formal presentation of information, student practice and coaching in learning teams, individual assessment of mastery, and public…

  20. An Enhanced Genetic Approach to Composing Cooperative Learning Groups for Multiple Grouping Criteria

    ERIC Educational Resources Information Center

    Hwang, Gwo-Jen; Yin, Peng-Yeng; Hwang, Chi-Wei; Tsai, Chin-Chung

    2008-01-01

    Cooperative learning is known to be an effective educational strategy in enhancing the learning performance of students. The goal of a cooperative learning group is to maximize all members' learning efficacy. This is accomplished via promoting each other's success, through assisting, sharing, mentoring, explaining, and encouragement. To achieve…

  1. Cooperative Learning for Students with Learning Disabilities: Teacher and Child Contributions to Successful Participation.

    ERIC Educational Resources Information Center

    O'Connor, Rollanda E.; Jenkins, Joseph R.

    The experience of students with learning disabilities during cooperative learning reading lessons with peers without disabilities was studies ovr the course of 2 years. In the first year of research observations were conducted in one elementary school. Twelve children with mild disabilities and 12 students who were average in performance were…

  2. Using Strategy Cards to Enhance Cooperative Learning for Students with Learning Disabilities.

    ERIC Educational Resources Information Center

    Goor, Mark; And Others

    1996-01-01

    The classroom technique of using strategy cards in cooperative learning situations for students with learning disabilities is explained. Guidelines and a script on how to instruct students to use the cards are provided. An example of a strategy card is illustrated. (CR)

  3. Public Libraries and Cooperative Extension as Community Partners for Lifelong Learning and Learning Cities

    ERIC Educational Resources Information Center

    Peich, Alysia; Fletcher, Cynthia Needles

    2015-01-01

    This chapter examines the parallel histories and visions of public libraries and land-grant universities' Cooperative Extension in providing lifelong learning opportunities; it illustrates how partnerships between organizations can enhance the vibrancy of adult education in the context of learning cities.

  4. Motivating Students To Learn through Multiple Intelligences, Cooperative Learning, and Positive Discipline.

    ERIC Educational Resources Information Center

    Baldes, Deborah; Cahill, Christy; Moretto, Felicia

    This action research project implemented and evaluated a program to motivate students to learn through multiple intelligences, cooperative learning, and positive discipline. The targeted population consisted of students in kindergarten, fourth grade, and sixth grade at two grade school and one middle school sites. Evidence of lack of motivation…

  5. Collegiality in the Classroom: The Use of Peer Learning Assistants in Cooperative Learning in Introductory Biology.

    ERIC Educational Resources Information Center

    Groccia, James E.; Miller, Judith E.

    1996-01-01

    Experienced undergraduate students served as Peer Learning Assistants (PLAs) to facilitate group process and dynamics in cooperative learning groups. Use of this model in large classes (150 students) resulted in significant improvement in group performance and satisfaction with group experience. PLAs defused conflict within groups, and faculty…

  6. Action Learning, Team Learning and Co-Operation in the Czech Republic

    ERIC Educational Resources Information Center

    Kubatova, Slava

    2012-01-01

    This account of practice presents two cases of the application of Action Learning (AL) communication methodology as described by Marquardt [2004. "Optimising the power of action learning". Mountain View, CA: Davies-Black Publishing]. The teams were Czech and international top management teams. The AL methodology was used to improve cooperation and…

  7. Active Learning Crosses Generations.

    ERIC Educational Resources Information Center

    Woodard, Diane K.

    2002-01-01

    Describes the benefits of intergenerational programs, highlighting a child care program that offers age-appropriate and mutually beneficial activities for children and elders within a nearby retirement community. The program has adopted High/Scope's active learning approach to planning and implementing activities that involve both generations. The…

  8. Technology Learning Activities I.

    ERIC Educational Resources Information Center

    International Technology Education Association, Reston, VA.

    This guide contains 30 technology learning activities. Activities may contain all or some of the following: an introduction, objectives, materials and equipment, challenges, limitations, notes and investigations, resources and references used, and evaluation ideas. Activity titles are: (1) Occupations in Construction Technology; (2) Designing a…

  9. Learning science in a cooperative setting: Academic achievement and affective outcomes

    NASA Astrophysics Data System (ADS)

    Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

    provide specific assignments and individual contributions from each group member. Cognitive as well as social benefits are expected, as students clarify their own understanding and share their insights and ideas with each other as they interact within the group (Deutsch, 1949).Experiments in the science laboratory have always required students to work in groups of two to four, due to the constraints of experimental processes and limited equipment and sup- plies. Thus, science courses are a natural curriculum area for examining cooperative learning practices. Now that cooperative methods are being refined to develop particular capabilities in the students, science teachers need to examine ways of structuring specific tasks to achieve the academic, affective, and socialization goals for their students. Although most of the studies of cooperative learning in the high school science classroom have centered around the cognitive outcomes of achievement testing and process skills, affective and social outcomes are also significant with students of this age. But few studies in science classes have attempted to assess such aspects of students' progress.As part of a previous revision, the science faculty at the high school where this study was conducted developed an exemplary individualized mastery learning (1ML) program for teaching science. This program seemed to alleviate the severe motivational problems and the extreme individual differences among the students in this rural/bhe-collar community. Students learned to work independently on their science studies. They had almost no lectures and few large group activities. As they worked through their assignments, however, they were free to interdct with other students. Looking in on a typical class, one would see several clusters of two or three students working together, sometimes tutoring each other, sometimes just talking through an assignment. Yet at least half of the class members would be working all alone. The importance of

  10. Effectiveness of Cooperative Learning (Jigsaw II) Method in Teaching English as a Foreign Language to Engineering Students (Case of Firat University, Turkey)

    ERIC Educational Resources Information Center

    Gomleksiz, M. N.

    2007-01-01

    The present study compares the effects of the cooperative jigsaw II method and traditional teacher-centred teaching method on improving vocabulary knowledge and active-passive voice in English as a foreign language for engineering students and the students' attitudes towards learning English. Jigsaw is a cooperative learning model that involves…

  11. Making Cooperative Learning Work in the College Classroom: An Application of the "Five Pillars" of Cooperative Learning to Post-Secondary Instruction

    ERIC Educational Resources Information Center

    Jones, Karrie A.; Jones, Jennifer L.

    2008-01-01

    Cooperative learning is viable yet generally underutilized method of instruction at the college level (Paulsen and Faust, 2008). This paper highlights the work of teacher educator Dr. Paul J. Vermette in his implementation of cooperative learning based practices in a graduate level Multicultural education course. In analyzing the "Five…

  12. Effects of Cooperative Learning on Achievement in Secondary Schools: A Summary of Research.

    ERIC Educational Resources Information Center

    Newmann, Fred M.; Thompson, Judith A.

    This synthesis offers a descriptive inventory of research studies of cooperative learning at the secondary level. While cooperative learning techniques vary, they all share an interest in finding an alternative to "frontal teaching"--the teacher instructing the whole class or individual seatwork by students. Cooperative methods allow students to…

  13. Cooperative Learning as an Academic Intervention for Students with Mild Disabilities.

    ERIC Educational Resources Information Center

    Malmgren, Kimber W.

    1998-01-01

    This article discusses cooperative learning as a strategy for increasing academic achievement for students with mild disabilities. Factors for successful cooperative learning groups include: heterogeneous grouping, tasks cooperative in nature, the existence of positive interdependence, individual accountability, equal opportunities for success,…

  14. Learning science in a cooperative setting: Academic achievement and affective outcomes

    NASA Astrophysics Data System (ADS)

    Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

    provide specific assignments and individual contributions from each group member. Cognitive as well as social benefits are expected, as students clarify their own understanding and share their insights and ideas with each other as they interact within the group (Deutsch, 1949).Experiments in the science laboratory have always required students to work in groups of two to four, due to the constraints of experimental processes and limited equipment and sup- plies. Thus, science courses are a natural curriculum area for examining cooperative learning practices. Now that cooperative methods are being refined to develop particular capabilities in the students, science teachers need to examine ways of structuring specific tasks to achieve the academic, affective, and socialization goals for their students. Although most of the studies of cooperative learning in the high school science classroom have centered around the cognitive outcomes of achievement testing and process skills, affective and social outcomes are also significant with students of this age. But few studies in science classes have attempted to assess such aspects of students' progress.As part of a previous revision, the science faculty at the high school where this study was conducted developed an exemplary individualized mastery learning (1ML) program for teaching science. This program seemed to alleviate the severe motivational problems and the extreme individual differences among the students in this rural/bhe-collar community. Students learned to work independently on their science studies. They had almost no lectures and few large group activities. As they worked through their assignments, however, they were free to interdct with other students. Looking in on a typical class, one would see several clusters of two or three students working together, sometimes tutoring each other, sometimes just talking through an assignment. Yet at least half of the class members would be working all alone. The importance of

  15. Serotonin blockade delays learning performance in a cooperative fish.

    PubMed

    Soares, Marta C; Paula, José R; Bshary, Redouan

    2016-09-01

    Animals use learning and memorizing to gather information that will help them to make ecologically relevant decisions. Neuro-modulatory adjustments enable them to make associations between stimuli and appropriate behavior. A key candidate for the modulation of cooperative behavior is serotonin. Previous research has shown that modulation of the serotonergic system spontaneously affects the behavior of the cleaner wrasse Labroides dimidiatus during interactions with so-called 'client' reef fish. Here, we asked whether shifts in serotonin function affect the cleaners' associative learning abilities when faced with the task to distinguish two artificial clients that differ in their value as a food source. We found that the administration of serotonin 1A receptor antagonist significantly slowed learning speed in comparison with saline treated fish. As reduced serotonergic signaling typically enhances fear, we discuss the possibility that serotonin may affect how cleaners appraise, acquire information and respond to client-derived stimuli via manipulation of the perception of danger. PMID:27107861

  16. Learning to cooperate without awareness in multiplayer minimal social situations.

    PubMed

    Colman, Andrew M; Pulford, Briony D; Omtzigt, David; al-Nowaihi, Ali

    2010-11-01

    Experimental and Monte Carlo methods were used to test theoretical predictions about adaptive learning of cooperative responses without awareness in minimal social situations-games in which the payoffs to players depend not on their own actions but exclusively on the actions of other group members. In Experiment 1, learning occurred slowly over 200 rounds in a dyadic minimal social situation but not in multiplayer groups. In Experiments 2-4, learning occurred rarely in multiplayer groups, even when players were informed that they were interacting strategically and were allowed to communicate with one another but were not aware of the game's payoff structure. Monte Carlo simulation suggested that players approach minimal social situations using a noisy version of the win-stay, lose-shift decision rule, deviating from the deterministic rule less frequently after rewarding than unrewarding rounds.

  17. Activity Based Learning as Self-Accessing Strategy to Promote Learners' Autonomy

    ERIC Educational Resources Information Center

    Ravi, R.; Xavier, P.

    2007-01-01

    The Activity Based Learning (ABL) is unique and effective to attract out-of -school children to schools. It facilitates readiness for learning, instruction, reinforcement and evaluation. ABL has transformed the classrooms into hubs of activities and meaningful learning. Activity-based learning, naturally leads to cooperative learning. Since group…

  18. Effects of Cooperative Learning on the Academic Achievement of Students with Learning Disabilities: An Update of Tateyama-Sniezek's Review.

    ERIC Educational Resources Information Center

    McMaster, Kristen Nyman; Fuchs, Douglas

    2002-01-01

    This article reviews 15 research studies published from 1990 to 2000 examining effects of cooperative learning strategies on the academic achievement of students with learning disabilities. Despite design problems, the review finds that cooperative learning strategies that incorporate individual accountability and group rewards are likely to…

  19. Using Technology-Enhanced, Cooperative, Group-Project Learning for Student Comprehension and Academic Performance

    ERIC Educational Resources Information Center

    Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

    2016-01-01

    Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly…

  20. Cooperative Group, Risk-Taking and Inclusion of Pupils with Learning Disabilities in Physical Education

    ERIC Educational Resources Information Center

    Andre, Amael; Louvet, Benoit; Deneuve, Pascale

    2013-01-01

    The aim of this research was to study the impact of cooperative learning on changes in cooperative behaviours and acceptance amongst pupils with learning disabilities related to risk-taking. One hundred and sixty-eight French first year middle school pupils participated in this study. Thirty-six pupils with learning disabilities were mainstreamed…

  1. The Effect of Cooperative Learning on Students' Achievement and Views on the Science and Technology Course

    ERIC Educational Resources Information Center

    Altun, Sertel

    2015-01-01

    The purpose of this study is to investigate the efficiency of learning plan implementation prepared with the cooperative learning method. In particular, the study addresses the effect of cooperative learning on students' achievement and their views regarding the "Systems in Our Body" unit of the 6th grade Science and Technology lesson.…

  2. The Effectiveness of Cooperative Learning on the Reading Comprehension Skills in Turkish as a Foreign Language

    ERIC Educational Resources Information Center

    Bolukbas, Fatma; Keskin, Funda; Polat, Mustafa

    2011-01-01

    Cooperative learning is a process through which students with various abilities, gender, nationalities and different level of social skills carry out their learning process by working in small groups and helping each other. Cooperative learning is a pedagogical use of small groups which enable students to maximize both their own and others'…

  3. Using Emancipatory Action Research To Implement Cooperative Learning into High School Chemistry Teaching.

    ERIC Educational Resources Information Center

    Yang, Hung-Heng; Tuan, Hsiao-lin

    This study reports on a high school teacher using emancipatory action research to implement cooperative learning strategies in a chemistry class. Data were collected and analyzed using qualitative methods. The findings of the study indicate: (1) students accept cooperative learning if they feel it can increase their ability to learn content; (2)…

  4. Regulation during Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts

    ERIC Educational Resources Information Center

    Schoor, Cornelia; Narciss, Susanne; Körndle, Hermann

    2015-01-01

    This article reviews the terms and concepts that have been used for describing regulation of learning during cooperative and collaborative learning and suggests differentiating them on the basis of which parts of a regulatory feedback loop model are being shared. During cooperative and collaborative learning, not only self-regulation but also the…

  5. Teaching calculus using module based on cooperative learning strategy

    NASA Astrophysics Data System (ADS)

    Arbin, Norazman; Ghani, Sazelli Abdul; Hamzah, Firdaus Mohamad

    2014-06-01

    The purpose of the research is to evaluate the effectiveness of a module which utilizes the cooperative learning for teaching Calculus for limit, derivative and integral. The sample consists of 50 semester 1 students from the Science Programme (AT 16) Sultan Idris Education University. A set of questions of related topics (pre and post) has been used as an instrument to collect data. The data is analyzed using inferential statistics involving the paired sample t-test and the independent t-test. The result shows that students have positive inclination towards the modulein terms of understanding.

  6. Cooperative Learning and Soft Skills Training in an IT Course

    ERIC Educational Resources Information Center

    Zhang, Aimao

    2012-01-01

    Pedagogy of higher education is shifting from passive to active and deep learning. At the same time, the information technology (IT) industry and the Accreditation Board for Engineering and Technology (ABET) are demanding soft skills training. Thus, in designing an IT course, we devised group teaching projects where students learn to work with…

  7. Isolated teenagers, cooperative learning, and the training of social skills.

    PubMed

    Mesch, D; Lew, M; Johnson, D W; Johnson, R

    1986-07-01

    The effects of individual and group contingencies on the achievement and social integration of isolated, learning-disabled students were studied. Five socially isolated and withdrawn eighth-grade students in foreign-language and math classes were subjects. The choice of working alone or in a group with no academic contingency (i.e., bonus points) was compared with working in cooperative learning groups with a group-academic contingency (i.e., bonus points), a group-academic contingency with social-skills training, and a group-academic contingency in combination with a social-skills contingency (i.e., bonus points). The results indicated that the combination of group-academic and social-skills contingencies produced in the socially isolated and withdrawn students the highest rates of appropriate social interaction with peers, acceptance and liking by peers, positive attitudes toward the subject area, and achievement. PMID:3761218

  8. Cooperative learning in a Soil Mechanics course at undergraduate level

    NASA Astrophysics Data System (ADS)

    Pinho-Lopes, M.; Macedo, J.; Bonito, F.

    2011-05-01

    The implementation of the Bologna Process enforced a significant change on traditional learning models, which were focused mainly on the transmission of knowledge. The results obtained in a first attempt at implementation of a cooperative learning model in the Soil Mechanics I course of the Department of Civil Engineering of the University of Aveiro, Portugal, are presented and discussed. The students were confronted with situations recreating a professional atmosphere in Geotechnics. Mandatory project team assignments to be prepared in groups were implemented, where each student had to fulfil specific and rotational roles, namely, laboratory/informatics technician, analyst, reporter and coordinator. To assess the implemented model, several strategies were used: students' feedback; marks monitoring; questionnaires.

  9. Effects of intranasal oxytocin and vasopressin on cooperative behavior and associated brain activity in men

    PubMed Central

    Rilling, James K.; DeMarco, Ashley C.; Hackett, Patrick D.; Thompson, Richmond; Ditzen, Beate; Patel, Rajan; Pagnoni, Giuseppe

    2011-01-01

    The neural mechanisms supporting social bonds between adult men remain uncertain. In this double-blind, placebo-controlled study, we investigate the impact of intranasally administered oxytocin (OT) and vasopressin (AVP) on behavior and brain activity among men in the context of an iterated Prisoner’s Dilemma game, which models a real-life social situation. fMRI results show that, relative to both AVP and placebo, OT increases the caudate nucleus response to reciprocated cooperation, which may augment the reward of reciprocated cooperation and/or facilitate learning that another person can be trusted. OT also enhances left amygdala activation in response to reciprocated cooperation. Behaviorally, OT was associated with increased rates of cooperation following unreciprocated cooperation in the previous round compared with AVP. AVP strongly increased cooperation in response to a cooperative gesture by the partner compared with both placebo and OT. In response to reciprocated cooperation, AVP increased activation in a region spanning known vasopressin circuitry implicated in affiliative behaviors in other species. Finally, both OT and AVP increase amygdala functional connectivity with the anterior insula relative to placebo, which may increase the amygdala’s ability to elicit visceral somatic markers that guide decision making. These findings extend our knowledge of the neural and behavioral effects of OT and AVP to the context of genuine social interactions. PMID:21840129

  10. Learning to cooperate is essential for progress in physics

    NASA Astrophysics Data System (ADS)

    Dickau, Jonathan J.

    2012-06-01

    At the 10th Frontiers of Fundamental Physics symposium, Gerard't Hooft stated that, for some of the advances we hope to see in Physics during the future, there must be a great deal of cooperation between physicists from different disciplines, as well as mathematicians, programmers, technologists, and others. This requires us to evolve a new mindset; however, as so much of our past progress has come out of a fiercely competitive process - especially since a critical review of our ideas about reality remains essential to making clear progress and checking our progress. We must also address the fact that some frameworks appear incompatible, as with relativity and quantum mechanics, whose unification remains distant despite years of attempts to find a quantum gravity theory. I explore the idea that playful exploration, using both left-brained and right-brained approaches to learning, allows us to resolve conflicting ideas by taking advantage of innate human developmental and learning strategies and brain structure. It may thus foster the kind of interdisciplinary cooperation we are hoping to see.

  11. The Problems and Prospects of Using Selected Cooperative Learning Structures in Educating Teachers of English as a Foreign Language.

    ERIC Educational Resources Information Center

    Ghaith, Ghazi M.

    2003-01-01

    Describes the aim, preparation, and procedures of five cooperative learning activities for educating teachers of English as a foreign language. Reports that the activities integrate content and methodology, motivate student teachers, and maximize communication, reinforcement, and cognitive work. Documents the prospects and problems of…

  12. Nutrition. Learning Activity Package.

    ERIC Educational Resources Information Center

    Lee, Carolyn

    This learning activity package on nutrition is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, a list of definitions, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics are…

  13. Grooming. Learning Activity Package.

    ERIC Educational Resources Information Center

    Stark, Pamela

    This learning activity package on grooming for health workers is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics are…

  14. Development and evaluation of an interactive electronic laboratory manual for cooperative learning of medical histology.

    PubMed

    Khalil, Mohammed K; Kirkley, Debbie L; Kibble, Jonathan D

    2013-01-01

    This article describes the development of an interactive computer-based laboratory manual, created to facilitate the teaching and learning of medical histology. The overarching goal of developing the manual is to facilitate self-directed group interactivities that actively engage students during laboratory sessions. The design of the manual includes guided instruction for students to navigate virtual slides, exercises for students to monitor learning, and cases to provide clinical relevance. At the end of the laboratory activities, student groups can generate a laboratory report that may be used to provide formative feedback. The instructional value of the manual was evaluated by a questionnaire containing both closed-ended and open-ended items. Closed-ended items using a five-point Likert-scale assessed the format and navigation, instructional contents, group process, and learning process. Open-ended items assessed student's perception on the effectiveness of the manual in facilitating their learning. After implementation for two consecutive years, student evaluation of the manual was highly positive and indicated that it facilitated their learning by reinforcing and clarifying classroom sessions, improved their understanding, facilitated active and cooperative learning, and supported self-monitoring of their learning.

