Group learning versus local learning: Which is prefer for public cooperation?

NASA Astrophysics Data System (ADS)

Yang, Shi-Han; Song, Qi-Qing

2018-01-01

We study the evolution of cooperation in public goods games on various graphs, focusing on the effects that are brought by different kinds of strategy donors. This highlights a basic feature of a public good game, for which there exists a remarkable difference between the interactive players and the players who are imitated. A player can learn from all the groups where the player is a member or from the typically local nearest neighbors, and the results show that the group learning rules have better performance in promoting cooperation on many networks than the local learning rules. The heterogeneity of networks' degree may be an effective mechanism for harvesting the cooperation expectation in many cases, however, we find that heterogeneity does not definitely mean the high frequency of cooperators in a population under group learning rules. It was shown that cooperators always hardly evolve whenever the interaction and the replacement do not coincide for evolutionary pairwise dilemmas on graphs, while for PG games we find that breaking the symmetry is conducive to the survival of cooperators.

The effect of problem-based learning with cooperative-learning strategies in surgery clerkships.

PubMed

Turan, Sevgi; Konan, Ali; Kılıç, Yusuf Alper; Özvarış, Şevkat Bahar; Sayek, Iskender

2012-01-01

Cooperative learning is used often as part of the problem-based learning (PBL) process. But PBL does not demand that students work together until all individuals master the material or share the rewards for their work together. A cooperative learning and assessment structure was introduced in a PBL course in 10-week surgery clerkship, and the difference was evaluated between this method and conventional PBL in an acute abdominal pain module. An experimental design was used. No significant differences in achievement were found between the study and control group. Both the study and control group students who scored low on the pretest made the greatest gains at the end of the education. Students in the cooperative learning group felt that cooperation helped them learn, it was fun to study and expressed satisfaction, but they complained about the amount of time the groups had to work together, difficulties of group work, and noise during the sessions. This study evaluated the impact of a cooperative learning technique (student team learning [STL]) in PBL and found no differences. The study confirms that a relationship exists between allocated study time and achievement, and student's satisfaction about using this technique. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Social Networks-Based Adaptive Pairing Strategy for Cooperative Learning

ERIC Educational Resources Information Center

Chuang, Po-Jen; Chiang, Ming-Chao; Yang, Chu-Sing; Tsai, Chun-Wei

2012-01-01

In this paper, we propose a grouping strategy to enhance the learning and testing results of students, called Pairing Strategy (PS). The proposed method stems from the need of interactivity and the desire of cooperation in cooperative learning. Based on the social networks of students, PS provides members of the groups to learn from or mimic…

Computers and Cooperative Learning. Tech Use Guide: Using Computer Technology.

ERIC Educational Resources Information Center

Council for Exceptional Children, Reston, VA. Center for Special Education Technology.

This guide focuses on the use of computers and cooperative learning techniques in classrooms that include students with disabilities. The guide outlines the characteristics of cooperative learning such as goal interdependence, individual accountability, and heterogeneous groups, emphasizing the value of each group member. Several cooperative…

"We've Got to Keep Meeting Like This": A Pilot Study Comparing Academic Performance in Shifting-Membership Cooperative Groups versus Stable-Membership Cooperative Groups in an Introductory-Level Lab

ERIC Educational Resources Information Center

Walker, Alicia; Bush, Amy; Sanchagrin, Ken; Holland, Jonathon

2017-01-01

This study examined possible ways to increase student engagement in small sections of a large, introductory-level, required university course. Research shows that cooperative group learning boosts achievement through fostering better interpersonal relationships between students. Cooperative group learning is an evidence-based instructional…

Applying Learning Diagnosis Diagram in Computer Aided Instructions: Research, Practice and Evaluation

ERIC Educational Resources Information Center

Wu, YuLung

2010-01-01

In Taiwan, when students learn in experiment-related courses, they are often grouped into several teams. The familiar method of grouping learning is "Cooperative Learning". A well-organized grouping strategy improves cooperative learning and increases the number of activities. This study proposes a novel pedagogical method by adopting…

Permanent Base Groups in Broadcast Journalism Instruction.

ERIC Educational Resources Information Center

Boldoc, William J.

An instructor increases student performance, participation, and motivation in broadcast journalism and other media courses through the base group cooperative learning model. Base groups are a specific form of cooperative learning which enables students to become actively involved in small-group discussions and learning with a permanent group of…

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…

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'…

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,…

"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…

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…

Establishing Groups in the College or University Classroom: Using VIEW to Form Better Cooperative Groups and Improve Learning Outcomes

ERIC Educational Resources Information Center

Schroth, Stephen T.; Helfer, Jason A.; Crawford, Mary A.; Dixon, Jessie D.; Hoyt, Helen M.

2015-01-01

Six classes at a selective liberal arts college in the Midwest, two each in chemistry, educational studies, and Spanish, used cooperative groups as part of the students' learning experiences. One class from each discipline used VIEW to formulate these cooperative groups, while those that constituted the control groups used more traditional ways of…

Group Learning.