  15. Effects of Cooperative Learning on Learning Achievement and Group Working Behavior of Junior Students in Modern French Literature Course

    ERIC Educational Resources Information Center

    Orprayoon, Soudaya

    2014-01-01

    This study reported on the results of a quasi-experimental research to explore the effectiveness of using a cooperative learning method on students' academic achievement, their group working behavior and their perception and opinions towards cooperative learning in a Modern French Literature course. The sample included twelve junior students…

  16. Effects of Cooperative Learning Plus Inquiry Method on Student Learning and Attitudes: A Comparative Study for Engineering Economic Classrooms

    ERIC Educational Resources Information Center

    Salehizadeh, M. Reza; Behin-Aein, Noureddin

    2014-01-01

    In the Iranian higher education system, including engineering education, effective implementation of cooperative learning is difficult because classrooms are usually crowded and the students never had a formal group working background in their previous education. In order to achieve the benefits of cooperative learning in this condition, this…

  17. Cooperative learning and algebra performance of eighth grade students in United Arab Emirates.

    PubMed

    Alkhateeb, Haitham M; Jumaa, Mustafa

    2002-02-01

    This study investigated the effect of cooperative learning on eighth grade students' performance in algebra. 54 boys and 57 girls in four middle-school mathematics classes of Grade 8 in the UAE participated. Over a 3-wk. period, two classes (57 students) were taught using a cooperative learning method, and the other two classes (54 students) were taught using the traditional lecture method. Analysis of covariance using pretest scores as a covariant showed no statistically significant increase in the algebra performance for students in the cooperative learning groups compared with the traditional groups. However, boys in the cooperative setting improved significantly on the performance test compared with boys in the traditional setting.

  18. Enhancing Outcomes in School Science for Pupils during Transition from Elementary School Using Cooperative Learning

    ERIC Educational Resources Information Center

    Thurston, Allen; Christie, Donald; Karagiannidou, Eleni; Murray, Pauline; Tolmie, Andrew; Topping, Keith

    2010-01-01

    This article reports data from a 2-year longitudinal study on cooperative learning in school science. The study reported the effects of cooperative learning in science on science attainment, effective development and social connectedness, and interactions during transition from elementary to high school in rural and urban school settings. The…

  19. The Effect of Cooperative Learning as an Instructional Practice at the College Level.

    ERIC Educational Resources Information Center

    Courtney, Daria Paul; And Others

    The purpose of this study was to determine the effects of cooperative learning on the attitude and achievement of teachers enrolled in a graduate statistics course. Thirty students received instruction from a faculty member fully trained in cooperative learning methodology. A nine-item survey was administered at the conclusion of the course.…

  20. Moving beyond Lecture: Cooperative Learning and the Secondary Social Studies Classroom

    ERIC Educational Resources Information Center

    Nagel, Paul

    2008-01-01

    Coke (2005) argues that vertical cooperative learning is needed between elementary and secondary school teachers. While this would help with the transition between grades and subjects, it is dependent upon school principals to implement these cooperative learning meetings. Drawing upon prior experience, the author advocates that pre-service social…

  1. Cooperative Learning in a Hong Kong Primary School: Perceptions, Problems and Accommodation

    ERIC Educational Resources Information Center

    Chan, Kam Wing

    2014-01-01

    Some educators may see cooperative learning as a Western pedagogy that is difficult to use in Eastern countries with a Confucian Heritage, while others argue that the philosophy of Confucius parallels the elements of cooperative learning. This article reports the key findings of a 2-year longitudinal study that investigated the perceptions of…

  2. A Validity and Reliability Study of the Online Cooperative Learning Attitude Scale (OCLAS)

    ERIC Educational Resources Information Center

    Korkmaz, Ozgen

    2012-01-01

    Determination of students' attitudes towards online cooperative learning is an important issue, which has not been studied adequately. In the literature, there are few scales to measure the attitude towards online cooperative learning for which validity and reliability have been proven. The main purpose of this study is to develop an attitude…

  3. Why Is Collaboration Good for My Child? Engaging Families in Understanding the Benefits of Cooperative Learning

    ERIC Educational Resources Information Center

    Kumar, Rashmi

    2009-01-01

    Cooperative learning (CL) structures allow students to excel academically and succeed in interpersonal skills. However, during parent-teacher conferences, several parents express doubt about the effectiveness of cooperative learning techniques with children who have been identified as gifted learners (based on teachers' recommendations, followed…

  4. A Conceptual Framework for the Cultural Integration of Cooperative Learning: A Thai Primary Mathematics Education Perspective

    ERIC Educational Resources Information Center

    Park, Ji Yong; Nuntrakune, Tippawan

    2013-01-01

    The Thailand education reform adopted cooperative learning to improve the quality of education. However, it has been reported that the introduction and maintenance of cooperative learning has been difficult and uncertain because of the cultural differences. The study proposed a conceptual framework developed based on making a connection between…

  5. Cooperative Learning and the Academically Talented Student. Research-Based Decision Making Series.

    ERIC Educational Resources Information Center

    Robinson, Ann

    The research base on cooperative learning was examined for its applicability to academically talented students. Common types of cooperative learning are described with highlights of the model characteristics as they apply to academically talented students. The models include: Teams-Games-Tournament (TGT); Student Teams Achievement Divisions…

  6. Cooperative Learning: Attitudes, Perceptions, and Achievement in a Traditional, Online, and Hybrid Instructional Setting

    ERIC Educational Resources Information Center

    Duckworth, Allison Hardin

    2010-01-01

    Cooperative learning has been sufficiently studied to be accepted as an effective method of education. Student reception of cooperative learning, and therefore the degree of its success in a given situation, will depend on the mode of delivery. New technology for delivering courses totally online challenges many aspects of traditional education,…

  7. Team Learning: Through the Relational Dynamics of Co-operation and Rivalry in Team Communities

    ERIC Educational Resources Information Center

    Lotz, Maja

    2010-01-01

    This paper explores the constructive links between cooperation, rivalry, and learning within the structure of team communities. Drawing upon social learning theory and qualitative data from case studies conducted in Danish team-based firms, the main purpose is to argue that both cooperation and rivalry are important triggers for mobilizing…

  8. Cooperative Learning: A Response to Linguistic and Cultural Diversity. Language in Education: Theory and Practice 81.

    ERIC Educational Resources Information Center

    Holt, Daniel D., Ed.

    Essays on cooperative learning focus on the use of this strategy to address the special needs of linguistically and culturally diverse student groups in elementary and secondary education. The volume contains several essays on theory, principles, and techniques of cooperative learning and a series of model instructional units for a variety of…

  9. The Impact of Cooperative Learning on Tertiary EFL Learners' Motivation

    ERIC Educational Resources Information Center

    Ning, Huiping; Hornby, Garry

    2014-01-01

    This study was aimed at investigating the impact of cooperative learning on the motivation of tertiary English learners. Participants were from two randomly assigned classes at a university in the north of China. A pre-test-post-test control group design was employed to compare the impact of the cooperative learning approach with that of…

  10. Effects of Cooperative versus Individual Study on Learning and Motivation after Reward-Removal

    ERIC Educational Resources Information Center

    Sears, David A.; Pai, Hui-Hua

    2012-01-01

    Rewards are frequently used in classrooms and recommended as a key component of well-researched methods of cooperative learning (e.g., Slavin, 1995). While many studies of cooperative learning find beneficial effects of rewards, many studies of individuals find negative effects (e.g., Deci, Koestner, & Ryan, 1999; Lepper, 1988). This may be…

  11. The Effects of Cooperative Learning Strategies on Vocabulary Skills of 4th Grade Students

    ERIC Educational Resources Information Center

    Bilen, Didem; Tavil, Zekiye Müge

    2015-01-01

    This study was carried out to investigate the effects of cooperative learning strategies on the vocabulary skills of 4th grade students. The study was also designed to ascertain the attitudes of the students in the experimental group towards cooperative learning. Out of 96 4th grade students enrolled in the private school where the study took…

  12. Structuring Cooperative Learning for Motivation and Conceptual Change in the Concepts of Mixtures

    ERIC Educational Resources Information Center

    Belge Can, Hatice; Boz, Yezdan

    2016-01-01

    This study investigates the effect of structuring cooperative learning based on conceptual change approach on grade 9 students' understanding the concepts of mixtures and their motivation, compared with traditional instruction. Among six classes of a high school, two of them were randomly assigned to cooperative learning group where students were…

  13. Learning Activities for an Undergraduate Mineralogy/Petrology Course-"I Am/We Are."

    ERIC Educational Resources Information Center

    Goodell, Philip C.

    2001-01-01

    Introduces an entry level mineralogy/igneous petrology course designed for undergraduate students and presents a series of learning activities based on individual and cooperative learning. Includes 18 references. (Author/YDS)

  14. Optimal cooperative control synthesis of active displays

    NASA Technical Reports Server (NTRS)

    Garg, S.; Schmidt, D. K.

    1986-01-01

    The utility of augmenting displays to aid the human operator in controlling high order complex systems is well known. Analytical evaluation of various display designs for a simple k/s sup 2 plant in a compensatory tracking task using an optimal Control Model (OCM) of human behavior is carried out. This analysis reveals that significant improvement in performance should be obtained by skillful integration of key information into the display dynamics. The cooperative control synthesis technique previously developed to design pilot-optimal control augmentation is extended to incorporate the simultaneous design of performance enhancing augmented displays. The application of the cooperative control synthesis technique to the design of augmented displays is discussed for the simple k/s sup 2 plant. This technique is intended to provide a systematic approach to design optimally augmented displays tailored for specific tasks.

  15. Optimal cooperative control synthesis of active displays

    NASA Technical Reports Server (NTRS)

    Garg, S.; Schmidt, D. K.

    1985-01-01

    The utility of augmenting displays to aid the human operator in controlling high order complex systems is well known. Analytical evaluations of various display designs for a simple k/s-squared plant in a compensatory tracking task using an Optimal Control Model (OCM) of human behavior is carried out. This analysis reveals that significant improvement in performance should be obtained by skillful integration of key information into the display dynamics. The cooperative control synthesis technique previously developed to design pilot-optimal control augmentation is extended to incorporate the simultaneous design of performance enhancing augmented displays. The application of the cooperative control synthesis technique to the design of augmented displays is discussed for the simple k/s-squared plant. This technique is intended to provide a systematic approach to design optimally augmented displays tailored for specific tasks.

  16. Cooperative Learning Instruction for Conceptual Change in the Concepts of Chemical Kinetics

    ERIC Educational Resources Information Center

    Kirik, Ozgecan Tastan; Boz, Yezdan

    2012-01-01

    Learning is a social event and so the students need learning environments that enable them to work with their peers so that they can learn through their interactions. This study discusses the effectiveness of cooperative learning compared to traditional instruction in terms of students' motivation and understanding of chemical kinetics in a high…

  17. Cooperative Learning Model toward a Reading Comprehensions on the Elementary School

    ERIC Educational Resources Information Center

    Murtono

    2015-01-01

    The purposes of this research are: (1) description of reading skill the students who join in CIRC learning model, Jigsaw learning model, and STAD learning model; (2) finding out the effective of learning model cooperative toward a reading comprehensions between the students who have high language logic and low language logic; and (3) finding out…

  18. Diverse strategy-learning styles promote cooperation in evolutionary spatial prisoner's dilemma game

    NASA Astrophysics Data System (ADS)

    Liu, Run-Ran; Jia, Chun-Xiao; Rong, Zhihai

    2015-11-01

    Observational learning and practice learning are two important learning styles and play important roles in our information acquisition. In this paper, we study a spacial evolutionary prisoner's dilemma game, where players can choose the observational learning rule or the practice learning rule when updating their strategies. In the proposed model, we use a parameter p controlling the preference of players choosing the observational learning rule, and found that there exists an optimal value of p leading to the highest cooperation level, which indicates that the cooperation can be promoted by these two learning rules collaboratively and one single learning rule is not favor the promotion of cooperation. By analysing the dynamical behavior of the system, we find that the observational learning rule can make the players residing on cooperative clusters more easily realize the bad sequence of mutual defection. However, a too high observational learning probability suppresses the players to form compact cooperative clusters. Our results highlight the importance of a strategy-updating rule, more importantly, the observational learning rule in the evolutionary cooperation.

  19. Active Learning Using Hint Information.

    PubMed

    Li, Chun-Liang; Ferng, Chun-Sung; Lin, Hsuan-Tien

    2015-08-01

    The abundance of real-world data and limited labeling budget calls for active learning, an important learning paradigm for reducing human labeling efforts. Many recently developed active learning algorithms consider both uncertainty and representativeness when making querying decisions. However, exploiting representativeness with uncertainty concurrently usually requires tackling sophisticated and challenging learning tasks, such as clustering. In this letter, we propose a new active learning framework, called hinted sampling, which takes both uncertainty and representativeness into account in a simpler way. We design a novel active learning algorithm within the hinted sampling framework with an extended support vector machine. Experimental results validate that the novel active learning algorithm can result in a better and more stable performance than that achieved by state-of-the-art algorithms. We also show that the hinted sampling framework allows improving another active learning algorithm designed from the transductive support vector machine. PMID:26079748

  20. Using technology-enhanced, cooperative, group-project learning for student comprehension and academic performance

    NASA Astrophysics Data System (ADS)

    Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

    2016-05-01

    Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly divided into two groups, participated in this study and provided data through questionnaires issued before and after the experiment. The results, obtained through analyses of variance and structural equation modelling, reveal that technology-enhanced, cooperative, group-project learning improves students' comprehension and academic performance.

  1. Design of Online Report Writing Based on Constructive and Cooperative Learning for a Course on Traditional General Physics Experiments

    ERIC Educational Resources Information Center

    Lo, Hao-Chang

    2013-01-01

    The objective of this study was to develop an online report writing activity that was a constructive and cooperative learning process for a course on traditional general physics experiments. Wiki, a CMC authoring tool, was used to construct the writing platform. Fifty-eight undergraduate students (33 men and 25 women), working in randomly assigned…

  2. Diverse roles of the reduced learning ability of players in the evolution of cooperation

    NASA Astrophysics Data System (ADS)

    Wu, Zhi-Xi; Rong, Zhihai; Chen, Michael Z. Q.

    2015-05-01

    Individual heterogeneity in the reproductive rate is found to play an important role in the emergence and persistence of cooperation. Most of the existing literature focused mainly on the enhancement of cooperation by the introduction of inhomogeneous teaching capability of the individuals. It is far from clear how the heterogeneous learning ability of the individuals affects the evolution of cooperation. To fill this research gap, we make comparative studies of the evolutionary spatial prisoner's dilemma game with reduced learning or teaching ability of the players, under both synchronous and asynchronous strategy updating schemes. By carrying out extensive computer simulations, we show that cooperation can always be facilitated if the inhomogeneous teaching ability of the players is considered, irrespectively of the strategy updating manner. By contrast, cooperation is promoted (inhibited) in the case of synchronous (asynchronous) strategy updating, if heterogeneous learning ability is considered, which is attributed to the reduced ability of cooperators to expand their domains.

  3. Promotion of Cooperation in a Spatial Public Goods Game with Long Range Learning and Mobility

    NASA Astrophysics Data System (ADS)

    Xiao, Yao; Hua, Da-Yin

    2012-11-01

    We studied the effect of population density in a spatial public goods game. We found that the effect on the evolution of cooperation is very complex when the strategy learning and mobility of players in a long range are considered in a two-dimensional lattice. As the learning range is larger than the mobility range, the system is driven to enter into a cooperation state for a low population density, because a small local group is beneficial to sustain a high level of cooperation. As population density increases to a moderate range, the mobility of players from a domain invaded by defectors supports the evolution stability of cooperation. When the mobility range is larger than the learning range, a formation of compact domains of cooperators promotes cooperation as the population density becomes high.

  4. Is Peer Interaction Necessary for Optimal Active Learning?

    PubMed Central

    Farmer, Jan Keith; Peterson, Ernie

    2014-01-01

    Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a “lecture” course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises. PMID:26086656

  5. Is Peer Interaction Necessary for Optimal Active Learning?

    PubMed

    Linton, Debra L; Farmer, Jan Keith; Peterson, Ernie

    2014-01-01

    Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a "lecture" course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises.

  6. Cooperative Learning in Rural and Small Schools. Rural/Small Schools Network Information Exchange: Number 10, Spring 1991.

    ERIC Educational Resources Information Center

    Regional Laboratory for Educational Improvement of the Northeast & Islands, Andover, MA.

    This packet includes reprints of journal articles and other resources pertaining to cooperative learning strategies in small, rural schools. The four sections of the packet cover introduction to cooperative learning, examples of how team strategies and cooperative learning can be used, issues such as program evaluation and public relations, and…

  7. Optimal cooperative control synthesis of active displays

    NASA Technical Reports Server (NTRS)

    Gary, Sanjay; Schmidt, David K.

    1987-01-01

    A technique is developed that is intended to provide a systematic approach to synthesizing display augmentation for optimal manual control in complex, closed-loop tasks. A cooperative control synthesis technique, previously developed to design pilot-optimal control augmentation for the plant, is extended to incorporate the simultaneous design of performance enhancing displays. The technique utilizes an optimal control model of the man in the loop. It is applied to the design of a quickening control law for a display and a simple K/(s squared) plant, and then to an F-15 type aircraft in a multichannel task. Utilizing the closed-loop modeling and analysis procedures, the results from the display design algorithm are evaluated and an analytical validation is performed. Experimental validation is recommended for future efforts.

  8. Optimal cooperative control synthesis of active displays

    NASA Technical Reports Server (NTRS)

    Garg, S.; Schmidt, D. K.

    1985-01-01

    A technique is developed that is intended to provide a systematic approach to synthesizing display augmentation for optimal manual control in complex, closed-loop tasks. A cooperative control synthesis technique, previously developed to design pilot-optimal control augmentation for the plant, is extended to incorporate the simultaneous design of performance enhancing displays. The technique utilizes an optimal control model of the man in the loop. It is applied to the design of a quickening control law for a display and a simple K/s(2) plant, and then to an F-15 type aircraft in a multi-channel task. Utilizing the closed loop modeling and analysis procedures, the results from the display design algorithm are evaluated and an analytical validation is performed. Experimental validation is recommended for future efforts.

  9. Measuring the Effect of an Online Learning Community on Engineering Cooperative Education Students' Perceived and Measured Learning

    ERIC Educational Resources Information Center

    Todd, Anita M.

    2013-01-01

    This quasi-experimental, static-group comparison study of two non-equivalent groups examined how Work-Integrated Learning (WIL) community participation of at-work, cooperative education students affected student perceived performance, perceived learning, and measured learning with student grade point average (GPA) and work term as covariates. The…

  10. Cooperative Learning: Smart Pedagogy and Tools for Online and Hybrid Courses

    ERIC Educational Resources Information Center

    Gradel, Kathleen; Edson, Alden J.

    2011-01-01

    This article focuses on meshing technology-enhanced learning with cooperative learning pedagogy, to address teaching/learning challenges in higher education online and hybrid courses. Illustrations of implementation are made using coursework exemplars. Start-up solutions and sample applications are summarized. The purposes of this article are to…

  11. ACTIVITY LEVEL AND LEARNING EFFECTIVENESS.

    ERIC Educational Resources Information Center

    SJOGREN, DOUGLAS D.; STAKE, ROBERT E.

    A STUDY OF LEARNING ACTIVITY EXPLORED (1) AN ACTIVITY-ACHIEVEMENT SCALE TO DESCRIBE THE IMPACT OF ACTIVITY ON ACHIEVEMENT AND (2) THE POSSIBLE COMPLEXITY OR DIMENSIONALITY OF THIS IMPACT. TEN GROUPS, OF 10 COLLEGE UNDERGRADUATE STUDENTS EACH, WERE SCHEDULED TO STUDY UNDER EACH OF 10 LEARNING SITUATIONS. THE SITUATIONS CONSISTED OF TWO MODES OF…

  12. Activating the Desire to Learn

    ERIC Educational Resources Information Center

    Sullo, Bob

    2007-01-01

    Wouldn't your job be easier if students were just more interested in learning? Now, here's a book that will open your eyes to where the desire to learn actually comes from and what teachers can really do to activate it. Using stories from classroom teachers, counselors, administrators, and students, Bob Sullo explains why the desire to learn is…

  13. Plastics in Our Environment: A Jigsaw Learning Activity

    ERIC Educational Resources Information Center

    Hampton, Elaine; Wallace, Mary Ann; Lee, Wen-Yee

    2009-01-01

    In this lesson, a ready-to-teach cooperative reading activity, students learn about the effects of plastics in our environment, specifically that certain petrochemicals act as artificial estrogens and impact hormonal activities. Much of the content in this lesson was synthesized from recent medical research about the impact of xenoestrogens and…

  14. Cooperative Learning about Nature of Science with a Case from the History of Science

    ERIC Educational Resources Information Center

    Wolfensberger, Balz; Canella, Claudia

    2015-01-01

    This paper reports a predominantly qualitative classroom study on cooperative learning about nature of science (NOS) using a case from the history of science. The purpose of the research was to gain insight into how students worked with the historical case study during cooperative group work, how students and teachers assessed the teaching unit,…

  15. Students' Preferences for Cooperative Learning Instructional Approaches: Considerations for College Teachers

    ERIC Educational Resources Information Center

    Arra, Christopher T.; D'Antonio, Mark D.; D'Antonio, Mark, Jr.

    2011-01-01

    Student acceptability of various teaching formats and techniques is an important factor for teachers to consider in determining their usage and effectiveness. Cooperative learning is a technique that is utilized by teachers from elementary through higher education. The present study compared the acceptability of three cooperative learning…

  16. Experimental Evaluation of the Effects of Cooperative Learning on Kindergarten Children's Mathematics Ability

    ERIC Educational Resources Information Center

    Artut, Perihan Dinc

    2009-01-01

    The aims of this study were to investigate the effects of cooperative learning on the mathematics ability and cooperative social behaviours of kindergarten children and to evaluate teachers' perspectives on the application of the program. One control (n = 17) and one experimental group (n = 17) were studied. In the experimental group, a curriculum…

  17. Situating Students' Motivation in Cooperative Learning Contexts: Proposing Different Levels of Goal Orientations

    ERIC Educational Resources Information Center

    Kim, Jung-In; Kim, Myoungsook; Svinicki, Marilla D.

    2012-01-01

    The present studies aimed to reexamine college students' achievement goal orientations by situating their motivation in a cooperative learning context. The authors proposed and validated a scale of 3 levels of trichotomous achievement goal orientations. In Study 1, confirmatory factor analyses supported that, in laboratory cooperative learning…

  18. Informal Learning Processes in a Worker Co-Operative. NALL Working Paper.

    ERIC Educational Resources Information Center

    Quarter, Jack; Midha, Harish

    A study was conducted to understand the informal learning processes of the members of a worker natural foods store cooperative, The Big Carrot, in Toronto. Eight members with central roles in the natural foods retailer were interviewed. In addition, key documents and other writings on the cooperative were examined. The data indicate that members…

  19. Cooperative Learning in Israel's Jewish and Arab Schools: A Community Approach.

    ERIC Educational Resources Information Center

    Hertz-Lazarowitz, Rachel

    1999-01-01

    Describes the creation of the cooperation, investigation, literacy, and community (CILC) model within a holistic educational project in Acre, a Jewish-Arab mixed city in northern Israel, focusing on the implementation of cooperative learning at the schools and the work of the dropout investigative task force which was created to build community in…

  20. Pedagogic Effects of Cooperative Learning Assessment in the Chemistry I Classroom

    ERIC Educational Resources Information Center

    Champion, Jennifer

    2011-01-01

    Over the last 30 years, there has been ongoing research and debate concerning the implementation and effectiveness of cooperative learning in the classroom. The problem is determining the fair assignment of individual grades while using cooperative work. Teachers have limited time to compile, equate, and convert group grades for each student. The…

  1. Learning and innovative elements of strategy adoption rules expand cooperative network topologies.

    PubMed

    Wang, Shijun; Szalay, Máté S; Zhang, Changshui; Csermely, Peter

    2008-01-01

    Cooperation plays a key role in the evolution of complex systems. However, the level of cooperation extensively varies with the topology of agent networks in the widely used models of repeated games. Here we show that cooperation remains rather stable by applying the reinforcement learning strategy adoption rule, Q-learning on a variety of random, regular, small-word, scale-free and modular network models in repeated, multi-agent Prisoner's Dilemma and Hawk-Dove games. Furthermore, we found that using the above model systems other long-term learning strategy adoption rules also promote cooperation, while introducing a low level of noise (as a model of innovation) to the strategy adoption rules makes the level of cooperation less dependent on the actual network topology. Our results demonstrate that long-term learning and random elements in the strategy adoption rules, when acting together, extend the range of network topologies enabling the development of cooperation at a wider range of costs and temptations. These results suggest that a balanced duo of learning and innovation may help to preserve cooperation during the re-organization of real-world networks, and may play a prominent role in the evolution of self-organizing, complex systems.

  2. Active Learning with Irrelevant Examples

    NASA Technical Reports Server (NTRS)

    Mazzoni, Dominic; Wagstaff, Kiri L.; Burl, Michael

    2006-01-01

    Active learning algorithms attempt to accelerate the learning process by requesting labels for the most informative items first. In real-world problems, however, there may exist unlabeled items that are irrelevant to the user's classification goals. Queries about these points slow down learning because they provide no information about the problem of interest. We have observed that when irrelevant items are present, active learning can perform worse than random selection, requiring more time (queries) to achieve the same level of accuracy. Therefore, we propose a novel approach, Relevance Bias, in which the active learner combines its default selection heuristic with the output of a simultaneously trained relevance classifier to favor items that are likely to be both informative and relevant. In our experiments on a real-world problem and two benchmark datasets, the Relevance Bias approach significantly improved the learning rate of three different active learning approaches.

  3. Effects of cooperative, competitive, and individualistic learning on students' achievement in science class

    NASA Astrophysics Data System (ADS)

    Humphreys, Barbara; Johnson, Roger T.; Johnson, David W.

    The effects on students' achievement and attitudes of cooperative, competitive, and individualistic instruction were compared in ninth-grade physical science classes. Forty-four students were included in the study. Students were randomly assigned to conditions stratifying for sex. The results indicate that cooperative learning experiences promoted greater mastery and retention of the material being taught as well as more positive attitudes toward the experience than did competitive and individualistic learning experiences.

  4. Cooperation and Coordination Between Fuzzy Reinforcement Learning Agents in Continuous State Partially Observable Markov Decision Processes

    NASA Technical Reports Server (NTRS)

    Berenji, Hamid R.; Vengerov, David

    1999-01-01

    Successful operations of future multi-agent intelligent systems require efficient cooperation schemes between agents sharing learning experiences. We consider a pseudo-realistic world in which one or more opportunities appear and disappear in random locations. Agents use fuzzy reinforcement learning to learn which opportunities are most worthy of pursuing based on their promise rewards, expected lifetimes, path lengths and expected path costs. We show that this world is partially observable because the history of an agent influences the distribution of its future states. We consider a cooperation mechanism in which agents share experience by using and-updating one joint behavior policy. We also implement a coordination mechanism for allocating opportunities to different agents in the same world. Our results demonstrate that K cooperative agents each learning in a separate world over N time steps outperform K independent agents each learning in a separate world over K*N time steps, with this result becoming more pronounced as the degree of partial observability in the environment increases. We also show that cooperation between agents learning in the same world decreases performance with respect to independent agents. Since cooperation reduces diversity between agents, we conclude that diversity is a key parameter in the trade off between maximizing utility from cooperation when diversity is low and maximizing utility from competitive coordination when diversity is high.

  5. Student Perceptions of Active Learning

    ERIC Educational Resources Information Center

    Lumpkin, Angela; Achen, Rebecca M.; Dodd, Regan K.

    2015-01-01

    A paradigm shift from lecture-based courses to interactive classes punctuated with engaging, student-centered learning activities has begun to characterize the work of some teachers in higher education. Convinced through the literature of the values of using active learning strategies, we assessed through an action research project in five college…

  6. Floriculture. Selected Learning Activity Packages.

    ERIC Educational Resources Information Center

    Clemson Univ., SC. Vocational Education Media Center.

    This series of learning activity packages is based on a catalog of performance objectives, criterion-referenced measures, and performance guides for gardening/groundskeeping developed by the Vocational Education Consortium of States (V-TECS). Learning activity packages are presented in four areas: (1) preparation of soils and planting media, (2)…

  7. In Defense of Active Learning

    ERIC Educational Resources Information Center

    Pica, Rae

    2008-01-01

    Effective early childhood teachers use what they know about and have observed in young children to design programs to meet children's developmental needs. Play and active learning are key tools to address those needs and facilitate children's early education. In this article, the author discusses the benefits of active learning in the education of…

  8. Strategies to Increase Participation in Cooperative Learning Groups

    ERIC Educational Resources Information Center

    Maher, Laura

    2010-01-01

    This action research examines how focused organization, group roles, and gender grouping impact student participation when working in a cooperative group setting. Fifty-two sixth graders were studied for a period of nine weeks. Results show when students are organized in their cooperative groups, there will be an increase in student participation.…

  9. Cooperative Learning: We Can also Do It without Task Structure

    ERIC Educational Resources Information Center

    Serrano, Jose Manuel; Pons, Rosa Maria

    2007-01-01

    The present study focuses on the use of a cooperative methodology with university students during the last year of their degree programme. The task structure could be freely chosen, and there were no restraints on group decisions to deal with the classroom work. All the elements of cooperation were based on a reward structure. The results show…

  10. How to Integrate Cooperative Skills Training into Learning Tasks: An Illustration with Young Pupils' Writing

    ERIC Educational Resources Information Center

    Lehraus, Katia

    2015-01-01

    This study explored how to integrate cooperative skills training into learning tasks in the area of writing. Cooperative learning sessions, aimed at developing both cooperative and cognitive skills, were created and conducted in two elementary school classes (Grade 2, age 7-8). Pupils' teamwork interactions were videotaped and analysed.…

  11. Some Issues for Cooperative Learning and Intercultural Education: Reflections on Aspects of the Recent Work of Jagdish Gundara

    ERIC Educational Resources Information Center

    Bash, Leslie

    2014-01-01

    This paper connects the two fields of cooperative learning and intercultural education, focusing on the argument that cooperative learning strategies need to be equipped with intercultural understandings. There is a consideration of assumptions that effective cooperative pedagogical strategies require an engagement with challenging issues related…

  12. Cooperative Learning: Central Elementary School. Effective Practices in Place: Snapshot No. 7. School Improvement Research Series II.

    ERIC Educational Resources Information Center

    Butler, Jocelyn A.

    This report examines cooperative learning in the Central Elementary School, a special demonstration school in a cooperative project between the Snohomish, Washington School District and Western Washington State University. After reporting the research findings on cooperative learning approaches identified in "Effective Schooling Practices: A…

  13. Cooperative Activities of the University of California Libraries.

    ERIC Educational Resources Information Center

    Beaupre, Linda

    The report documents current cooperation activities between University of California (UC) libraries and others. Information about programs, procedures, and agreements was gathered in the fall of 1976 from staff members at the nine UC campuses and from librarians at other California institutions. Information sharing between on-campus and off-campus…

  14. International Cooperation and Competition in Civilian Space Activities.

    ERIC Educational Resources Information Center

    Congress of the U.S., Washington, DC. Office of Technology Assessment.

    This report assesses the state of international competition in civilian space activities, explores United States civilian objectives in space, and suggests alternative options for enhancing the overall U.S. position in space technologies. It also investigated past, present, and projected international cooperative arrangements for space activities…

  15. Learning to fly? First experiences on team learning of Icaros cooperative

    NASA Astrophysics Data System (ADS)

    Juvonen, Pasi

    2013-05-01

    Icaros is an information technology (IT) cooperative that was originally owned by 11 IT degree programme students of Saimaa University of Applied Sciences. This article describes experiences and challenges of team building of these students who are called 'teampreneurs' during their first year as team entrepreneurs. The findings provided here are based on theme-based interviews and direct observations. The team learning experiences gained during their first year were related to lack of risks and challenges in team building. Previous studies related to team development suggest that cooperation and conflict, and also openness and confrontation, are essential elements for team development. Based on the findings, teampreneurs of Icaros were avoiding confrontation and conflict. These facts inhibited their development to a potential team and they were stuck in the pseudo-team stage with several parallel challenges. Later, after four teampreneurs decided to leave the Icaros cooperative, it created a crisis within the team and the Icaros was able to further develop as a team. The results suggest that team building needs lots of time and patience and cannot be hurried. Furthermore, the role of team coach is crucial in supporting the teampreneurs to confront their challenges related to relationships between each other within the team.

  16. Using Learning Styles Inventories To Promote Active Learning.

    ERIC Educational Resources Information Center

    Fritz, Margaret

    2002-01-01

    Defines active learning as students actively involved in the learning process. Suggests that to learn actively, students need to know their learning styles and engage with the subject matter. Concludes that students who know their learning styles and are allowed to choose time management methods, note-taking systems, textbook marking methods and…

  17. Aspiration-based learning promotes cooperation in spatial prisoner's dilemma games

    NASA Astrophysics Data System (ADS)

    Liu, Yongkui; Chen, Xiaojie; Wang, Long; Li, Bin; Zhang, Wenge; Wang, Huifeng

    2011-06-01

    We study the evolution of cooperation in spatial prisoner's dilemma by proposing an aspiration-based preference learning, under which individuals switch the learning agents only if the achieved payoffs are lower than their aspirations. Both synchronous and asynchronous updates are considered. We find that the aspiration level can substantially influence the evolution of cooperation, with the moderate aspiration level leading to a plateau of the high cooperation level. There exist phase transitions for proper combinations of parameters and we give an analysis for the phase transition points. We also investigate the stationary configuration patterns and the stationary distributions of cooperators and defectors on the square lattice for a comprehensive understanding. The behavior of the well-mixed system of our model has also been discussed. Our results may provide further insights into understanding the role played by individual aspiration in the emergence of cooperation.

  18. Use of Peer Tutoring, Cooperative Learning, and Collaborative Learning: Implications for Reducing Anti-Social Behavior of Schooling Adolescents

    ERIC Educational Resources Information Center

    Eskay, M.; Onu, V. C.; Obiyo, N.; Obidoa, M.

    2012-01-01

    The study investigated the use of peer tutoring, cooperative learning, and collaborative learning as strategies to reduce anti-social behavior among schooling adolescents. The study is a descriptive survey study. The area of study was Nsukka education zone in Enugu State of Nigeria. The sample of the study was 200 teachers randomly sampled from…

  19. Hiding behind the Camera: Social Learning within the Cooperative Learning Model to Engage Girls in Physical Education

    ERIC Educational Resources Information Center

    Goodyear, Victoria A; Casey, Ashley; Kirk, David

    2014-01-01

    Research suggests that girls are disengaged in physical education due to the "traditional" way that it is taught, i.e. teacher-centred approaches with a primary focus on motor performance. In contrast, Cooperative Learning, a student-centred pedagogy focusing on learning in multiple domains, has had success in engaging girls in physical…

  20. A Comparison between the Effect of Cooperative Learning Teaching Method and Lecture Teaching Method on Students' Learning and Satisfaction Level

    ERIC Educational Resources Information Center

    Mohammadjani, Farzad; Tonkaboni, Forouzan

    2015-01-01

    The aim of the present research is to investigate a comparison between the effect of cooperative learning teaching method and lecture teaching method on students' learning and satisfaction level. The research population consisted of all the fourth grade elementary school students of educational district 4 in Shiraz. The statistical population…

  1. NanoSPD activity in Ufa and International Cooperation

    NASA Astrophysics Data System (ADS)

    Reshetnikova, N.; Salakhova, M.

    2014-08-01

    This report presents main achievements of R&D activities of the Institute of Physics of Advanced Materials of Ufa State Aviation Technical University (IPAM USATU, Ufa, Russia) with a special attention to innovative potential of nanostructured metals and alloys produced by the severe plastic deformation (SPD) techniques. Several examples of the first promising applications of bulk nanostructured materials (BNM) as well as potential competing technologies are considered and discussed. The authors would like to focus special emphasis on international cooperation in view of numerous emerging projects as well as different conferences and seminars that pave the way to close and fruitful cooperation, working visits and exchange of young scientists. The possibilities of international cooperation through various foundations and programs are considered.

  2. Sharing is Winning: Cooperative Learning about Atmospheric Composition Change

    NASA Astrophysics Data System (ADS)

    Schuepbach, E.

    2010-09-01

    This contribution presents evolving good practice in disseminating the body of know-how, skills and competencies within the networked community of atmospheric scientists as established in ACCENT. The promotion of early-career scientists, and encouraging the next generation to move into the field were among the key issues addressed by the "Training and Education" programme in the European Network of Excellence in Atmospheric Composition Change (ACCENT). Dissemination avenues include a virtual knowledge train carrying the wealth of high-quality scientific learning material developed with experts involved in the ACCENT network. Learning opportunities on current research in atmospheric composition change in Europe were also created during face-to-face training workshops. Real-life examples of pressing air quality issues were addressed in meetings with stakeholder groups that offered opportunities for mutual learning in inspiring partnerships. In order to increase the expertise in atmospheric composition change across Europe, activities were organized with the general public (e.g., Café Scientifique), where the participating early-career scientists were confronted with questions from lay people. For interested teachers, didactic translations of compact overviews on air quality science topics developed in ACCENT offer links with the typical European science curriculum and go beyond school book content. Some of the educational events, methods and tools are described in a booklet published in 2009 ("We Care for Clean Air!", ISBN 978-88-95665-01-6). The electronic version and all training material can be downloaded from www.accent-network.org/portal/education - a valuable resource for teachers and learners around the globe.

  3. Concrescent Conversations: Generating a Cooperative Learning Experience in Principles of Management--A Postmodern Analysis

    ERIC Educational Resources Information Center

    Akan, Obasi Haki

    2005-01-01

    By taking a postmodern ontology that elevates becoming over the modern ontology of being, the author of this article proposes a theory and describes a method that teachers can use to enhance students' cooperative learning of management principles. The author asserts that the social construction of learning groups is an effect of organizing…

  4. Informal Cooperative Learning in Small Groups: The Effect of Scaffolding on Participation

    ERIC Educational Resources Information Center

    Lange, Christopher; Costley, Jamie; Han, Seung Lock

    2016-01-01

    This study examines the effect of group work scaffolding on participation. The procedural scaffolding of two cooperative learning techniques, Numbered Heads Together and Think-Pair-Share, are compared based on levels of participation, learning, and satisfaction they elicit. Aspects of participation that are examined include levels of group…

  5. Cooperation and Accommodation Strategies for Learning-Disabled Students in Team-Based Courses.

    ERIC Educational Resources Information Center

    Treise, Debbie; Wagner, Elaine

    2002-01-01

    Explores how university disability professionals can assist advertising or public relations campaigns teachers in accommodating the Learning Disabled (LD) student in the team or group-based learning situation to foster a cooperative environment among students and faculty. Attempts to open the discussion about what faculty should consider when…

  6. Cooperative Learning, Jigsaw Strategies, and Reflections of Graduate and Undergraduate Education Students

    ERIC Educational Resources Information Center

    Morgan, Bobbette M.; Rodriguez, Alma D.; Rosenberg, Graciela P.

    2008-01-01

    Classes of undergraduate and graduate students assigned to three professors were used to experience cooperative learning, jigsaw strategies, and to reflect on the process that occurred over a semester. The work is based upon theories of social interdependence, cognitive development, and behavioral learning. Pre- and post surveys were completed by…

  7. Teachers' and Students' Verbal Behaviours during Cooperative and Small-Group Learning

    ERIC Educational Resources Information Center

    Gillies, Robyn M.

    2006-01-01

    Background: Teachers play a critical role in promoting interactions between students and engaging them in the learning process. This study builds on a study by Hertz-Lazarowitz and Shachar (1990) who found that during cooperative learning teachers' verbal behaviours were more helpful to and encouraging of their students' efforts while during…

  8. Exploring Stakeholders' Perspectives of the Influences on Student Learning in Cooperative Education

    ERIC Educational Resources Information Center

    Fleming, Jenny

    2015-01-01

    Fundamental to cooperative education is a philosophical commitment to learning through the experience of work. The workplace can be viewed as a social environment and provides a context for learning that is very different from that provided within a university. The aim of this research was, through an interpretive case study, to explore the…

  9. "Facebook"--It's Not Just for Pictures Anymore: The Impact of Social Media on Cooperative Learning

    ERIC Educational Resources Information Center

    Daniels, Kisha N.; Billingsley, K. Y.

    2014-01-01

    This paper will share the research on the use of social media (specifically Facebook) in an effort to promote critical thinking and reflection. It purports that although often overlooked as a teaching, learning and assessment strategy, social media is a viable method that supports cooperative learning through the encouragement of thoughtful…

  10. An Investigation of Perceptions of Vietnamese Teachers and Students toward Cooperative Learning (CL)

    ERIC Educational Resources Information Center

    Thanh, Pham Thi Hong

    2011-01-01

    The present study examined how cooperative learning (CL) is implemented in Vietnamese classrooms, how local teachers' and students' perceived this approach to learning, and what were the local barriers that hindered its implementation. Forty teachers and forty students from twenty Vietnamese colleges completed a questionnaire about CL and…

  11. Generative Teaching: An Enhancement Strategy for the Learning of Economics in Cooperative Groups.

    ERIC Educational Resources Information Center

    Kourilsky, Marilyn; Wittrock, Merlin C.

    1992-01-01

    Increasing the learning of economics among 76 public high school seniors from lower socioeconomic levels by teaching them to use generative comprehension procedures in cooperative learning groups was attempted. Comparison with 66 controls indicated facilitative effects of generative teaching in increasing confidence in correctness of answers and…

  12. Effects of Competitive and Cooperative Learning Strategies on Academic Performance of Nigerian Students in Mathematics

    ERIC Educational Resources Information Center

    Kolawole, E. B.

    2008-01-01

    This study investigated the effects of the cooperative and competitive learning on academic performance of students in mathematics in order to find out which one of them is the more effective learning strategy. The sample of the study was 400 Senior Secondary Schools III, Mathematics students made up of 240 boys and 160 girls randomly selected…

  13. The Effects of Collectivism-Individualism on the Cooperative Learning of Motor Skill

    ERIC Educational Resources Information Center

    Luo, Yi; Sun, Yan; Strobel, Johannes

    2013-01-01

    This study examined how cultural background (collectivism vs. individualism) affects motor skill learning in a dyadic cooperative learning environment. The research context of this study was Nintendo™ Wii Tennis. Twenty college students from a Midwestern university participated in the study, among whom half were from an individualistic culture…

  14. Cooperative Education: Learn More, Earn More, Prepare for the Workplace.

    ERIC Educational Resources Information Center

    Mariani, Matthew

    1997-01-01

    Discusses the benefits of cooperative education, describes a typical co-op program, compares salaries of associate-degreed and bachelor-degreed co-op employees, and provides additional sources of information. (JOW)

  15. A comparison of the cooperative learning and traditional learning methods in theory classes on nursing students' communication skill with patients at clinical settings.

    PubMed

    Baghcheghi, Nayereh; Koohestani, Hamid Reza; Rezaei, Koresh

    2011-11-01

    The purpose of this study was to compare the effect of traditional learning and cooperative learning methods on nursing students' communication skill with patients. This was an experimental study in which 34 nursing students in their 2nd semester of program participated. They were divided randomly into two groups, a control group who were taught their medical/surgical nursing course by traditional learning method and an experimental group, who were taught the same material using cooperative learning method. Before and after the teaching intervention, the students' communication skills with patients at clinical settings were examined. The results showed that no significant difference between the two groups in students' communication skills scores before the teaching intervention, but did show a significant difference between the two groups in the interaction skills and problem follow up sub-scales scores after the teaching intervention. This study provides evidence that cooperative learning is an effective method for improving and increasing communication skills of nursing students especially in interactive skills and follow up the problems sub-scale, thereby it is recommended to increase nursing students' participation in arguments by applying active teaching methods which can provide the opportunity for increased communication skills.