ERIC Educational Resources Information Center

Black, Susan

1992-01-01

Research suggests that cooperative learning works best when students are first taught group-processing skills, such as leadership, decision making, communication, trust building, and conflict management. Inadequate teacher training and boring assignments can torpedo cooperative learning efforts. Administrators should reassure teachers with…

Fostering Cooperative Learning in Middle and Secondary Level Classrooms.

ERIC Educational Resources Information Center

Wood, Karen D.

1987-01-01

Provides a brief overview of the research on cooperative learning, and describes several classroom grouping techniques useful for all grade levels and subject areas. Discusses group retellings, associational dialogue, dyadic learning, needs grouping, the buddy system, cybernetic sessions, and research, interest, ability, tutorial, random social,…

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…

Ten Strengths of How Teachers Do Cooperative Learning

ERIC Educational Resources Information Center

Jaocbs, George M.

2016-01-01

Cooperative learning involves students in working together with peers to learn, to develop learning skills and to enjoy the learning process. This paper examines ten areas in which the author believes he and other teachers do cooperative learning well. These areas are: (1) keeping group size small, usually four or fewer; (2) encouraging students…

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…

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…

The Teacher's Sourcebook for Cooperative Learning: Practical Techniques, Basic Principles, and Frequently Asked Questions.

ERIC Educational Resources Information Center

Jacobs, George M.; Power, Michael A.; Inn, Loh Wan

This book demonstrates how classroom teachers can use cooperative learning techniques for lesson planning and classroom management. It emphasizes that cooperation among students is powerful, and it notes that just because students are in a group does not mean that they are cooperating. Part 1, "Getting Started with Cooperative Learning," includes…

Experiential learning implementation based on joint responsibility in women's cooperative development (Case study on Farmer Women Cooperative, Sumedang, West Java)

NASA Astrophysics Data System (ADS)

Suseno, Gijanto Purbo; Nataliningsih

2017-09-01

Cooperative extension is one form of non-formal education. The follow up of cooperative extension is a coaching that aims to cooperative boards and members apply the knowledge and skills acquired during extension. Learning from the experience (experience learning) of others combined with the concept of joint responsibility is expected to develop the participation of cooperative members as indicated by the repayment of loans on time. The research was conducted at Sumedang Farmer Women Cooperative of West Java with the stages of cooperative extension and coaching for 6 months so it can be evaluated its impact. The results showed that from 30 extension participants who stated willingness to be a member of joint responsibility group as many as 15 people (50%), which then divided into 3 groups of mutual responsibility with member of each group is 5 people. The result of impact evaluation showed the development of group dynamics of the joint liability shown by 9 people (60%) developing business, 3 people (20%) business stagnant and 3 (20%) less profitable business. Implementation of experiental learning based on the concept of mutual responsibility encourages the improvement of entrepreneurship and cooperative skills and the ability of members to pay loan installments on cooperatives in a timely manner.

Students' Perceptions of Learning Geography through Group Investigation in Singapore

ERIC Educational Resources Information Center

Tan, Ivy Geok-Chin; Sharan, Shlomo; Lee, Christine Kim-Eng

2005-01-01

This study examines students' perceptions of the Group Investigation method of cooperative learning. A total of 142 students (62 low-achievers and 80 high-achievers) from two schools worked in cooperative learning groups during a period of over six weeks using the Group Investigation method. At the end of the study, they were asked to write their…

The Influence of Learner Strategies on Oral Presentations: A Comparison between Group and Individual Performance

ERIC Educational Resources Information Center

Chou, Mu-hsuan

2011-01-01

Cooperative learning has frequently been used in language classrooms, from in-class task-based group work to group presentations. Research suggests that cooperative learning provides mutual support, as well as successful and effective learning outcomes of tasks. The present research addressed a number of problems discovered in group oral…

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…

Science Integrating Learning Objectives: A Cooperative Learning Group Process

ERIC Educational Resources Information Center

Spindler, Matt

2015-01-01

The integration of agricultural and science curricular content that capitalizes on natural and inherent connections represents a challenge for secondary agricultural educators. The purpose of this case study was to create information about the employment of Cooperative Learning Groups (CLG) to enhance the science integrating learning objectives…

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…

Group Investigation as a Cooperative Learning Strategy: An Integrated Analysis of the Literature

ERIC Educational Resources Information Center

Mitchell, Mitzi G.; Montgomery, Hilary; Holder, Michelle; Stuart, Dan

2008-01-01

The cooperative learning strategy of group investigation has been used extensively in elementary and high school classrooms. Whereas this learning strategy seems to benefit low- and middle-achieving students, the performance of high-achieving students seems to change little. This article examines the literature on group investigation as a…

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…

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.

The impact of size of cooperative group on achievement, social support, and self-esteem.