  16. Using an Active-Learning Approach to Teach Epigenetics

    ERIC Educational Resources Information Center

    Colon-Berlingeri, Migdalisel

    2010-01-01

    Epigenetics involves heritable changes in gene expression that do not involve alterations in the DNA sequence. I developed an active-learning approach to convey this topic to students in a college genetics course. I posted a brief summary of the topic before class to stimulate exchange in cooperative groups. During class, we discussed the…

  17. Learning as a Subversive Activity

    ERIC Educational Resources Information Center

    Hatch, J. Amos

    2007-01-01

    "Learning as a subversive activity" is about working with public school students to debunk the shallow conception that achievement equals learning. That means exposing the power relations that keep in place such a narrow definition of what counts and exploring the implications of those powerful forces for students' lives and for society at large.…

  18. Reaching All Learners: A Study of Teacher's Perspectives about Cooperative Learning and Students Diagnosed with ADHD

    ERIC Educational Resources Information Center

    Garcia, Maria M.

    2013-01-01

    This study focused on describing teachers' perspectives in reference to cooperative learning, students diagnosed with ADHD, and teacher participation in professional learning communities (PLCs). A quantitative methodology, survey study method was used to collect information. The literature review on ADHD and Cooperative Learning helped…

  19. Writing Development of Arab and Jewish Students Using Cooperative Learning (CL) and Computer-Mediated Communication (CMC).

    ERIC Educational Resources Information Center

    Hertz-Lazarowitz, Rachel; Bar-Natan, Irit

    2002-01-01

    Investigated Israeli Jewish and Arab fifth- and sixth-grade student perceptions of and attitudes to writing in three learning environments: cooperative learning, computer-mediated communication (CMC), and a combination of the two. Concludes that the power of peer interaction in cooperative learning with CMC was greater than each learning…

  20. Cooperative Learning at a Distance: An Experiment with Wikis

    ERIC Educational Resources Information Center

    Campbell, Katherine; Ellingson, Dee Ann

    2010-01-01

    The merits of incorporating group work into learning environments are well established. Online classes and other distance learning settings, however, can make it challenging to introduce traditional group projects. Wikis use technology to facilitate group work in distance learning settings. Wikis allow individuals in different locations to…

  1. Effects of cooperative learning plus inquiry method on student learning and attitudes: a comparative study for engineering economic classrooms

    NASA Astrophysics Data System (ADS)

    Salehizadeh, M. Reza; Behin-Aein, Noureddin

    2014-03-01

    In the Iranian higher education system, including engineering education, effective implementation of cooperative learning is difficult because classrooms are usually crowded and the students never had a formal group working background in their previous education. In order to achieve the benefits of cooperative learning in this condition, this paper proposes a combination of cooperative learning and inquiry method. The method is implemented by grouping students in a way that the learning procedure is done in non-official class sessions by each group, while the inquiry method is done in the regular programmed class sessions. The study is performed in Islamic Azad University and the methods are implemented in two engineering economic classes with different numbers of students in each working group. The results are compared with a control class in which traditional teaching style is implemented. The results of analysis show simultaneous improvement of learning and behavioural attitudes of the students with cooperative learning plus inquiry method in the classroom with a fewer number of students in each working group.

  2. Lessons learned from a decade of international space cooperation.

    NASA Technical Reports Server (NTRS)

    Barnes, R. J. H.

    1971-01-01

    A case history of the Alouette/ISIS series is presented, giving attention to aspects of U.S.-Canadian cooperation in this program. The project is only one example of a broad network of international cooperative relationships established by NASA over the past decade. Participation by other countries in important space science and applications projects is not limited to those providing flight hardware or conducting flight observations. Much valuable work is done on the ground, ranging from analysis in the laboratories of samples returned from the moon to correlated ground-based reception and analysis of radio beacon signals from satellites. It was found that cooperation is more likely to proceed smoothly and produce beneficial results if it is focused on projects that are clearly defined and agreed on in advance.

  3. Cooperative wireless network control based health and activity monitoring system.

    PubMed

    Prakash, R; Ganesh, A Balaji; Girish, Siva V

    2016-10-01

    A real-time cooperative communication based wireless network is presented for monitoring health and activity of an end-user in their environment. The cooperative communication offers better energy consumption and also an opportunity to aware the current location of a user non-intrusively. The link between mobile sensor node and relay node is dynamically established by using Received Signal Strength Indicator (RSSI) and Link Quality Indicator (LQI) based on adaptive relay selection scheme. The study proposes a Linear Acceleration based Transmission Power Decision Control (LA-TPDC) algorithm to further enhance the energy efficiency of cooperative communication. Further, the occurrences of false alarms are carefully prevented by introducing three stages of sequential warning system. The real-time experiments are carried-out by using the nodes, namely mobile sensor node, relay nodes and a destination node which are indigenously developed by using a CC430 microcontroller integrated with an in-built transceiver at 868 MHz. The wireless node performance characteristics, such as energy consumption, Signal-Noise ratio (SNR), Bit Error Rate (BER), Packet Delivery Ratio (PDR) and transmission offset are evaluated for all the participated nodes. The experimental results observed that the proposed linear acceleration based transmission power decision control algorithm almost doubles the battery life time than energy efficient conventional cooperative communication. PMID:27562484

  4. Cooperative wireless network control based health and activity monitoring system.

    PubMed

    Prakash, R; Ganesh, A Balaji; Girish, Siva V

    2016-10-01

    A real-time cooperative communication based wireless network is presented for monitoring health and activity of an end-user in their environment. The cooperative communication offers better energy consumption and also an opportunity to aware the current location of a user non-intrusively. The link between mobile sensor node and relay node is dynamically established by using Received Signal Strength Indicator (RSSI) and Link Quality Indicator (LQI) based on adaptive relay selection scheme. The study proposes a Linear Acceleration based Transmission Power Decision Control (LA-TPDC) algorithm to further enhance the energy efficiency of cooperative communication. Further, the occurrences of false alarms are carefully prevented by introducing three stages of sequential warning system. The real-time experiments are carried-out by using the nodes, namely mobile sensor node, relay nodes and a destination node which are indigenously developed by using a CC430 microcontroller integrated with an in-built transceiver at 868 MHz. The wireless node performance characteristics, such as energy consumption, Signal-Noise ratio (SNR), Bit Error Rate (BER), Packet Delivery Ratio (PDR) and transmission offset are evaluated for all the participated nodes. The experimental results observed that the proposed linear acceleration based transmission power decision control algorithm almost doubles the battery life time than energy efficient conventional cooperative communication.

  5. Effects of cooperative learning groups during social studies for students with autism and fourth-grade peers.

    PubMed

    Dugan, E; Kamps, D; Leonard, B

    1995-01-01

    We investigated the use of cooperative learning groups as an instructional strategy for integrating 2 students with autism into a fourth-grade social studies class. Baseline consisted of 40 min of teacher-led sessions including lecture, questions and discussion with students, and the use of maps. The intervention condition consisted of 10 min of teacher introduction of new material, followed by cooperative learning groups that included tutoring on key words and facts, a team activity, and a whole class wrap-up and review. An ABAB design showed increases for target students and peers for the number of items gained on weekly pretests and posttests, the percentage of academic engagement during sessions, and durations of student interaction during the intervention.

  6. Co-operative Education: Studies of Learning from Workplace Experience.

    ERIC Educational Resources Information Center

    Munby, Hugh; Chin, Peter; Hutchinson, Nancy L.; Young, Jonathan

    Case studies were conducted of four female cooperative education (co-op) students who participated in two 4-month co-op placements in a veterinary clinic as part of a high school biology credit. Two graduate students gathered data onsite during two phases: an initial 2-month period that oriented the methods of the inquiry at the clinic to match…

  7. Cooperative learning of neutron diffusion and transport theories

    SciTech Connect

    Robinson, Michael A.

    1999-04-30

    A cooperative group instructional strategy is being used to teach a unit on neutron transport and diffusion theory in a first-year-graduate level, Reactor Theory course that was formerly presented in the traditional lecture/discussion style. Students are divided into groups of two or three for the duration of the unit. Class meetings are divided into traditional lecture/discussion segments punctuated by cooperative group exercises. The group exercises were designed to require the students to elaborate, summarize, or practice the material presented in the lecture/discussion segments. Both positive interdependence and individual accountability are fostered by adjusting individual grades on the unit exam by a factor dependent upon group achievement. Group collaboration was also encouraged on homework assignments by assigning each group a single grade on each assignment. The results of the unit exam have been above average in the two classes in which the cooperative group method was employed. In particular, the problem solving ability of the students has shown particular improvement. Further,the students felt that the cooperative group format was both more educationally effective and more enjoyable than the lecture/discussion format.

  8. Learning Peace: The Promise of Ecological and Cooperative Education.

    ERIC Educational Resources Information Center

    Reardon, Betty, Ed.; Nordland, Eva, Ed.

    This book is a collection of writings by American, Russian, and Norwegian scholars who, in 1988, launched the Project on Ecological and Cooperative Education. Formation of the group was motivated by the conviction that the planet needs an ecologically conscious culture to overcome the fragmentation and specialization that is typical of the…

  9. Resource Interdependence, Student Interactions and Performance in Cooperative Learning

    ERIC Educational Resources Information Center

    Buchs, Celine; Butera, Fabrizio; Mugny, Gabriel

    2004-01-01

    Two studies were carried out during university workshops, and analyzed the effects of resource interdependence on student-student interactions, and the impact of these interactions on performance. Students worked cooperatively, either on complementary information (positive resource interdependence) or on identical information (resource…

  10. 'Part of the solution': Developing sustainable energy through co-operatives and learning

    NASA Astrophysics Data System (ADS)

    Duguid, Fiona C. B.

    After five years of development, WindShare Co-operative in Toronto, Ontario became the first urban wind turbine in North America and the first co-operatively owned and operated wind turbine in Canada. The development of WindShare Co-operative has spurred the growth of a green energy co-operative sector in Ontario. This study, which included 27 interviews and a focus group with members of WindShare Co-operative, focuses on the roles of community-based green energy co-operatives in advancing sustainable energy development and energy literacy. Sustainable energy development is firmly rooted in the triple bottom line of environmental, social and economic success, and green energy co-operatives can be a way to help achieve those successes. Green energy co-operatives are structures for providing renewable energy generation or energy conservation practices, both of which have important environmental impacts regarding climate change and pollution levels. Co-operative structures are supported by processes that include local ownership, democracy, participation, community organizing, learning and social change. These processes have a significant social impact by creating a venue for people to be directly involved in the energy industry, by involving learning through participation in a community-based organization, and by advancing energy literacy within the membership and the general public. In regards to the economic impacts, green energy co-operatives foster a local economy and local investment opportunities, which have repercussions regarding building expertise within Ontario's green energy and co-operative development future, and more generally, captures members' interest because they have a direct stake in the co-operative. This thesis shows that green energy co-operatives, like WindShare, play an important role in advancing sustainable energy development, energy literacy and the triple bottom line. Members of WindShare expressed resounding feelings of pride, efficacy

  11. Gradual learning and the evolution of cooperation in the spatial Continuous Prisoner's Dilemma

    NASA Astrophysics Data System (ADS)

    Jiménez, R.; Lugo, H.; San Miguel, M.

    2009-09-01

    The usual mechanism for modeling learning in spatially structured evolutionary games has to date been imitation of some successful neighbor. However, it seems natural that individuals hesitate to imitate their neighbor’s acts, specially if they can imply high costs. Here we study the effect of incorporating resistance to imitation on these models. Our framework is the spatial Continuous Prisoner’s Dilemma. For this evolutionary game, it has been reported that occasional errors in the imitation process can explain the emergence of cooperation from a non-cooperative initial state. In this work, we show that this only occurs for particular regimes of low costs of cooperation. Furthermore, we display how resistance gets greater the range of scenarios where cooperative individuals can invade selfish populations. In this context, where resistance to imitation can be interpreted as a general rule of gradual learning, our results show that the less that is learnt in a single step from a successful neighbors, the larger the degree of global cooperation finally attained. In general, the effect of step-by-step learning can be more efficient for the evolution of cooperation than a full blast one.

  12. The effects of cooperative learning methods on minority ninth graders in earth and space science

    NASA Astrophysics Data System (ADS)

    Eshietedoho, Cobb G.

    This research was conducted using a quasi-experimental study design. The study took place at a local high school in the Miami-Dade County Public School System, the 4th largest school system in the nation. Students in the researcher's high school class were entering high school for the first time and were promoted into 9th grade at the end of the 2008--2009 school year. The observed problem that necessitated the study had been noticed during the writer's tenure at the school. The minority students, Blacks and Hispanics in particular, were underperforming in the researcher's earth science class when compared to their White and Asian American counterparts. The researcher conducted the study for the purpose of determining whether cooperative learning through active engagement techniques could enhance these students' achievement in earth and space science. The researcher used a cooperative learning technique in combination with technology integration, research activities, laboratory experimentation, and other aspects of group projects to engage students in a collaborative effort with the hope of enhancing their performance. The method involved grouping students using Kagan's numerical system. Students were placed in groups of 4, which included 1 high achiever, 2 average achievers, and 1 low achiever. The placement process utilized the incoming students' 8th-grade Florida Comprehensive Assessment Test science results. Placement was carried out after the researcher had the opportunity to observe the students so that groups did not contain friends and adversaries or all-male or all-female members. The premise for using this technique was to engage the students actively, help them become self-reliant, develop skills in teamwork, and work cooperatively to contribute equally to each other's success. A paired sample t test was conducted to evaluate the hypothesis that achievement scores from the posttest would be statistically more significant than the pretest. The test was

  13. Measuring Virtual Student-Student Cooperation: A Case Study on the Evaluation of Cooperative Learning in a Virtual Distributed Computer and Law Course

    ERIC Educational Resources Information Center

    Nett, Bernhard

    2005-01-01

    This article demonstrates the evaluation of a German Computer and Law (C&L) seminar, which has been conducted in an experimental, distributed manner with five institutes co-operating. The evaluation was dedicated to the question, in which way the course supported cooperative learning among the students of the different participating institutes. As…

  14. Active Learning in ASTR 101 Lectures

    NASA Astrophysics Data System (ADS)

    Deming, Grace L.

    1998-12-01

    The lecture is the most common teaching method used at colleges and universities, but does this format facilitate student learning? Lectures can be brilliantly delivered, but they are received by a passive audience. As time passes during a lecture, student attention and effective notetaking diminish. Many students become more interested in a subject and retain information longer in courses that rely on active rather than passive teaching methods. Interactive teaching strategies such as the think-pair-share-(write), the 3-minute paper, and the misconception confrontation can be used to actively engage students during lecture. As a cooperative learning strategy, the think-pair-share-(write) technique requires active discussion by everyone in the class. The "write" component structures individual accountability into the activity. The 3-minute paper is an expansion of the standard 1-minute paper feedback technique, but is required of all students rather than voluntary or anonymous. The misconception confrontation technique allows students to focus on how their pre- conceived notions differ from the scientific explanation. These techniques can be easily adopted by anyone currently using a standard lecture format for introductory astronomy. The necessary components are a commitment by the instructor to require active participation by all students and a willingness to try new teaching methods.

  15. Cooperation-controlled learning for explicit class structure in self-organizing maps.

    PubMed

    Kamimura, Ryotaro

    2014-01-01

    We attempt to demonstrate the effectiveness of multiple points of view toward neural networks. By restricting ourselves to two points of view of a neuron, we propose a new type of information-theoretic method called "cooperation-controlled learning." In this method, individual and collective neurons are distinguished from one another, and we suppose that the characteristics of individual and collective neurons are different. To implement individual and collective neurons, we prepare two networks, namely, cooperative and uncooperative networks. The roles of these networks and the roles of individual and collective neurons are controlled by the cooperation parameter. As the parameter is increased, the role of cooperative networks becomes more important in learning, and the characteristics of collective neurons become more dominant. On the other hand, when the parameter is small, individual neurons play a more important role. We applied the method to the automobile and housing data from the machine learning database and examined whether explicit class boundaries could be obtained. Experimental results showed that cooperation-controlled learning, in particular taking into account information on input units, could be used to produce clearer class structure than conventional self-organizing maps. PMID:25309950

  16. Cooperation-controlled learning for explicit class structure in self-organizing maps.

    PubMed

    Kamimura, Ryotaro

    2014-01-01

    We attempt to demonstrate the effectiveness of multiple points of view toward neural networks. By restricting ourselves to two points of view of a neuron, we propose a new type of information-theoretic method called "cooperation-controlled learning." In this method, individual and collective neurons are distinguished from one another, and we suppose that the characteristics of individual and collective neurons are different. To implement individual and collective neurons, we prepare two networks, namely, cooperative and uncooperative networks. The roles of these networks and the roles of individual and collective neurons are controlled by the cooperation parameter. As the parameter is increased, the role of cooperative networks becomes more important in learning, and the characteristics of collective neurons become more dominant. On the other hand, when the parameter is small, individual neurons play a more important role. We applied the method to the automobile and housing data from the machine learning database and examined whether explicit class boundaries could be obtained. Experimental results showed that cooperation-controlled learning, in particular taking into account information on input units, could be used to produce clearer class structure than conventional self-organizing maps.

  17. TurtleGraph: A Computer Supported Cooperative Learning Environment.

    ERIC Educational Resources Information Center

    Jehng, Jihn-Chang J.; And Others

    This paper discusses a computerized learning environment called TurtleGraph that is designed and developed to support collaborative problem solving. Within the learning environment, learners are requested to write computer programs to generate geometric figures. The instructional focus of the system is to enhance the learner's List Processor…

  18. Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography 2014

    ERIC Educational Resources Information Center

    Arendale, David, Comp.

    2014-01-01

    Peer collaborative learning has been popular in education for decades. As both pedagogy and learning strategy, it has been frequently adopted and adapted for a wide range of academic content areas at the elementary, secondary, and postsecondary levels due to its benefits. The professional literature is filled with reports of individual professors…

  19. Cooperative Learning in Organic II. Increased Retention on a Commuter Campus

    NASA Astrophysics Data System (ADS)

    Hagen, James P.

    2000-11-01

    Modest use of cooperative learning techniques combined with extensive class notes produced a significant increase in retention for the second semester of organic chemistry on a commuter campus. The cooperative learning techniques included group testing, think-write-compare problems, and muddiest point essays. The first group take-home quiz must be carefully constructed and persuasively introduced to the class. An example is given. The increase in retention did not decrease class performance on standardized ACS exams, which was above the norms. Anecdotal student response to these techniques was largely positive. Student evaluation of instructor teaching improved modestly.

  20. Active learning of Pareto fronts.

    PubMed

    Campigotto, Paolo; Passerini, Andrea; Battiti, Roberto

    2014-03-01

    This paper introduces the active learning of Pareto fronts (ALP) algorithm, a novel approach to recover the Pareto front of a multiobjective optimization problem. ALP casts the identification of the Pareto front into a supervised machine learning task. This approach enables an analytical model of the Pareto front to be built. The computational effort in generating the supervised information is reduced by an active learning strategy. In particular, the model is learned from a set of informative training objective vectors. The training objective vectors are approximated Pareto-optimal vectors obtained by solving different scalarized problem instances. The experimental results show that ALP achieves an accurate Pareto front approximation with a lower computational effort than state-of-the-art estimation of distribution algorithms and widely known genetic techniques.

  1. An Empirical Study on Alleviating Career English Writing Anxiety through Cooperative Learning in a Chinese Polytechnic Institute

    ERIC Educational Resources Information Center

    Jiang, Dongmei

    2016-01-01

    This study investigated the effect of cooperative learning on writing anxiety alleviation through a pre-test/post-test assessment. 120 EFL learners from a Chinese polytechnic institute were assigned into two groups: one experimental (cooperative writing) and the other comparison (solitary writing). Results revealed that cooperative learning…

  2. The Clash of the Paradigms: Tracking, Cooperative Learning, and the Demolition of the Zone of Proximal Development

    ERIC Educational Resources Information Center

    Reilly, Rosemary C.; Mitchell, Sydney N.

    2010-01-01

    This report describes the effect of cooperative learning in low-track and regular classrooms, using the dimensions of student alienation, academic self-esteem, willingness to cooperate, and academic supportiveness. The investigators examined the influence of student agency in choosing peers for the cooperative groups in a high school science…

  3. Finite Element Learning Modules as Active Learning Tools

    ERIC Educational Resources Information Center

    Brown, Ashland O.; Jensen, Daniel; Rencis, Joseph; Wood, Kristin; Wood, John; White, Christina; Raaberg, Kristen Kaufman; Coffman, Josh

    2012-01-01

    The purpose of active learning is to solicit participation by students beyond the passive mode of traditional classroom lectures. Reading, writing, participating in discussions, hands-on activities, engaging in active problem solving, and collaborative learning can all be involved. The skills acquired during active learning tend to go above and…

  4. What Is Meant by "Active Learning?"

    ERIC Educational Resources Information Center

    Petress, Ken

    2008-01-01

    This article compares and contrasts active learning and passive learning. The author describes passive learning as being dependent on a teacher imparting what is to be learned, with little student involvement. Active learning, on the other hand, is a process where students take a dynamic and energetic role in their own education, thereby making…

  5. [Field Learning Activities].

    ERIC Educational Resources Information Center

    Nolde Forest Environmental Education Center, Reading, PA.

    Seventy field activities, pertinent to outdoor, environmental studies, are described in this compilation. Designed for elementary and junior high school students, the activities cover many discipline areas--science, social studies, language arts, health, history, mathematics, and art--and many are multidisciplinary in use. Topics range from soil…

  6. Learning Activities for Toddlers.

    ERIC Educational Resources Information Center

    Texas Child Care, 1996

    1996-01-01

    Suggests activities to help toddlers develop skills in the four important areas of self-help, creativity, world mastery, and coordination. Activities include hand washing, button practice, painting, movement and music, bubble making, creation of a nature mural, and a shoe print trail. (TJQ)

  7. Effects of a Cooperative Learning Strategy on Teaching and Learning Phases of Matter and One-Component Phase Diagrams

    ERIC Educational Resources Information Center

    Doymus, Kemal

    2007-01-01

    This study aims to determine the effects of cooperative learning (using the jigsaw method) on students' achievement in a general chemistry course. The Chemistry Achievement Test (CAT) and Phase Achievement Test (PAT) were used. The questions on the CAT relate to solids, liquids, gases, bonding, matter, and matter states. This test was given to…

  8. Co-operative Learning for Students with Difficulties in Learning: A Description of Models and Guidelines for Implementation

    ERIC Educational Resources Information Center

    Murphy, Ellen; Grey, Ian M.; Honan, Rita

    2005-01-01

    As part of a larger study regarding the inclusion of children with disabilities in mainstream classroom settings, Ellen Murphy, of the D Clin Psych programme at NUI Galway, with Ian Grey and Rita Honan, from Trinity College, Dublin, reviewed existing literature on co-operative learning in the classroom. In this article, they identify four models…

  9. Investigating the Effect of Cooperative Learning and Competitive Learning Strategies on the English Vocabulary Development of Iranian Intermediate EFL Learners

    ERIC Educational Resources Information Center

    Fekri, Neda

    2016-01-01

    The current study investigated the effect of cooperative and competitive learning strategies on the acquisition of English vocabulary development by Iranian EFL intermediate learners. In addition, it explored what type of theses strategies was more effective. In such doing, utilizing an Oxford Placement Test (OPT), 45 out of 77 Iranian EFL…

  10. MICE 2.0: Designing Multimedia Content to Foster Active Learning in a Malaysian Classroom

    ERIC Educational Resources Information Center

    Neo, Tse-Kian; Neo, Mai; Kwok, Wai-Jing; Tan, Yeen-Ju; Lai, Chen-Haw; Zarina, Che Embi

    2012-01-01

    With the strong emphasis of social constructivism, many educators are finding new ways to stimulate and enhance social activities within the classroom. One such method is the use of cooperative learning. A cohort of students worked in small teams cooperatively to complete an assignment while using blogs to document and reflect their work.…

  11. How to Increase the Benefits of Cooperation: Effects of Training in Transactive Communication on Cooperative Learning

    ERIC Educational Resources Information Center

    Jurkowski, Susanne; Hänze, Martin

    2015-01-01

    Background: Transactive communication means referring to and building on a learning partner's idea, by, for example, extending the partner's idea or interlinking the partner's idea with an idea of one's own. This transforms the partner's idea into a more elaborate one. Previous research found a positive relationship between students' transactive…

  12. Promoting the Social Acceptance of Young Children with Moderate-Severe Intellectual Disabilities Using Cooperative-Learning Techniques.

    ERIC Educational Resources Information Center

    Piercy, Maureen; Wilton, Keri; Townsend, Michael

    2002-01-01

    The effects of a cooperative learning program on the social acceptance of 51 children (ages 6-7) with moderate to severe mental retardation by children without disabilities were examined. Children without disabilities in the cooperative learning program gave the children with disabilities higher peer acceptance ratings, greater popularity indices,…

  13. Revisiting an Old Friend: The Practice and Promise of Cooperative Learning for the Twenty-First Century

    ERIC Educational Resources Information Center

    Schul, James E.

    2011-01-01

    Cooperative learning has long been at the disposal of school teachers. However, it is often misunderstood by some teachers as just another form of collaborative group work. This article revisits cooperative learning, including a sampling of its popular variations, with practical approaches toward effectively integrating it into classroom…

  14. Cooperative Learning and Its Effect on Fourth-Grade Mathematics Students' Achievement, Motivation, and Self-Efficacy

    ERIC Educational Resources Information Center

    Torchia, Sean P.

    2012-01-01

    The focus of this study was to explore the relationship between the use of cooperative learning strategies and student achievement, and student perceptions of self-efficacy and motivation in mathematics. Teacher perceptions of the impact that cooperative learning strategies have on student achievement, intrinsic motivation, and self-efficacy were…

  15. The Effects of Inquiry-Based Computer Simulation with Cooperative Learning on Scientific Thinking and Conceptual Understanding of Gas Laws

    ERIC Educational Resources Information Center

    Abdullah, Sopiah; Shariff, Adilah

    2008-01-01

    The purpose of the study was to investigate the effects of inquiry-based computer simulation with heterogeneous-ability cooperative learning (HACL) and inquiry-based computer simulation with friendship cooperative learning (FCL) on (a) scientific reasoning (SR) and (b) conceptual understanding (CU) among Form Four students in Malaysian Smart…

  16. Influence of Group Processing on Achievement and Perception of Social and Academic Support in Elementary Inexperienced Cooperative Learning Groups

    ERIC Educational Resources Information Center

    Bertucci, Andrea; Johnson, David W.; Johnson, Roger T.; Conte, Stella

    2012-01-01

    Sixty-one elementary school students who had never participated in cooperative learning lessons before were included in this study. Students were randomly assigned to the conditions of cooperative learning with and without group processing and participated to 5 instructional sessions during a period of approximately 15 instructional days. Results…

  17. The Impact of Cooperative Learning on Developing the Sixth Grade Students Decision-Making Skill and Academic Achievement

    ERIC Educational Resources Information Center

    Asha, Intisar K.; Al Hawi, Asma M.

    2016-01-01

    This study aimed at investigating the effect of cooperative learning on developing the sixth graders' decision making skill and their academic achievement. The study sample, which was selected randomly, consisted of (46) students and divided into two groups: the experimental group that taught using the cooperative learning strategy and the control…

  18. The Implementation of Cooperative Learning in English Class of Favorite School of Secondary High School 5 Batusangkar, West Sumatera

    ERIC Educational Resources Information Center

    Kristiawan, Muhammad

    2013-01-01

    The aim of this research is to explain the implementation of cooperative learning in English class of favorite school of Secondary High School 5 Batusangkar, West Sumatera; to find out the achievement of Cooperative Learning in English class of Favorite School of Secondary High School 5 Batusangkar, West Sumatera; and to know how is the strengths…

  19. Business Simulation as an Active Learning Activity for Developing Soft Skills

    ERIC Educational Resources Information Center

    Levant, Yves; Coulmont, Michel; Sandu, Raluca

    2016-01-01

    Business simulations are innovative instruction models for active or cooperative learning. In this paper, we look at the social constructionist roots of these education models in light of the current efforts to enhance employability skills in undergraduate and graduate studies. More specifically, we analyse the role of business simulations in…

  20. A new model in teaching undergraduate research: A collaborative approach and learning cooperatives.

    PubMed

    O'Neal, Pamela V; McClellan, Lynx Carlton; Jarosinski, Judith M

    2016-05-01

    Forming new, innovative collaborative approaches and cooperative learning methods between universities and hospitals maximize learning for undergraduate nursing students in a research course and provide professional development for nurses on the unit. The purpose of this Collaborative Approach and Learning Cooperatives (CALC) Model is to foster working relations between faculty and hospital administrators, maximize small group learning of undergraduate nursing students, and promote onsite knowledge of evidence based care for unit nurses. A quality improvement study using the CALC Model was implemented in an undergraduate nursing research course at a southern university. Hospital administrators provided a list of clinical concerns based on national performance outcome measures. Undergraduate junior nursing student teams chose a clinical question, gathered evidence from the literature, synthesized results, demonstrated practice application, and developed practice recommendations. The student teams developed posters, which were evaluated by hospital administrators. The administrators selected several posters to display on hospital units for continuing education opportunity. This CALC Model is a systematic, calculated approach and an economically feasible plan to maximize personnel and financial resources to optimize collaboration and cooperative learning. Universities and hospital administrators, nurses, and students benefit from working together and learning from each other. PMID:27067903

  1. A new model in teaching undergraduate research: A collaborative approach and learning cooperatives.

    PubMed

    O'Neal, Pamela V; McClellan, Lynx Carlton; Jarosinski, Judith M

    2016-05-01

    Forming new, innovative collaborative approaches and cooperative learning methods between universities and hospitals maximize learning for undergraduate nursing students in a research course and provide professional development for nurses on the unit. The purpose of this Collaborative Approach and Learning Cooperatives (CALC) Model is to foster working relations between faculty and hospital administrators, maximize small group learning of undergraduate nursing students, and promote onsite knowledge of evidence based care for unit nurses. A quality improvement study using the CALC Model was implemented in an undergraduate nursing research course at a southern university. Hospital administrators provided a list of clinical concerns based on national performance outcome measures. Undergraduate junior nursing student teams chose a clinical question, gathered evidence from the literature, synthesized results, demonstrated practice application, and developed practice recommendations. The student teams developed posters, which were evaluated by hospital administrators. The administrators selected several posters to display on hospital units for continuing education opportunity. This CALC Model is a systematic, calculated approach and an economically feasible plan to maximize personnel and financial resources to optimize collaboration and cooperative learning. Universities and hospital administrators, nurses, and students benefit from working together and learning from each other.

  2. The Role of Structured Cooperative Learning Groups for Enhancing Chinese Primary Students' Reading Comprehension

    ERIC Educational Resources Information Center

    Law, Yin-Kum

    2014-01-01

    The present study aimed to compare the effectiveness of two types of cooperative learning groups used in reciprocal teaching (RT) classes (i.e. high-structured vs. low-structured groups) for enhancing students' reading comprehension. The participants were 235 Hong Kong Chinese Grade 6 students in nine classes. Reading comprehension tests and…

  3. A Qualitative Study of Information Technology Students' Learning Outcomes during a Cooperative Education Experience

    ERIC Educational Resources Information Center

    Krejci, Katherine T.

    2010-01-01

    The purpose of this qualitative descriptive study was to describe the learning outcomes of the cooperative-education experience from an Information Technology student's perspective at a large Fortune 500 manufacturing/sales company located in the Midwest United States. Open-ended interview questions were developed based on the four-component model…

  4. Effects of Cooperative Learning on Achievement and Attitude among Students of Color.

    ERIC Educational Resources Information Center

    Vaughan, Winston

    2002-01-01

    Investigated the effects of cooperative learning on achievement in and attitudes toward mathematics among fifth graders of color in a culture different from that of the United States (Bermuda). Participants completed parts of the California Achievement Test and Penelope Peterson's Attitude Toward Mathematics Scale. Pre-test and post-test data…

  5. Impact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method

    ERIC Educational Resources Information Center

    Berger, Roland; Hänze, Martin

    2015-01-01

    We assessed the impact of expert students' instructional quality on the academic performance of novice students in 12th-grade physics classes organized in an expert model of cooperative learning ("jigsaw classroom"). The instructional quality of 129 expert students was measured by a newly developed rating system. As expected, when…

  6. The Effect of Cooperative Learning on Inter Ethnic Relations in Schools

    ERIC Educational Resources Information Center

    Curry, Philip; De Amicis, Leyla; Gilligan, Robbie

    2011-01-01

    The aim of this study is to synthesize all existing empirical evidence on the effects of Cooperative Learning on inter-ethnic relations in school settings. The review is: (1) Systematic including published and unpublished research; (2) Up-to-date; (3) Inclusive of all school going age groups (4 to 18 years of age); and (4) Inclusive of only school…

  7. The Effects of Cooperative Learning on the Academic Achievement and Knowledge Retention

    ERIC Educational Resources Information Center

    Tran, Van Dat

    2014-01-01

    This experimental study investigated the effects of cooperative learning on the achievement and knowledge retention of 110 first-year primary education students toward the psychology subject over the eight weeks of instruction at An Giang University. These tertiary students were divided into two matched groups of 55 to be taught by the same…

  8. The Effect of Cooperative Learning Strategies on Elementary Students' Science Achievement and Social Skills in Kuwait

    ERIC Educational Resources Information Center

    Ebrahim, Ali

    2012-01-01

    This study compares the effects of two methods of teaching--teacher-centered and cooperative learning--on students' science achievement and use of social skills. The sample consists of 163 female elementary science students in 8 intact grade 5 classes who were assigned to 2 instructional methods and were taught an identical science unit by 4…

  9. Cooperative Learning: Integrating Language and Content-Area Instruction. Teacher Resource Guide Series, Number 2.

    ERIC Educational Resources Information Center

    Pierce, Lorraine Valdez, Comp.

    Insights gained from experience and research on language minority students' academic success are reviewed as background for presentation of a curriculum that is bilingual and content-based and uses cooperative learning techniques. First, findings on three elements of success (interest and motivation, intelligence and development, and psychosocial…

  10. Effectiveness of Blended Cooperative Learning Environment in Biology Teaching: Classroom Community Sense, Academic Achievement and Satisfaction

    ERIC Educational Resources Information Center

    Yapici, I. Ümit

    2016-01-01

    The aim of this study was to examine the effect of Blended Cooperative Learning Environment (BCLE) in biology teaching on students' classroom community sense, their academic achievement and on their levels of satisfaction. In the study, quantitative and qualitative research methods were used together. The study was carried out with 30 students in…

  11. Teacher and Student Thoughts on Effectiveness of Cooperative Learning in Geography Teaching

    ERIC Educational Resources Information Center

    Kus, Metin; Filiz, Erkan; Altun, Sertel

    2014-01-01

    The aim of this study was to determine teachers' and students?' opinions on the effectiveness of cooperative learning. This study was conducted in Istanbul Lycee and it had a qualitative research design. The participant of the study assigned randomly among ninth grade students who were studying in Istanbul Lycee in the year of 2012 to…

  12. Effective Staff Development in Cooperative Learning: Training, Transfer, and Long-Term Use.

    ERIC Educational Resources Information Center

    Johnson, David W.; Johnson, Roger T.

    Staff development in cooperative learning must focus on three stages of staff development (pre-training, training, and post-training) to achieve at least five purposes. The five purposes are: creating conditions for successful staff development prior to training; conducting high-quality training sessions that result in mastery of the conceptual…

  13. Grade/Study-Performance Contracts, Enhanced Communication, Cooperative Learning, and Student Performance in Undergraduate Organic Chemistry.

    ERIC Educational Resources Information Center

    Dougherty, Ralph C.

    1997-01-01

    Describes and evaluates a teaching strategy, designed to increase student retention while maintaining academic performance levels in undergraduate organic chemistry, that uses grade/study-performance contracts, enhanced communication using electronic mail, and cooperative learning. Concludes that a series of interventions can substantially…

  14. Efficacy of the Cooperative Learning Method on Mathematics Achievement and Attitude: A Meta-Analysis Research

    ERIC Educational Resources Information Center

    Capar, Gulfer; Tarim, Kamuran

    2015-01-01

    This research compiles experimental studies from 1988 to 2010 that examined the influence of the cooperative learning method, as compared with that of traditional methods, on mathematics achievement and on attitudes towards mathematics. The related field was searched using the following key words in Turkish "matematik ve isbirlikli ögrenme,…

  15. The Learning Exchange Program: A Cooperative Venture for Realistic Job Training

    ERIC Educational Resources Information Center

    Wanat, John A.

    1977-01-01

    A brief description and evaluation of the Learning Exchange Program (LEX), a high school cooperative education program between New Jersey local school districts and the New Jersey National Guard, in which students work alongside full-time National Guard technicians in such areas as jet engine repair, helicopter maintenance, and other technical…

  16. Changing Antisocial Behavior Patterns in Young Boys: A Structured Cooperative Learning Approach.

    ERIC Educational Resources Information Center

    Quinn, Mary Magee

    2002-01-01

    A six-week cooperative learning intervention using positive peer role models was used to teach interpersonal problem-solving skills to 42 first-grade boys at risk of antisocial behavior patterns. Participants showed an increase in academic engaged time. However, the intervention failed to produce significantly lower rates of externalizing…

  17. The Investigation of Peer Assessment in Primary School Cooperative Learning Groups with Respect to Gender

    ERIC Educational Resources Information Center

    Yurdabakan, Irfan

    2011-01-01

    There are studies especially at higher education level investigating the subsequent responses of students towards reciprocity, tacit agreement and assessment of peers, but research on the effect of gender on peer assessment is limited. The present study focuses on whether peer assessment used in cooperative learning groups varies with respect to…

  18. Cooperative Learning and Embodied Accountability: An Ethnographic Analysis of Classroom Participation in an English School

    ERIC Educational Resources Information Center

    Luna, Laura

    2015-01-01

    Based on a school ethnography carried out in an English primary school in the last years of New Labour Government, this paper examines the processes and dynamics involved in the introduction of a cooperative learning method as part of the Success for All Literacy Program, which was being implemented in the school for the first time. It discusses…

  19. The Effect of Cooperative Learning on Grade 12 Learners' Performance in Projectile Motions, South Africa

    ERIC Educational Resources Information Center

    Kibirige, Israel; Lehong, Moyahabo Jeridah

    2016-01-01

    The study explored the effect of cooperative learning on Grade 12 learners' performance in projectile motions. A quasi-experimental research design with non-equivalent control group was used. Two schools were purposively selected from Maleboho Central circuit in South Africa based on their performance in Physical Sciences Grade 12 results of 2011.…

  20. Co-Operative Education: Challenges of Qualitative Research on Learning in the Workplace.

    ERIC Educational Resources Information Center

    Chin, Peter; Munby, Hugh; Hutchinson, Nancy L.

    This paper is concerned with the challenges of qualitative research on workplace learning that occurs within co-operative (co-op) education. Co-op education is extensive in Canada, with an estimated 10% of the student population enrolled in co-op secondary education each year. The context for this study was a veterinary clinic in which four co-op…

  1. Effect of Cooperative Learning on Achievement of Students in General Science at Secondary Level

    ERIC Educational Resources Information Center

    Parveen, Qaisara; Batool, Sadia

    2012-01-01

    The aim of the study was to explore the effects of cooperative learning on General Science achievement among 9th class students. Based upon previous research literature it was hypothesized that significant difference existed between the mean posttest scores of General Science achievement of experimental group and control group. The pretest…

  2. Effectiveness of Computer-Assisted STAD Cooperative Learning Strategy on Physics Problem Solving, Achievement and Retention

    ERIC Educational Resources Information Center

    Gambari, Amosa Isiaka; Yusuf, Mudasiru Olalere

    2015-01-01

    This study investigated the effectiveness of computer-assisted Students' Team Achievement Division (STAD) cooperative learning strategy on physics problem solving, students' achievement and retention. It also examined if the student performance would vary with gender. Purposive sampling technique was used to select two senior secondary schools…

  3. Achieving Gender Equity in Science Class: Shift from Competition to Cooperative Learning

    ERIC Educational Resources Information Center

    Esiobu, G. O.

    2011-01-01

    Purpose: This study aims to verify the impact of cooperative learning as an intervention strategy towards the achievement of peace, equality and equity in the science classroom as part of the democratic process necessary for sustainable development. Design/methodology/approach: The study sample comprised 56 SSS 2 students in one public…

  4. Virtual Warrensburg: Using Cooperative Learning and the Internet in the Social Studies Classroom

    ERIC Educational Resources Information Center

    Scheuerell, Scott

    2010-01-01

    The author discusses how high school social studies teachers can have their students investigate local history topics and share their findings by producing Web pages, using a cooperative learning structure. The author discusses his firsthand experiences using this approach with high school students at Warrensburg High School. He emphasizes the…

  5. When Creative Problem Solving Strategy Meets Web-Based Cooperative Learning Environment in Accounting Education

    ERIC Educational Resources Information Center

    Cheng, Kai Wen

    2011-01-01

    Background: Facing highly competitive and changing environment, cultivating citizens with problem-solving attitudes is one critical vision of education. In brief, the importance of education is to cultivate students with practical abilities. Realizing the advantages of web-based cooperative learning (web-based CL) and creative problem solving…

  6. Effects of a Co-operative Learning Strategy on Ninth-Graders' Understanding of Human Nutrition.

    ERIC Educational Resources Information Center

    Soyibo, Kola; Evans, Hermel G.

    2002-01-01

    Looks at the effect of teaching strategies on a group's attitude toward biology and understanding human nutrition. Used an experimental group that participated in co-operative learning and a control group taught using the lecture method. Involves ninth graders (n=156) from two high schools in Jamaica. (Author/YDS)

  7. Cooperative Learning in Graduate Student Projects: Comparing Synchronous versus Asynchronous Collaboration

    ERIC Educational Resources Information Center

    Strang, Kenneth

    2013-01-01

    Cooperative learning was applied in a graduate project management course to compare the effectiveness of asynchronous versus synchronous online team meetings. An experiment was constructed to allocate students to project teams while ensuring there was a balance of requisite skills, namely systems analysis and design along with HTML/Javascript…

  8. Using a Cooperative Learning Model to Improve Cultural Attitudes and Increase Cultural Literacy.

    ERIC Educational Resources Information Center

    Mingleton, Helen V.

    This document describes a program that was developed and implemented to expand the cultural awareness of fourth grade students. The report describes a multicultural education curriculum that focused on African American and Hispanic history, literature, inventions, ethnographies, and biographies. Research based cooperative learning strategies were…

  9. University Students' Perceptions of a Holistic Care Course through Cooperative Learning: Implications for Instructors and Researchers

    ERIC Educational Resources Information Center

    Pan, Peter Jen Der; Pan, Gloria Huey-Ming; Lee, Ching-Yieh; Chang, Shona Shih Hua

    2010-01-01

    The benefits of cooperative learning have been advocated in a wide range of educational contexts in higher education. There is, however, rare information on the contributions of holistic education courses on college students. Using grounded theory methods, this preliminary study was to explore participants' perceptions of a holistic care course…

  10. Quantitative and Qualitative Results: Cooperative Learning Implementation with Hispanic Community College Freshmen

    ERIC Educational Resources Information Center

    Morgan, Bobbette M.; Keitz, Ruth A.; Wells, Lori

    2013-01-01

    Five classes of Art Appreciation first semester undergraduate Hispanic students assigned to one professor were selected to experience cooperative learning over a full semester. Pre-semester surveys and post-semester surveys were completed by 104 Hispanic freshmen college students. Strategies used in the classes included Think-Pair-Share, Ticket…

  11. Cooperative Learning Instruction: Effects of Wanting or Not Wanting To Participate on Mathematics Achievement.

    ERIC Educational Resources Information Center

    Cushing, Katherine S.; Kerrins, Judith A.

    This study was designed to investigate differential achievement effects of cooperative learning instruction in mathematics on students who seek group membership and on those who do not. The study was conducted in a suburban school district in Colorado. Participants were 3 classes of 5th-grade students (N=56) along with teachers who had received…

  12. Cooperative Learning and Social Stories: Effective Social Skills Strategies for Reading Teachers.

    ERIC Educational Resources Information Center

    Gut, Dianne M.; Safran, Stephen P.

    2002-01-01

    Suggests that few teachers understand the debilitating effect that social skill deficits have on a child's daily life. Notes that instructional strategies such as cooperative learning groups and social stories can help children improve their social behavior. Encourages all educators not only to emphasize academics, but also to seize any…

  13. Increasing Student Effort in Complex Problem Solving through Cooperative Learning and Self-Recording Techniques

    ERIC Educational Resources Information Center

    Brahmer, Kelly; Harmatys, Jennifer

    2009-01-01

    In recent years, teachers have noticed a drop in student effort on complex problems in math and science. The purpose of this study was to determine if incorporating cooperative learning and self-recording strategies had an impact upon student effort on complex problems. A total of 38 9th through 11th grade math and science students at two…

  14. Adding Constructive Competition to Enhance a Cooperative Learning Experience: A Quest for Kudos

    ERIC Educational Resources Information Center

    Rosol, Sarah B.

    2013-01-01

    This article reviews a classroom application titled "The Quest for Kudos Challenge," which is a long-term, multitask, large group competition to attain a reward that was designed to adhere to the recommendations for creating a cooperative learning experience while maintaining the elements of a constructive competition. The application…

  15. Correcting Inappropriate Classroom Behavior through the Use of Cooperative Learning and Peer and Self-Evaluation.

    ERIC Educational Resources Information Center

    Krause, Fritz

    The effectiveness of a behavior modification program combining cooperative learning with peer and self-evaluation was field tested with a group of 20 students in a 9th-grade class in beginning small engines. The students represented a mix of racial/cultural and economic backgrounds, were of average intelligence, and exhibited a variety of poor…

  16. Realistic Mathematics Learning Using Cooperative Strategy Model in Junior High School

    ERIC Educational Resources Information Center

    Dwiyana

    2015-01-01

    This study aims to develop a realistic mathematics learning model using cooperative strategy. This study applies research and development approach conducted at Junior High School "Laboratorium," State University of Malang. The implementation of this model is conducted through five stages: 1) previous study phase; 2) model planning phase;…

  17. "Practicing What We Preach: An Argument for Cooperative Learning Opportunities for Elementary and Secondary Educators"

    ERIC Educational Resources Information Center

    Coke, Pamela K.

    2005-01-01

    Van Allen (1996) supports a paradigm shift in how Americans think about education, from a view of school as hierarchy to school as continuum. While the relationship between elementary and secondary education is not always visible, teachers can model cooperative learning for students by working as a team across grade levels to solve problem,…

  18. Cooperative Learning Revisited: From an Instructional Method to a Way of Life

    ERIC Educational Resources Information Center

    Garfield, Joan

    2013-01-01

    Joan Garfield reflects on cooperative learning, 20 years after publishing an article on this topic in the inaugural issue of "Journal of Statistics Education" ("JSE") (Garfield 1993). Here, she writes that as she re-read the article, she realized that she still agrees with most of what she originally wrote regarding the use of…

  19. High School Economics, Cooperative Learning, and the End-of-Course-Test--A Case Study

    ERIC Educational Resources Information Center

    Beavers, Sharon

    2011-01-01

    The primary purpose of this twelve-week case study was to explore the use of a cooperative learning strategy with small groups of students in a 12th-grade economics class as diverse learners prepared for tests. The complete case study was based on observations of students, student surveys, focus group interviews, and interviews with educators at…

  20. Effect of Cooperative Learning Strategies on Students' Understanding of Concepts in Electrochemistry

    ERIC Educational Resources Information Center

    Acar, Burcin; Tarhan, Leman

    2007-01-01

    The present study was conducted to investigate the degree of effectiveness of cooperative learning instruction over a traditional approach on 11th grade students' understanding of electrochemistry. The study involved forty-one 11th grade students from two science classes with the same teacher. To determine students' misconceptions concerning…

  1. Cooperative Learning in Small Groups: Recent Methods and Effects on Achievement, Attitudes, and Ethnic Relations.

    ERIC Educational Resources Information Center

    Sharan, Shlomo

    1980-01-01

    Three peer tutoring methods and two group investigation approaches are examined for effects on academic achievement, students' attitudes, and ethnic relations. The five methods are: Jigsaw classroom (Aronson), Teams-Games-Tournaments (DeVries), Student Teams and Academic Division (Slavin), cooperative learning approach (Johnson), and small-group…

  2. Epistemological Appropriation in One High School Student's Learning in Cooperative Education

    ERIC Educational Resources Information Center

    Chin, Peter; Bell, Karin Steiner; Munby, Hugh; Hutchinson, Nancy L

    2004-01-01

    In this study, detailed observations and interviews from a high school student's semester-long cooperative (co-op) placement in a dental practice are used to exemplify Hung's theoretical approach to understanding situated learning. Using Hung's theory of epistemological appropriation in an analysis of the co-op supervisor's regulatory behaviors…

  3. Using Jigsaw-Style Spectroscopy Problem-Solving to Elucidate Molecular Structure through Online Cooperative Learning

    ERIC Educational Resources Information Center

    Winschel, Grace A.; Everett, Renata K.; Coppola, Brian P.; Shultz, Ginger V.

    2015-01-01

    Cooperative learning was employed as an instructional approach to facilitate student development of spectroscopy problem solving skills. An interactive online environment was used as a framework to structure weekly discussions around spectroscopy problems outside of class. Weekly discussions consisted of modified jigsaw-style problem solving…

  4. Increasing Reading Comprehension in First and Second Graders Through Cooperative Learning

    ERIC Educational Resources Information Center

    Hollingsworth, Amanda; Sherman, Jennifer; Zaugra, Cynthia

    2007-01-01

    The purpose of this action research project report was to increase reading comprehension by using cooperative learning. Reading comprehension was a concern for the three teacher researchers at both research sites. There were 51 first and second grade students, 28 elementary teachers, and 51 families of the first and second grade students involved…

  5. Catch the Spirit of Learning's Cooperation Games. The Geography Decathlon. Part 2.

    ERIC Educational Resources Information Center

    Raker, Elizabeth; And Others

    1992-01-01

    The Olympic games can help motivate students to learn geography. The article offers a geography decathlon with 10 events to help students build map skills, multicultural awareness, and cooperative spirit. Each event covers at least one of the five fundamental geographic themes (location, place, regions, human/environment interactions, and…

  6. Using Cooperative Learning to Teach Chemistry: A Meta-Analytic Review

    ERIC Educational Resources Information Center

    Warfa, Abdi-Rizak M.

    2016-01-01

    A meta-analysis of recent quantitative studies that examine the effects of cooperative learning (CL) on achievement outcomes in chemistry is presented. Findings from 25 chemical education studies involving 3985 participants (N[subscript treatment] = 1,845; N[subscript control] = 2,140) and published since 2001 show positive association between…

  7. The Application of Computer Technology and Cooperative Learning in Developmental Algebra at the Community College.

    ERIC Educational Resources Information Center

    Wood, Judith Body

    In fall 1991, a study was initiated at Central Florida Community College (CFCC) in Ocala to examine the effects of computer lab tutorials and cooperative learning on mathematics achievement, retention rate, mathematics anxiety, mathematical confidence, and success in future mathematics courses among 29 students in an intermediate algebra class.…

  8. The Efficacy of Online Cooperative Learning Systems: The Perspective of Task-Technology Fit

    ERIC Educational Resources Information Center

    Chen, Charlie C.; Wu, Jiinpo; Yang, Samuel C.

    2006-01-01

    Purpose: This study investigates the impact of online synchronous audio and video systems on the performance of cooperative learning in decision making and intellective tasks. Design/methodology/approach: In total, 156 subjects, divided into 46 groups, were invited to resolve decision and intellective tasks in text messaging and audio conferencing…

  9. [An experience applying the teaching strategies of cooperative learning and creative thinking in a mental-health nursing practicum for undergraduates at a technical college].

    PubMed

    Huang, Yu-Hsien; Lin, Mei-Feng; Ho, Hsueh-Jen; Chang, Lu-Na; Chen, Shiue

    2015-04-01

    Lack of knowledge and experience is prevalent in undergraduate students who are taking their clinical practicum for mental-health nursing. This issue negatively affects the learning process. This article shares an experience of implementing a practicum-teaching program. This program was developed by the authors to facilitate the cooperative learning and clinical care competence of students. A series of multidimensional teaching activities was designed by integrating the strategies of peer cooperation and creative thinking to promote group and individual learning. Results indicate that the program successfully encouraged the students to participate more actively in the learning process. Additionally, the students demonstrated increased competence in empathetic caring toward patients, stronger friendship relationships with peers, and improved self-growth. The authors hope this teaching program provides a framework to increase the benefits for students of participating in clinical practicums and provides a teaching reference for clinical instructors. PMID:25854950

  10. [An experience applying the teaching strategies of cooperative learning and creative thinking in a mental-health nursing practicum for undergraduates at a technical college].

    PubMed

    Huang, Yu-Hsien; Lin, Mei-Feng; Ho, Hsueh-Jen; Chang, Lu-Na; Chen, Shiue

    2015-04-01

    Lack of knowledge and experience is prevalent in undergraduate students who are taking their clinical practicum for mental-health nursing. This issue negatively affects the learning process. This article shares an experience of implementing a practicum-teaching program. This program was developed by the authors to facilitate the cooperative learning and clinical care competence of students. A series of multidimensional teaching activities was designed by integrating the strategies of peer cooperation and creative thinking to promote group and individual learning. Results indicate that the program successfully encouraged the students to participate more actively in the learning process. Additionally, the students demonstrated increased competence in empathetic caring toward patients, stronger friendship relationships with peers, and improved self-growth. The authors hope this teaching program provides a framework to increase the benefits for students of participating in clinical practicums and provides a teaching reference for clinical instructors.

  11. Cooperative Member Education Campaign. Instructions to Learning Group Leaders and Hand-Outs to Learning Group Participants. Course One. Getting Started.

    ERIC Educational Resources Information Center

    Ministry of Lands, Resettlement and Rural Development, Harare (Zimbabwe).

    This booklet contains most of the materials needed by the learning group leaders and group participants in Zimbabwe's Cooperative Member Education Campaign. The 10 meetings in this course focus on cooperatives. Detailed instructions for learning group leaders present specific suggestions for conducting the meetings, including what to say,…

  12. Cooperative Learning through Collaborative Faculty-Student Research Teams

    ERIC Educational Resources Information Center

    McWey, Lenore M.; Henderson, Tammy L.; Piercy, Fred P.

    2006-01-01

    A structured research team experience can add a great deal to a graduate student's academic and professional training, and it also can support a positive research culture within a department. In this study, we discuss how one department developed and implemented collaborative learning research teams to enhance students' research experiences. We…

  13. Cooperative Learning in Middle Schools: Interrelationship of Relationships and Achievement

    ERIC Educational Resources Information Center

    Johnson, David W.; Johnson, Roger T.; Roseth, Cary

    2010-01-01

    When students enter middle school, they face 2 major challenges, one involving the biological, cognitive, and socioemotional changes they are going through, and another involving the transition from elementary to middle school. Peer learning has considerable influence on how well they manage these challenges. The research that exists on peer…

  14. Cooperative Learning Technique through Internet Based Education: A Model Proposal

    ERIC Educational Resources Information Center

    Ozkan, Hasan Huseyin

    2010-01-01

    Internet is gradually becoming the most valuable learning environment for the people which form the information society. That the internet provides written, oral and visual communication between the participants who are at different places, that it enables the students' interaction with other students and teachers, and that it does these so fast…

  15. Teachers as Learners in a Cooperative Learning Biochemistry Class

    ERIC Educational Resources Information Center

    Osgood, Marcy P.; Mitchell, Steve M.; Anderson, William L.

    2005-01-01

    Upper level college students majoring in biochemistry at the University of New Mexico have the opportunity to participate in an advanced biochemistry course entitled "Biochemistry Education." This course introduces theories of teaching and learning, provides opportunities for participation in course organization, design, and assessment strategies,…

  16. Candies to Dye for: Cooperative, Open-Ended Student Activities to Promote Understanding of Electrophoretic Fractionation

    NASA Astrophysics Data System (ADS)

    Emry, Randall; Curtright, Robert D.; Wright, Jonathan; Markwell, John

    2000-10-01

    A three-part series of laboratory activities is presented that allows students to learn why electrophoretic separations work and to manipulate the factors that influence the separation process. In the first two exercises, students perform cooperative separations of FD&C dyes from candies utilizing electrophoresis in two buffers of different pH. Students must use package information from one brand of candy and critical thinking to determine the identities of these dyes. Using structural formulas for the dyes the students draw conclusions regarding the effect of charge and molecular mass on separation. The final activity is an open-ended investigation into a student-formulated question. These activities integrate topics in biology and chemistry into activities that interest students and foster a real understanding of the tool of electrophoresis.

  17. Adapting Active Learning in Ethiopia

    ERIC Educational Resources Information Center

    Casale, Carolyn Frances

    2010-01-01

    Ethiopia is a developing country that has invested extensively in expanding its educational opportunities. In this expansion, there has been a drastic restructuring of its system of preparing teachers and teacher educators. Often, improving teacher quality is dependent on professional development that diversifies pedagogy (active learning). This…

  18. Active Learning in Introductory Climatology.

    ERIC Educational Resources Information Center

    Dewey, Kenneth F.; Meyer, Steven J.

    2000-01-01

    Introduces a software package available for the climatology curriculum that determines possible climatic events according to a long-term climate history. Describes the integration of the software into the curriculum and presents examples of active learning. (Contains 19 references.) (YDS)

  19. Business Communication through Active Learning.

    ERIC Educational Resources Information Center

    Goff-Kfouri, Carol Ann

    Research has shown that although university instructors of English as a Second Language are aware of the benefits that active learning can bring the student, teacher-centered, traditional lecture method classes are still the norm. Resistance to change is due in part to large class sizes, limited instruction hours, and the perception that proactive…

  20. Adaptive Batch Mode Active Learning.

    PubMed

    Chakraborty, Shayok; Balasubramanian, Vineeth; Panchanathan, Sethuraman

    2015-08-01

    Active learning techniques have gained popularity to reduce human effort in labeling data instances for inducing a classifier. When faced with large amounts of unlabeled data, such algorithms automatically identify the exemplar and representative instances to be selected for manual annotation. More recently, there have been attempts toward a batch mode form of active learning, where a batch of data points is simultaneously selected from an unlabeled set. Real-world applications require adaptive approaches for batch selection in active learning, depending on the complexity of the data stream in question. However, the existing work in this field has primarily focused on static or heuristic batch size selection. In this paper, we propose two novel optimization-based frameworks for adaptive batch mode active learning (BMAL), where the batch size as well as the selection criteria are combined in a single formulation. We exploit gradient-descent-based optimization strategies as well as properties of submodular functions to derive the adaptive BMAL algorithms. The solution procedures have the same computational complexity as existing state-of-the-art static BMAL techniques. Our empirical results on the widely used VidTIMIT and the mobile biometric (MOBIO) data sets portray the efficacy of the proposed frameworks and also certify the potential of these approaches in being used for real-world biometric recognition applications.

  1. Oral Hygiene. Learning Activity Package.

    ERIC Educational Resources Information Center

    Hime, Kirsten

    This learning activity package on oral hygiene is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, a list of definitions, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics…

  2. Blood Pressure. Learning Activity Package.

    ERIC Educational Resources Information Center

    Hime, Kirsten

    This learning activity package on blood pressure is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, list of materials needed, a list of definitions, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics…

  3. Learning to Teach as Situated Learning: An Examination of Student Teachers as Legitimate Peripheral Participants in Cooperating Teachers' Classrooms

    NASA Astrophysics Data System (ADS)

    McDonald, Eric J.

    Learning to teach science well is a complex endeavor and student teaching provides a time for emerging teachers to learn how to reason in this uncertain landscape. Many pre-service teachers have rated student teaching as a very important part of their teacher education program (Koerner, Rust, & Baumgartner, 2002; Levine, 2006) and there is little doubt that this aspect of teacher preparation has a great impact (Wilson, Floden, Ferrinin-Mundy, 2001). It is surprising, therefore, that the interaction between the cooperating teacher and student teacher represents a gap in the literature (Cochran-Smith & Zeichner, 2005). In fact, little effort has been made in science education "to understand the contributions of cooperating teachers and teacher educators" (p. 322). Research is needed into not only how teacher preparation programs can help pre-service teachers make this transition from student teacher to effective teacher but also how the expertise of the cooperating teacher can be a better articulated part of the development of the student teacher. This instrumental case study examines the nature and substance of the cooperating teacher/student teacher conversations and the changes in those conversations over time. Using the theoretical framework of situated learning (Lave & Wenger, 1991; Lave, 1996) the movement of the student teacher from their position on the periphery of practice toward a more central role is examined. Three cooperating teacher/student teacher pairs provided insight into this important time with case data coming from pre and post interviews, baseline surveys, weekly update surveys, and recorded conversations from the pair during their time together. Four major themes emerged from the cases and from cross case comparisons with implications for student teachers regarding how they react to greater responsibility, cooperating teachers regarding how they give access to the community of practice, and the teacher preparation community regarding the role

  4. Learning Style Differences in the Perceived Effectiveness of Learning Activities

    ERIC Educational Resources Information Center

    Karns, Gary L.

    2006-01-01

    The learning style individual difference factor has long been a basis for understanding student preferences for various learning activities. Marketing educators have been advised to heavily invest in tailoring course design based on the learning style groups in their classes. A further exploration of the effects of learning style differences on…

  5. Self-organizing neural architectures and cooperative learning in a multiagent environment.

    PubMed

    Xiao, Dan; Tan, Ah-Hwee

    2007-12-01

    Temporal-Difference-Fusion Architecture for Learning, Cognition, and Navigation (TD-FALCON) is a generalization of adaptive resonance theory (a class of self-organizing neural networks) that incorporates TD methods for real-time reinforcement learning. In this paper, we investigate how a team of TD-FALCON networks may cooperate to learn and function in a dynamic multiagent environment based on minefield navigation and a predator/prey pursuit tasks. Experiments on the navigation task demonstrate that TD-FALCON agent teams are able to adapt and function well in a multiagent environment without an explicit mechanism of collaboration. In comparison, traditional Q-learning agents using gradient-descent-based feedforward neural networks, trained with the standard backpropagation and the resilient-propagation (RPROP) algorithms, produce a significantly poorer level of performance. For the predator/prey pursuit task, we experiment with various cooperative strategies and find that a combination of a high-level compressed state representation and a hybrid reward function produces the best results. Using the same cooperative strategy, the TD-FALCON team also outperforms the RPROP-based reinforcement learners in terms of both task completion rate and learning efficiency.

  6. Evolution of cooperation facilitated by reinforcement learning with adaptive aspiration levels.

    PubMed

    Tanabe, Shoma; Masuda, Naoki

    2012-01-21

    Repeated interaction between individuals is the main mechanism for maintaining cooperation in social dilemma situations. Variants of tit-for-tat (repeating the previous action of the opponent) and the win-stay lose-shift strategy are known as strong competitors in iterated social dilemma games. On the other hand, real repeated interaction generally allows plasticity (i.e., learning) of individuals based on the experience of the past. Although plasticity is relevant to various biological phenomena, its role in repeated social dilemma games is relatively unexplored. In particular, if experience-based learning plays a key role in promotion and maintenance of cooperation, learners should evolve in the contest with nonlearners under selection pressure. By modeling players using a simple reinforcement learning model, we numerically show that learning enables the evolution of cooperation. We also show that numerically estimated adaptive dynamics appositely predict the outcome of evolutionary simulations. The analysis of the adaptive dynamics enables us to capture the obtained results as an affirmative example of the Baldwin effect, where learning accelerates the evolution to optimality. PMID:22037063

  7. Evolution of cooperation facilitated by reinforcement learning with adaptive aspiration levels.

    PubMed

    Tanabe, Shoma; Masuda, Naoki

    2012-01-21

    Repeated interaction between individuals is the main mechanism for maintaining cooperation in social dilemma situations. Variants of tit-for-tat (repeating the previous action of the opponent) and the win-stay lose-shift strategy are known as strong competitors in iterated social dilemma games. On the other hand, real repeated interaction generally allows plasticity (i.e., learning) of individuals based on the experience of the past. Although plasticity is relevant to various biological phenomena, its role in repeated social dilemma games is relatively unexplored. In particular, if experience-based learning plays a key role in promotion and maintenance of cooperation, learners should evolve in the contest with nonlearners under selection pressure. By modeling players using a simple reinforcement learning model, we numerically show that learning enables the evolution of cooperation. We also show that numerically estimated adaptive dynamics appositely predict the outcome of evolutionary simulations. The analysis of the adaptive dynamics enables us to capture the obtained results as an affirmative example of the Baldwin effect, where learning accelerates the evolution to optimality.

  8. Stimulating Deep Learning Using Active Learning Techniques

    ERIC Educational Resources Information Center

    Yew, Tee Meng; Dawood, Fauziah K. P.; a/p S. Narayansany, Kannaki; a/p Palaniappa Manickam, M. Kamala; Jen, Leong Siok; Hoay, Kuan Chin

    2016-01-01

    When students and teachers behave in ways that reinforce learning as a spectator sport, the result can often be a classroom and overall learning environment that is mostly limited to transmission of information and rote learning rather than deep approaches towards meaningful construction and application of knowledge. A group of college instructors…

  9. Collective induction without cooperation? Learning and knowledge transfer in cooperative groups and competitive auctions.

    PubMed

    Maciejovsky, Boris; Budescu, David V

    2007-05-01

    There is strong evidence that groups perform better than individuals do on intellective tasks with demonstrably correct solutions. Typically, these studies assume that group members share common goals. The authors extend this line of research by replacing standard face-to-face group interactions with competitive auctions, allowing for conflicting individual incentives. In a series of studies involving the well-known Wason selection task, they demonstrate that competitive auctions induce learning effects equally impressive as those of standard group interactions, and they uncover specific and general knowledge transfers from these institutions to new reasoning problems. The authors identify payoff feedback and information pooling as the driving factors underlying these findings, and they explain these factors within the theoretical framework of collective induction.

  10. Active Learning with Irrelevant Examples

    NASA Technical Reports Server (NTRS)

    Wagstaff, Kiri; Mazzoni, Dominic

    2009-01-01

    An improved active learning method has been devised for training data classifiers. One example of a data classifier is the algorithm used by the United States Postal Service since the 1960s to recognize scans of handwritten digits for processing zip codes. Active learning algorithms enable rapid training with minimal investment of time on the part of human experts to provide training examples consisting of correctly classified (labeled) input data. They function by identifying which examples would be most profitable for a human expert to label. The goal is to maximize classifier accuracy while minimizing the number of examples the expert must label. Although there are several well-established methods for active learning, they may not operate well when irrelevant examples are present in the data set. That is, they may select an item for labeling that the expert simply cannot assign to any of the valid classes. In the context of classifying handwritten digits, the irrelevant items may include stray marks, smudges, and mis-scans. Querying the expert about these items results in wasted time or erroneous labels, if the expert is forced to assign the item to one of the valid classes. In contrast, the new algorithm provides a specific mechanism for avoiding querying the irrelevant items. This algorithm has two components: an active learner (which could be a conventional active learning algorithm) and a relevance classifier. The combination of these components yields a method, denoted Relevance Bias, that enables the active learner to avoid querying irrelevant data so as to increase its learning rate and efficiency when irrelevant items are present. The algorithm collects irrelevant data in a set of rejected examples, then trains the relevance classifier to distinguish between labeled (relevant) training examples and the rejected ones. The active learner combines its ranking of the items with the probability that they are relevant to yield a final decision about which item

  11. Connecting Family Learning and Active Citizenship

    ERIC Educational Resources Information Center

    Flanagan, Mary

    2009-01-01

    In Ireland family learning and active citizenship has not been linked together until 2006. It was while the Clare Family Learning Project was involved in a family learning EU learning network project, that a suggestion to create a new partnership project linking both areas was made and FACE IT! was born (Families and Active Citizenship…

  12. Learning by statistical cooperation of self-interested neuron-like computing elements.

    PubMed

    Barto, A G

    1985-01-01

    Since the usual approaches to cooperative computation in networks of neuron-like computating elements do not assume that network components have any "preferences", they do not make substantive contact with game theoretic concepts, despite their use of some of the same terminology. In the approach presented here, however, each network component, or adaptive element, is a self-interested agent that prefers some inputs over others and "works" toward obtaining the most highly preferred inputs. Here we describe an adaptive element that is robust enough to learn to cooperate with other elements like itself in order to further its self-interests. It is argued that some of the longstanding problems concerning adaptation and learning by networks might be solvable by this form of cooperativity, and computer simulation experiments are described that show how networks of self-interested components that are sufficiently robust can solve rather difficult learning problems. We then place the approach in its proper historical and theoretical perspective through comparison with a number of related algorithms. A secondary aim of this article is to suggest that beyond what is explicitly illustrated here, there is a wealth of ideas from game theory and allied disciplines such as mathematical economics that can be of use in thinking about cooperative computation in both nervous systems and man-made systems.

  13. "I Owe It to My Group Members…who Critically Commented on My Conducting"--Cooperative Learning in Choral Conducting Education

    ERIC Educational Resources Information Center

    Varvarigou, Maria

    2016-01-01

    This article explores cooperative learning in choral conducting education. The five characteristics of cooperative learning identified by Adams and Hamm ((1996). "Cooperative learning: Critical thinking and collaboration across the curriculum" (2nd ed.). Springfield, IL: Charles Thomas Publishers): positive interdependence; face-to-face…

  14. 40 CFR 35.6225 - Activities eligible for funding under Core Program Cooperative Agreements.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Core Program Cooperative Agreements. 35.6225 Section 35.6225 Protection of Environment ENVIRONMENTAL... Superfund State Contracts for Superfund Response Actions Core Program Cooperative Agreements § 35.6225 Activities eligible for funding under Core Program Cooperative Agreements. (a) To be eligible for...

  15. History and Evolution of Active Learning Spaces

    ERIC Educational Resources Information Center

    Beichner, Robert J.

    2014-01-01

    This chapter examines active learning spaces as they have developed over the years. Consistently well-designed classrooms can facilitate active learning even though the details of implementing pedagogies may differ.

  16. Taiwan's cooperative space activities at present and in future

    NASA Astrophysics Data System (ADS)

    Ip, Wing-Huen

    2004-01-01

    Taiwan is developing a long-term space program which is entering its next 15 years of planning cycle. Since its establishment in 1992, the National Space Program Office has played a key role in introducing satellite technology and space experiments into Taiwan. In parallel, basic research in space science and remote-sensing observations are being promoted in different institutions. A combination of these efforts has earned Taiwan a compact but effective space program capable of mounting satellite missions and advanced study in various disciplines of space science. The satellite data receiving and data processing facilities are particularly valuable in addressing issues related to environmental protection, natural hazards and economic planning. At the present time, Taiwan's international cooperative space activities are still very limited in scope but there is a wide ranging of possibilities which could be pursued together with other developing nations in space research under the auspice of COSPAR.

  17. Active Learning: Historical and Contemporary Perspectives.

    ERIC Educational Resources Information Center

    Page, Marilyn

    The purposes of the first two parts of this literature review are to clarify the concept of active learning and discuss the use and value of active learning models. In Part I, the perspectives of five historical proponents of active learning, Rousseau, Pestalozzi, Dewey, Kilpatrick, and Piaget, are discussed. The views of four contemporary…

  18. Active Learning through Service-Learning

    ERIC Educational Resources Information Center

    Goldberg, Lynette R.; Richburg, Cynthia McCormick; Wood, Lisa A.

    2006-01-01

    Service-learning (SL) is a relatively new pedagogical approach to facilitate student learning at the university level. In SL, students enrolled in an academic course provide a needed service to a community partner. Through guided reflection, students link classroom-based, theoretical knowledge with clinical applications. Students' active…

  19. Pilot test of cooperative learning format for training mental health researchers and black community leaders in partnership skills.

    PubMed Central

    Laborde, Danielle J.; Brannock, Kristen; Breland-Noble, Alfiee; Parrish, Theodore

    2007-01-01

    To support reduction of racial disparities in mental health diagnosis and treatment, mental health researchers and black community-based organization (CBO) leaders need training on how to engage in collaborative research partnerships. In this study, we pilot tested a series of partnership skills training modules for researchers and CBO leaders in a collaborative learning format. Two different sets of three modules, designed for separate training of researchers and CBO leaders, covered considering, establishing and managing mental health research partnerships and included instructions for self-directed activities and discussions. Eight CBO leaders participated in 10 sessions, and six researchers participated in eight sessions. The effectiveness of the training content and format was evaluated through standardized observations, focus group discussions, participant evaluation forms and retrospective pre-/posttests to measure perceived gains in knowledge. Participants generally were satisfied with the training experience and gained new partnership knowledge and skills. Although the CBO leaders were more engaged in the cooperative learning process, this training format appealed to both audiences. Pilot testing demonstrated that: 1) our modules can equip researchers and CBO leaders with new partnership knowledge and skills and 2) the cooperative learning format is a well-received and suitable option for mental health research partnership training. PMID:18229772

  20. The Impact of Phonetic Instruction on the Oral Proficiency of English Language Learners in a Cooperative Learning Setting

    ERIC Educational Resources Information Center

    Chen, Hsuan-Yu

    2009-01-01

    Oral proficiency is an important goal in second language learning not only for communication, but also for developing reading and writing skills. Use of cooperative learning (CL) strategies has been shown to successfully improve second language learning in many cases for its focus on individual accountability and positive interdependence (Kagan &…

  1. Payoff-based learning explains the decline in cooperation in public goods games.

    PubMed

    Burton-Chellew, Maxwell N; Nax, Heinrich H; West, Stuart A

    2015-02-22

    Economic games such as the public goods game are increasingly being used to measure social behaviours in humans and non-human primates. The results of such games have been used to argue that people are pro-social, and that humans are uniquely altruistic, willingly sacrificing their own welfare in order to benefit others. However, an alternative explanation for the empirical observations is that individuals are mistaken, but learn, during the game, how to improve their personal payoff. We test between these competing hypotheses, by comparing the explanatory power of different behavioural rules, in public goods games, where individuals are given different amounts of information. We find: (i) that individual behaviour is best explained by a learning rule that is trying to maximize personal income; (ii) that conditional cooperation disappears when the consequences of cooperation are made clearer; and (iii) that social preferences, if they exist, are more anti-social than pro-social.

  2. Payoff-based learning explains the decline in cooperation in public goods games

    PubMed Central

    Burton-Chellew, Maxwell N.; Nax, Heinrich H.; West, Stuart A.

    2015-01-01

    Economic games such as the public goods game are increasingly being used to measure social behaviours in humans and non-human primates. The results of such games have been used to argue that people are pro-social, and that humans are uniquely altruistic, willingly sacrificing their own welfare in order to benefit others. However, an alternative explanation for the empirical observations is that individuals are mistaken, but learn, during the game, how to improve their personal payoff. We test between these competing hypotheses, by comparing the explanatory power of different behavioural rules, in public goods games, where individuals are given different amounts of information. We find: (i) that individual behaviour is best explained by a learning rule that is trying to maximize personal income; (ii) that conditional cooperation disappears when the consequences of cooperation are made clearer; and (iii) that social preferences, if they exist, are more anti-social than pro-social. PMID:25589609

  3. A proposal on teaching methodology: cooperative learning by peer tutoring based on the case method

    NASA Astrophysics Data System (ADS)

    Pozo, Antonio M.; Durbán, Juan J.; Salas, Carlos; del Mar Lázaro, M.

    2014-07-01

    The European Higher Education Area (EHEA) proposes substantial changes in the teaching-learning model, moving from a model based mainly on the activity of teachers to a model in which the true protagonist is the student. This new framework requires that students develop new abilities and acquire specific skills. This also implies that the teacher should incorporate new methodologies in class. In this work, we present a proposal on teaching methodology based on cooperative learning and peer tutoring by case study. A noteworthy aspect of the case-study method is that it presents situations that can occur in real life. Therefore, students can acquire certain skills that will be useful in their future professional practice. An innovative aspect in the teaching methodology that we propose is to form work groups consisting of students from different levels in the same major. In our case, the teaching of four subjects would be involved: one subject of the 4th year, one subject of the 3rd year, and two subjects of the 2nd year of the Degree in Optics and Optometry of the University of Granada, Spain. Each work group would consist of a professor and a student of the 4th year, a professor and a student of the 3rd year, and two professors and two students of the 2nd year. Each work group would have a tutoring process from each professor for the corresponding student, and a 4th-year student providing peer tutoring for the students of the 2nd and 3rd year.

  4. A Case-Study for Life-Long Learning and Adaptation in Cooperative Robot Teams

    SciTech Connect

    Parker, L.E.

    1999-09-19

    While considerable progress has been made in recent years toward the development of multi-robot teams, much work remains to be done before these teams are used widely in real-world applications. Two particular needs toward this end are the development of mechanisms that enable robot teams to generate cooperative behaviors on their own, and the development of techniques that allow these teams to autonomously adapt their behavior over time as the environment or the robot team changes. This paper proposes the use of the Cooperative Multi-Robot Observation of Multiple Moving Targets (CMOMMT) application as a rich domain for studying the issues of multi-robot learning and adaptation. After discussing the need for learning and adaptation in multi-robot teams, this paper describes the CMOMMT application and its relevance to multi-robot learning. We discuss the results of the previously- developed, hand-generated algorithm for CMOMMT and the potential for learning that was discovered from the hand-generated approach. We then describe the early work that has been done (by us and others) to generate multi- robot learning techniques for the CMOMMT application, as well as our ongoing research to develop approaches that give performance as good, or better, than the hand-generated approach. The ultimate goal of this research is to develop techniques for multi-robot learning and adaptation in the CMOMMT application domain that will generalize to cooperative robot applications in other domains, thus making the practical use of multi-robot teams in a wide variety of real-world applications much closer to reality.

  5. Using Cooperative Learning Strategies to Teach Children Fitness

    ERIC Educational Resources Information Center

    Kane, Jennifer J.; Kane, Richard J., Jr.

    2004-01-01

    Educating children in the development of positive attitudes toward health related fitness so that they are motivated to engage in lifetime fitness activities both inside and outside of the physical education class is an ongoing challenge for physical education teachers. This article presents several lesson ideas which have been developed to…

  6. Encouraging Second Language Use in Cooperative Learning Groups

    ERIC Educational Resources Information Center

    Jacobs, George; Kimura, Harumi

    2013-01-01

    This article begins by discussing whether students of second and foreign languages (hereafter, "second language" will be used to refer to both foreign and second languages) should be encouraged to use their second language (L2) with classmates when doing group activities. Reasons for both L2 and L1 (first language) use are discussed with reference…

  7. Developing Metacognition: A Basis for Active Learning

    ERIC Educational Resources Information Center

    Vos, Henk; de Graaff, E.

    2004-01-01

    The reasons to introduce formats of active learning in engineering (ALE) such as project work, problem-based learning, use of cases, etc. are mostly based on practical experience, and sometimes from applied research on teaching and learning. Such research shows that students learn more and different abilities than in traditional formats of…

  8. How Learning in an Inverted Classroom Influences Cooperation, Innovation and Task Orientation

    ERIC Educational Resources Information Center

    Strayer, Jeremy F.

    2012-01-01

    Recent technological developments have given rise to blended learning classrooms. An inverted (or flipped) classroom is a specific type of blended learning design that uses technology to move lectures outside the classroom and uses learning activities to move practice with concepts inside the classroom. This article compares the learning…

  9. Learning activism, acting with phronesis

    NASA Astrophysics Data System (ADS)

    Lee, Yew-Jin

    2015-12-01

    The article "Socio-political development of private school children mobilising for disadvantaged others" by Darren Hoeg, Natalie Lemelin, and Lawrence Bencze described a language-learning curriculum that drew on elements of Socioscientific issues and Science, Technology, Society and Environment. Results showed that with a number of enabling factors acting in concert, learning about and engagement in practical action for social justice and equity are possible. An alternative but highly compatible framework is now introduced—phronetic social research—as an action-oriented, wisdom-seeking research stance for the social sciences. By so doing, it is hoped that forms of phronetic social research can gain wider currency among those that promote activism as one of many valued outcomes of an education in science.

  10. Cooperative learning and social acceptance of children with mild intellectual disability.

    PubMed

    Jacques, N; Wilton, K; Townsend, M

    1998-02-01

    The effects of the participation of non-disabled children in a cooperative learning programme on their social acceptance of classmates with mild intellectual disability was examined. A sample of 24 children with mild intellectual disability in the 9-11-year-old age-range was identified from educational psychologists' case records. All of the children were receiving mainstreaming special education programmes at the time of the study. Twelve of the children had previously attended special education classes, while the remainder had always attended regular classes. Half of the children's regular classes were randomly assigned to either receive an experimental cooperative learning programme or to serve as control classrooms. The non-disabled children in the experimental classes showed significant increases in their social acceptance (sociometric ratings) of the children with mild intellectual disability, both immediately following the programme and 5 weeks later, but no such increases were evident in the children in the control classrooms. This pattern held for both the former special class pupils and the children with mild intellectual disability who had never attended special classes. The results confirm the usefulness of cooperative learning strategies for enhancing the social acceptance of children with mild intellectual disability in mainstreaming special educational programmes, regardless of the nature of their previous special educational provisions. PMID:9534112

  11. Mayan Children's Creation of Learning Ecologies by Initiative and Cooperative Action.

    PubMed

    de León, Lourdes

    2015-01-01

    This chapter examines Mayan children's initiatives in creating their own learning environments in collaboration with others as they engage in culturally relevant endeavors of family and community life. To this end, I carry out a fine-grained ethnographic and linguistic analysis of the interactional emergence of learning ecologies. Erickson defines learning ecology as a socioecological system where participants mutually influence one another through verbal and nonverbal actions, as well as through other forms of semiotic communication (2010, 254). In analyzing learning ecologies, I adopt a "theory of action" approach, taking into account multimodal communication (e.g., talk, gesture, gaze, body positioning), participants' sociospatial organization, embodied action, objects, tools, and other culturally relevant materials brought together to build action (Goodwin, 2000, 2013; Hutchins, 1995). I use microethnographic analysis (Erickson, 1992) to bring to the surface central aspects of children's agentive roles in learning through "cooperative actions" (Goodwin, 2013) and "hands-on" experience (Ingold, 2007) the skills of competent members of their community. I examine three distinct Learning Ecologies created by children's initiatives among the Mayan children that I observed: (i) children requesting guidance to collaborate in a task, (ii) older children working on their own initiative with subsequent monitoring and correction from competent members, and (iii) children with near competence in a task with occasional monitoring and no guidance. I argue that these findings enrich and add power to models of family- and community-based learning such as Learning by Observing and Pitching In (Rogoff, 2014).

  12. Mayan Children's Creation of Learning Ecologies by Initiative and Cooperative Action.

    PubMed

    de León, Lourdes

    2015-01-01

    This chapter examines Mayan children's initiatives in creating their own learning environments in collaboration with others as they engage in culturally relevant endeavors of family and community life. To this end, I carry out a fine-grained ethnographic and linguistic analysis of the interactional emergence of learning ecologies. Erickson defines learning ecology as a socioecological system where participants mutually influence one another through verbal and nonverbal actions, as well as through other forms of semiotic communication (2010, 254). In analyzing learning ecologies, I adopt a "theory of action" approach, taking into account multimodal communication (e.g., talk, gesture, gaze, body positioning), participants' sociospatial organization, embodied action, objects, tools, and other culturally relevant materials brought together to build action (Goodwin, 2000, 2013; Hutchins, 1995). I use microethnographic analysis (Erickson, 1992) to bring to the surface central aspects of children's agentive roles in learning through "cooperative actions" (Goodwin, 2013) and "hands-on" experience (Ingold, 2007) the skills of competent members of their community. I examine three distinct Learning Ecologies created by children's initiatives among the Mayan children that I observed: (i) children requesting guidance to collaborate in a task, (ii) older children working on their own initiative with subsequent monitoring and correction from competent members, and (iii) children with near competence in a task with occasional monitoring and no guidance. I argue that these findings enrich and add power to models of family- and community-based learning such as Learning by Observing and Pitching In (Rogoff, 2014). PMID:26955927

  13. Linking Mission to Learning Activities for Assurance of Learning

    ERIC Educational Resources Information Center

    Yeung, Shirley Mo-ching

    2011-01-01

    Can accreditation-related requirements and mission statements measure learning outcomes? This study focuses on triangulating accreditation-related requirements with mission statements and learning activities to learning outcomes. This topic has not been comprehensively explored in the past. After looking into the requirements of AACSB, ISO, and…

  14. Performance of Cooperative Learning Groups in a Postgraduate Education Research Methodology Course: The Role of Social Interdependence

    ERIC Educational Resources Information Center

    Onwuegbuzie, Anthony J.; Collins, Kathleen M. T.; Jiao, Qun G.

    2009-01-01

    This study investigated the degree that social interdependence predicted the achievement of 26 cooperative learning groups. Social interdependence was assessed in terms of postgraduate students' individual orientation (that is, cooperative, competitive, and individualistic). Participants were 84 postgraduate students enrolled in an…

  15. A Safe Place to Stay Sharp: Action Learning Meets Cooperative Inquiry in the Service of NHS OD Capacity Building

    ERIC Educational Resources Information Center

    Traeger, James; Norgate, Carolyn

    2015-01-01

    This is an account of practice. It explores the meeting point between action learning and action research, as a way of doing capacity building in organisational development (OD) in the NHS in the UK. The authors were part of a short cooperative inquiry (Heron, J. 1996. "Co-operative Inquiry: Research into the Human Condition." London:…

  16. The Effects of Cooperative and Individualistic Learning Structures on Achievement in a College-Level Computer-Aided Drafting Course

    ERIC Educational Resources Information Center

    Swab, A. Geoffrey

    2012-01-01

    This study of cooperative learning in post-secondary engineering education investigated achievement of engineering students enrolled in two intact sections of a computer-aided drafting (CAD) course. Quasi-experimental and qualitative methods were employed in comparing student achievement resulting from out-of-class cooperative and individualistic…

  17. Research on Mobile Learning Activities Applying Tablets

    ERIC Educational Resources Information Center

    Kurilovas, Eugenijus; Juskeviciene, Anita; Bireniene, Virginija

    2015-01-01

    The paper aims to present current research on mobile learning activities in Lithuania while implementing flagship EU-funded CCL project on application of tablet computers in education. In the paper, the quality of modern mobile learning activities based on learning personalisation, problem solving, collaboration, and flipped class methods is…

  18. Learning Activities for the Young Handicapped Child.

    ERIC Educational Resources Information Center

    Bailey, Don; And Others

    Presented is a collection of learning activities for the young handicapped child covering 295 individual learning objectives in six areas of development: gross motor skills, fine motor skills, social skills, self help skills, cognitive skills, and language skills. Provided for each learning activity are the teaching objective, teaching procedures,…

  19. Active Learning in the Middle Grades

    ERIC Educational Resources Information Center

    Edwards, Susan

    2015-01-01

    What is active learning and what does it look like in the classroom? If students are participating in active learning, they are playing a more engaged role in the learning process and are not overly reliant on the teacher (Bransford, Brown, & Cocking, 2003; Petress, 2008). The purpose of this article is to propose a framework to describe and…

  20. Reinforcement learning or active inference?

    PubMed

    Friston, Karl J; Daunizeau, Jean; Kiebel, Stefan J

    2009-01-01

    This paper questions the need for reinforcement learning or control theory when optimising behaviour. We show that it is fairly simple to teach an agent complicated and adaptive behaviours using a free-energy formulation of perception. In this formulation, agents adjust their internal states and sampling of the environment to minimize their free-energy. Such agents learn causal structure in the environment and sample it in an adaptive and self-supervised fashion. This results in behavioural policies that reproduce those optimised by reinforcement learning and dynamic programming. Critically, we do not need to invoke the notion of reward, value or utility. We illustrate these points by solving a benchmark problem in dynamic programming; namely the mountain-car problem, using active perception or inference under the free-energy principle. The ensuing proof-of-concept may be important because the free-energy formulation furnishes a unified account of both action and perception and may speak to a reappraisal of the role of dopamine in the brain.

  1. LDA merging and splitting with applications to multiagent cooperative learning and system alteration.

    PubMed

    Pang, Shaoning; Ban, Tao; Kadobayashi, Youki; Kasabov, Nikola K

    2012-04-01

    To adapt linear discriminant analysis (LDA) to real-world applications, there is a pressing need to equip it with an incremental learning ability to integrate knowledge presented by one-pass data streams, a functionality to join multiple LDA models to make the knowledge sharing between independent learning agents more efficient, and a forgetting functionality to avoid reconstruction of the overall discriminant eigenspace caused by some irregular changes. To this end, we introduce two adaptive LDA learning methods: LDA merging and LDA splitting. These provide the benefits of ability of online learning with one-pass data streams, retained class separability identical to the batch learning method, high efficiency for knowledge sharing due to condensed knowledge representation by the eigenspace model, and more preferable time and storage costs than traditional approaches under common application conditions. These properties are validated by experiments on a benchmark face image data set. By a case study on the application of the proposed method to multiagent cooperative learning and system alternation of a face recognition system, we further clarified the adaptability of the proposed methods to complex dynamic learning tasks.

  2. Sons learn songs from their social fathers in a cooperatively breeding bird

    PubMed Central

    Greig, Emma I.; Taft, Benjamin N.; Pruett-Jones, Stephen

    2012-01-01

    Song learning is hypothesized to allow social adaptation to a local song neighbourhood. Maintaining social associations is particularly important in cooperative breeders, yet vocal learning in such species has only been assessed in systems where social association was correlated with relatedness. Thus, benefits of vocal learning as a means of maintaining social associations could not be disentangled from benefits of kin recognition. We assessed genetic and cultural contributions to song in a species where social association was not strongly correlated with kinship: the cooperatively breeding, reproductively promiscuous splendid fairy-wren (Malurus splendens). We found that song characters of socially associated father–son pairs were more strongly correlated (and thus songs were more similar) than songs of father–son pairs with a genetic, but no social, association (i.e. cuckolding fathers). Song transmission was, therefore, vertical and cultural, with minimal signatures of kinship. Additionally, song characters were not correlated with several phenotypic indicators of male quality, supporting the idea that there may be a tradeoff between accurate copying of tutors and quality signalling via maximizing song performance, particularly when social and genetic relationships are decoupled. Our results lend support to the hypothesis that song learning facilitates the maintenance of social associations by permitting unrelated individuals to acquire similar signal phenotypes. PMID:22593105

  3. Supplemental action learning workshops: Understanding the effects of independent and cooperative workshops on students' knowledge

    NASA Astrophysics Data System (ADS)

    Morris, Kathryn Michelle

    Community colleges enroll more than half of the undergraduate population in the United States, thereby retaining students of varying demographics with extracurricular demands differing from traditional four-year university students. Often in a collegiate lecture course, students are limited in their abilities to absorb and process information presented by their instructors due to content-specific cognitive gaps between the instructor and the student (Preszler, 2009). Research has shown that implementation of instructor-facilitated action learning workshops as supplemental instruction may help bridge these cognitive gaps allowing better student conceptualization and dissemination of knowledge (Drake, 2011; Fullilove & Treisman, 1990; Preszler, 2009; Udovic, Morris, Dickman, Postlethwait, & Wetherwax, 2002). The purpose of this study was to determine the effects of cooperative action learning workshops and independent action learning workshops on students' knowledge of specified topics within a General Biology I with lab course. The results of this investigation indicate that implementation of an instructor-facilitated action learning workshop did not affect students' knowledge gain; furthermore, attendance of a particular workshop style (independent or cooperative) did not affect students' knowledge gain.

  4. Using Teaching Teams to Encourage Active Learning

    ERIC Educational Resources Information Center

    Gueldenzoph, Lisa E.

    2007-01-01

    This article discusses the use of teaching teams to encourage active learning in a business communication class. The author offers examples of short activities that can be used to help create an active learning environment. Some of these favorite activities include homework reviews, the value line, 3-2-1 processor, and muddiest point. In each of…

  5. [Flipped classroom as a strategy to enhance active learning].

    PubMed

    Wakabayashi, Noriyuki

    2015-03-01

    This paper reviews the introduction of a flipped class for fourth grade dentistry students, and analyzes the characteristics of the learning method. In fiscal 2013 and 2014, a series of ten three-hour units for removable partial prosthodontics were completed with the flipped class method; a lecture video of approximately 60 minutes was made by the teacher (author) and uploaded to the university's e-learning website one week before each class. Students were instructed to prepare for the class by watching the streaming video on their PC, tablet, or smartphone. In the flipped class, students were not given a lecture, but were asked to solve short questions displayed on screen, to make a short presentation about a part of the video lecture, and to discuss a critical question related to the main subject of the day. An additional team-based learning (TBL) session with individual and group answers was implemented. The average individual scores were considerably higher in the last two years, when the flipped method was implemented, than in the three previous years when conventional lectures were used. The following learning concepts were discussed: the role of the flipped method as an active learning strategy, the efficacy of lecture videos and short questions, students' participation in the class discussion, present-day value of the method, cooperation with TBL, the significance of active learning in relation with the students' learning ability, and the potential increase in the preparation time and workload for students. PMID:26043555

  6. [Flipped classroom as a strategy to enhance active learning].

    PubMed

    Wakabayashi, Noriyuki

    2015-03-01

    This paper reviews the introduction of a flipped class for fourth grade dentistry students, and analyzes the characteristics of the learning method. In fiscal 2013 and 2014, a series of ten three-hour units for removable partial prosthodontics were completed with the flipped class method; a lecture video of approximately 60 minutes was made by the teacher (author) and uploaded to the university's e-learning website one week before each class. Students were instructed to prepare for the class by watching the streaming video on their PC, tablet, or smartphone. In the flipped class, students were not given a lecture, but were asked to solve short questions displayed on screen, to make a short presentation about a part of the video lecture, and to discuss a critical question related to the main subject of the day. An additional team-based learning (TBL) session with individual and group answers was implemented. The average individual scores were considerably higher in the last two years, when the flipped method was implemented, than in the three previous years when conventional lectures were used. The following learning concepts were discussed: the role of the flipped method as an active learning strategy, the efficacy of lecture videos and short questions, students' participation in the class discussion, present-day value of the method, cooperation with TBL, the significance of active learning in relation with the students' learning ability, and the potential increase in the preparation time and workload for students.

  7. The Effect of Two Different Cooperative Approaches on Students' Learning and Practices within the Context of a WebQuest Science Investigation

    ERIC Educational Resources Information Center

    Zacharia, Zacharias C.; Xenofontos, Nikoletta A.; Manoli, Constantinos C.

    2011-01-01

    The goal of this study was to investigate the effect of two different cooperative learning approaches, namely, the Jigsaw Cooperative Approach (JCA) and the Traditional Cooperative Approach (TCA), on students' learning and practices/actions within the context of a WebQuest science investigation. Another goal of this study was to identify possible…

  8. Walking the Road between Libraries: Best Practices in School and Public Library Cooperative Activities

    ERIC Educational Resources Information Center

    Bush, Gail

    2006-01-01

    The American Association of School Librarians (AASL)/Association for Library Service to Children (ALSC)/Young Adult Library Service Association (YALSA) Joint Task Force on School/Public Library Cooperative Activities has been collecting and disseminating information about cooperative activities around the country since the first meeting in January…

  9. A Robust Cooperated Control Method with Reinforcement Learning and Adaptive H∞ Control

    NASA Astrophysics Data System (ADS)

    Obayashi, Masanao; Uchiyama, Shogo; Kuremoto, Takashi; Kobayashi, Kunikazu

    This study proposes a robust cooperated control method combining reinforcement learning with robust control to control the system. A remarkable characteristic of the reinforcement learning is that it doesn't require model formula, however, it doesn't guarantee the stability of the system. On the other hand, robust control system guarantees stability and robustness, however, it requires model formula. We employ both the actor-critic method which is a kind of reinforcement learning with minimal amount of computation to control continuous valued actions and the traditional robust control, that is, H∞ control. The proposed system was compared method with the conventional control method, that is, the actor-critic only used, through the computer simulation of controlling the angle and the position of a crane system, and the simulation result showed the effectiveness of the proposed method.

  10. Cooperative learning using simulation to achieve mastery of nasogastric tube insertion.

    PubMed

    Cason, Melanie Leigh; Gilbert, Gregory E; Schmoll, Heidi H; Dolinar, Susan M; Anderson, Jane; Nickles, Barbara Marshburn; Pufpaff, Laurie A; Henderson, Ruth; Lee, Frances Wickham; Schaefer, John J

    2015-03-01

    Traditionally, psychomotor skills training for nursing students involves didactic instruction followed by procedural review and practice with a task trainer, manikin, or classmates. This article describes a novel method of teaching psychomotor skills to associate degree and baccalaureate nursing students, Cooperative Learning Simulation Skills Training (CLSST), in the context of nasogastric tube insertion using a deliberate practice-to-mastery learning model. Student dyads served as operator and student learner. Automatic scoring was recorded in the debriefing log. Student pairs alternated roles until they achieved mastery, after which they were assessed individually. Median checklist scores of 100% were achieved by students in both programs after one practice session and through evaluation. Students and faculty provided positive feedback regarding this educational innovation. CLSST in a deliberate practice-to-mastery learning paradigm offers a novel way to teach psychomotor skills in nursing curricula and decreases the instructor-to-student ratio. PMID:25692824

  11. Win-Stay-Lose-Learn Promotes Cooperation in the Spatial Prisoner's Dilemma Game

    PubMed Central

    Liu, Yongkui; Chen, Xiaojie; Zhang, Lin; Wang, Long; Perc, Matjaž

    2012-01-01

    Holding on to one's strategy is natural and common if the later warrants success and satisfaction. This goes against widespread simulation practices of evolutionary games, where players frequently consider changing their strategy even though their payoffs may be marginally different than those of the other players. Inspired by this observation, we introduce an aspiration-based win-stay-lose-learn strategy updating rule into the spatial prisoner's dilemma game. The rule is simple and intuitive, foreseeing strategy changes only by dissatisfied players, who then attempt to adopt the strategy of one of their nearest neighbors, while the strategies of satisfied players are not subject to change. We find that the proposed win-stay-lose-learn rule promotes the evolution of cooperation, and it does so very robustly and independently of the initial conditions. In fact, we show that even a minute initial fraction of cooperators may be sufficient to eventually secure a highly cooperative final state. In addition to extensive simulation results that support our conclusions, we also present results obtained by means of the pair approximation of the studied game. Our findings continue the success story of related win-stay strategy updating rules, and by doing so reveal new ways of resolving the prisoner's dilemma. PMID:22363470

  12. Transfer of conflict and cooperation from experienced games to new games: a connectionist model of learning

    PubMed Central

    Spiliopoulos, Leonidas

    2015-01-01

    The question of whether, and if so how, learning can be transfered from previously experienced games to novel games has recently attracted the attention of the experimental game theory literature. Existing research presumes that learning operates over actions, beliefs or decision rules. This study instead uses a connectionist approach that learns a direct mapping from game payoffs to a probability distribution over own actions. Learning is operationalized as a backpropagation rule that adjusts the weights of feedforward neural networks in the direction of increasing the probability of an agent playing a myopic best response to the last game played. One advantage of this approach is that it expands the scope of the model to any possible n × n normal-form game allowing for a comprehensive model of transfer of learning. Agents are exposed to games drawn from one of seven classes of games with significantly different strategic characteristics and then forced to play games from previously unseen classes. I find significant transfer of learning, i.e., behavior that is path-dependent, or conditional on the previously seen games. Cooperation is more pronounced in new games when agents are previously exposed to games where the incentive to cooperate is stronger than the incentive to compete, i.e., when individual incentives are aligned. Prior exposure to Prisoner's dilemma, zero-sum and discoordination games led to a significant decrease in realized payoffs for all the game classes under investigation. A distinction is made between superficial and deep transfer of learning both—the former is driven by superficial payoff similarities between games, the latter by differences in the incentive structures or strategic implications of the games. I examine whether agents learn to play the Nash equilibria of games, how they select amongst multiple equilibria, and whether they transfer Nash equilibrium behavior to unseen games. Sufficient exposure to a strategically heterogeneous

  13. Transfer of conflict and cooperation from experienced games to new games: a connectionist model of learning.

    PubMed

    Spiliopoulos, Leonidas

    2015-01-01

    The question of whether, and if so how, learning can be transfered from previously experienced games to novel games has recently attracted the attention of the experimental game theory literature. Existing research presumes that learning operates over actions, beliefs or decision rules. This study instead uses a connectionist approach that learns a direct mapping from game payoffs to a probability distribution over own actions. Learning is operationalized as a backpropagation rule that adjusts the weights of feedforward neural networks in the direction of increasing the probability of an agent playing a myopic best response to the last game played. One advantage of this approach is that it expands the scope of the model to any possible n × n normal-form game allowing for a comprehensive model of transfer of learning. Agents are exposed to games drawn from one of seven classes of games with significantly different strategic characteristics and then forced to play games from previously unseen classes. I find significant transfer of learning, i.e., behavior that is path-dependent, or conditional on the previously seen games. Cooperation is more pronounced in new games when agents are previously exposed to games where the incentive to cooperate is stronger than the incentive to compete, i.e., when individual incentives are aligned. Prior exposure to Prisoner's dilemma, zero-sum and discoordination games led to a significant decrease in realized payoffs for all the game classes under investigation. A distinction is made between superficial and deep transfer of learning both-the former is driven by superficial payoff similarities between games, the latter by differences in the incentive structures or strategic implications of the games. I examine whether agents learn to play the Nash equilibria of games, how they select amongst multiple equilibria, and whether they transfer Nash equilibrium behavior to unseen games. Sufficient exposure to a strategically heterogeneous

  14. The Impact of a Modified Cooperative Learning Technique on the Grade Frequencies Observed in a Preparatory Chemistry Course

    NASA Astrophysics Data System (ADS)

    Hayes Russell, Bridget J.

    This dissertation explored the impact of a modified cooperative learning technique on the final grade frequencies observed in a large preparatory chemistry course designed for pre-science majors. Although the use of cooperative learning at all educational levels is well researched and validated in the literature, traditional lectures still dominate as the primary methodology of teaching. This study modified cooperative learning techniques by addressing commonly cited reasons for not using the methodology. Preparatory chemistry students were asked to meet in cooperative groups outside of class time to complete homework assignments. A chi-square goodness-of-fit revealed that the final grade frequency distributions observed were different than expected. Although the distribution was significantly different, the resource investment using this particular design challenged the practical significance of the findings. Further, responses from a survey revealed that the students did not use the suggested group functioning methods that empirically are known to lead to more practically significant results.

  15. Learning to Fly? First Experiences on Team Learning of Icaros Cooperative

    ERIC Educational Resources Information Center

    Juvonen, Pasi

    2013-01-01

    Icaros is an information technology (IT) cooperative that was originally owned by 11 IT degree programme students of Saimaa University of Applied Sciences. This article describes experiences and challenges of team building of these students who are called "teampreneurs" during their first year as team entrepreneurs. The findings provided here are…

  16. Working together may be better: activation of reward centers during a cooperative maze task.

    PubMed

    Krill, Austen L; Platek, Steven M

    2012-01-01

    Humans use theory of mind when predicting the thoughts and feelings and actions of others. There is accumulating evidence that cooperation with a computerized game correlates with a unique pattern of brain activation. To investigate the neural correlates of cooperation in real-time we conducted an fMRI hyperscanning study. We hypothesized that real-time cooperation to complete a maze task, using a blind-driving paradigm, would activate substrates implicated in theory of mind. We also hypothesized that cooperation would activate neural reward centers more than when participants completed the maze themselves. Of interest and in support of our hypothesis we found left caudate and putamen activation when participants worked together to complete the maze. This suggests that cooperation during task completion is inherently rewarding. This finding represents one of the first discoveries of a proximate neural mechanism for group based interactions in real-time, which indirectly supports the social brain hypothesis.

  17. Examining the Effectiveness of a Program Developed for Teaching Social Skills to Hearing Impaired Students Based on Cooperative Learning

    ERIC Educational Resources Information Center

    Avcioglu, Hasan

    2007-01-01

    The aim of this study is to determine whether a social skill instruction program, prepared according to the cooperative learning method, is effective for children with hearing disability in learning the basic social skills, starting and continuing a relationship, conducting a work with a group, and the generalization of these skills. Nine learning…

  18. Cooperative Learning and Second Language Acquisition in First-Year Composition: Opportunities for Authentic Communication among English Language Learners

    ERIC Educational Resources Information Center

    Mason, Katherine

    2006-01-01

    In an environment, in which English is a second or other language for every student, fear and anxiety affect students' learning and engagement. Yet, in spite of these concerns, students welcomed the chance to practice their spoken English in cooperative structures while learning about and engaging in their composing processes. English language…

  19. Grade/Performance Contracts, Enhanced Communication, Cooperative Learning and Student Performance in Undergraduate Organic Chemistry

    NASA Astrophysics Data System (ADS)

    Dougherty, Ralph C.

    1997-06-01

    This paper describes a grade/study-performance contract that was designed to increase student retention while maintaining academic performance levels in undergraduate organic chemistry. The experimental course included enhanced communication using electronic mail, and cooperative learning in addition to grade/study-performance contracts. The objective of the grade/study-performance contract was the development of learning skills with creation of a basis for unobtrusive auditing of performance. The retention rate in the experimental course was 0.82 for the first term and 0.93 for the second term. The overall retention was 0.76. This value was 3.8 times the average retention for the same sequence in the previous five years at the same institution. It was seven standard deviations away from the previous mean. The ACS Organic Chemistry Examination percentile score for the control section was 46+25 (n=117). The corresponding data for the experimental section was 53+23 (n=143). When the course was offered with the same instructor, cooperative learning, e-mail, but no grade/study-performance contract the ACS Exam percentile average 37+29. This represents a drop of 9.9 standard deviations for comparison of the means. We conclude that grade/study-performance contracts can be effective in increasing both student performance and retention in undergraduate organic chemistry.

  20. The Benefits of Cooperative Learning to Socio-scientific Discussion in Secondary School Science

    NASA Astrophysics Data System (ADS)

    Day, Stephen P.; Bryce, Tom G. K.

    2013-06-01

    The aim of this research was to determine the benefits of cooperative learning to opening up socio-scientific discussion in secondary science. Seventy-four classes of 20 13-14-year-old pupils in one secondary school were observed engaging in discussion concerning climate change over three rounds of action research involving 12 teachers associated with the implementation of a Topical Science strand of a new national science curriculum. Pupil views on the cooperative learning approach used to facilitate the lessons and the associated discussion were determined using a pupil questionnaire (n = 171). By the end of the action research, the overall average typical exchange in the observed lessons was between pupil-to-pupil (mean ± SD, 41% ± 5%) and pupil-to-teacher (32% ± 4%) with teacher-to-pupil interactions accounting for only 27% ± 5% of exchanges. However, the pace of the typical exchanges was predominantly fast with most of the questions being a mixture of low order on task questions from teacher-to-pupil; technical exchanges, inquiring what to do from pupil-to-teacher; and quiz questions from teacher-to-pupil or from pupil-to-pupil. Questionnaire data indicated that overall 50.3% of pupils enjoyed the discussion (on global warming) and 59.7% did not find it boring. Nevertheless, only 45% felt that they were given the chance to express their own opinions during these discussions. Prior to these lessons, 59.6% were not interested in the issue of climate change and global warming. Cooperative learning facilitated a shift in the pattern of typical exchanges away from a teacher-dominated discourse towards a more pupil-centred, open discourse.