PubMed

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

2010-01-01

The effect of cooperative learning in pairs and groups of 4 and in individualistic learning were compared on achievement, social support, and self-esteem. Sixty-two Italian 7th-grade students with no previous experience with cooperative learning were assigned to conditions on a stratified random basis controlling for ability, gender, and self-esteem. Students participated in 1 instructional unit for 90 min for 6 instructional days during a period of about 6 weeks. The results indicate that cooperative learning in pairs and 4s promoted higher achievement and greater academic support from peers than did individualistic learning. Students working in pairs developed a higher level of social self-esteem than did students learning in the other conditions.

Cooperative Learning as a Democratic Learning Method

ERIC Educational Resources Information Center

Erbil, Deniz Gökçe; Kocabas, Ayfer

2018-01-01

In this study, the effects of applying the cooperative learning method on the students' attitude toward democracy in an elementary 3rd-grade life studies course was examined. Over the course of 8 weeks, the cooperative learning method was applied with an experimental group, and traditional methods of teaching life studies in 2009, which was still…

The Effects of Teacher Discourse on Students' Discourse, Problem-Solving and Reasoning during Cooperative Learning

ERIC Educational Resources Information Center

Gillies, Robyn M.; Khan, Asaduzzaman

2008-01-01

The study sought to determine if teachers who are taught specific communication skills designed to challenge students' cognitive and metacognitive thinking during cooperative learning use more challenging and scaffolding behaviours to mediate students' learning than teachers who implement cooperative learning or small-group work who have not been…

Impact of Group Exams in a Graduate Intermediate Accounting Class

ERIC Educational Resources Information Center

Bay, Darlene; Pacharn, Parunchana

2017-01-01

Cooperative learning techniques have been found to be quite successful in a variety of learning environments. However, in university-level accounting courses, investigations of the efficacy of cooperative learning pedagogical methods have produced mixed results at best. To continue the search for a cooperative learning method that is effective in…

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,…

Cooperative Work Groups: Preparing Students for the Real World.

ERIC Educational Resources Information Center

Mandel, Scott M.

This book outlines how educators can design meaningful learning experiences that address standards and utilize cooperative learning, brain research, and the Internet to effectively develop a students' ability to thrive in the 21st century workplace. After an introduction that explains cooperative work groups, there are 13 chapters in four parts.…

Cooperative Learning: A Practical Application Strategy.

ERIC Educational Resources Information Center

Platte, Stephen A.

1991-01-01

Discusses a method of finding and implementing articles from among the sizeable amount of professional literature regarding cooperative learning. Describes the application of three teaching models (1) jigsaw, (2) group investigation, and (3) cybernetics that apply cooperative learning to elementary and secondary social studies instruction. (SG)

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…

An Experimental Investigation into the Efficiency of Cooperative Learning with Consideration of Multiple Grouping Criteria

ERIC Educational Resources Information Center

Hsiung, C. -M.

2010-01-01

The present study conducts an experimental investigation to compare the efficiency of the cooperative learning method with that of the traditional learning method. A total of 42 engineering students are randomly assigned to the two learning conditions and are formed into mixed-ability groups comprising three team members. In addition to the…

Collaborative Learning or Cooperative Learning? The Name Is Not Important; Flexibility Is

ERIC Educational Resources Information Center

Jacobs, George M.

2015-01-01

A great deal of theory and research, not to mention students' and teachers' practical experience, supports the use of group activities in education. Collaborative learning and cooperative learning are two terms commonly used in discussions of how and why to use group activities. This article looks at the issue of whether the two…

Cooperative Learning in Accounting Classes: A Case Study.

ERIC Educational Resources Information Center

Joyce, William B.

1999-01-01

Accounting student teams worked cooperatively on homework, problem solving, and test preparation. Group study helped retention, especially when interdependence was rewarded. Although they enjoyed cooperative learning, most students preferred individual study. (SK)

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…

Methods of learning in statistical education: Design and analysis of a randomized trial

NASA Astrophysics Data System (ADS)

Boyd, Felicity Turner

Background. Recent psychological and technological advances suggest that active learning may enhance understanding and retention of statistical principles. A randomized trial was designed to evaluate the addition of innovative instructional methods within didactic biostatistics courses for public health professionals. Aims. The primary objectives were to evaluate and compare the addition of two active learning methods (cooperative and internet) on students' performance; assess their impact on performance after adjusting for differences in students' learning style; and examine the influence of learning style on trial participation. Methods. Consenting students enrolled in a graduate introductory biostatistics course were randomized to cooperative learning, internet learning, or control after completing a pretest survey. The cooperative learning group participated in eight small group active learning sessions on key statistical concepts, while the internet learning group accessed interactive mini-applications on the same concepts. Controls received no intervention. Students completed evaluations after each session and a post-test survey. Study outcome was performance quantified by examination scores. Intervention effects were analyzed by generalized linear models using intent-to-treat analysis and marginal structural models accounting for reported participation. Results. Of 376 enrolled students, 265 (70%) consented to randomization; 69, 100, and 96 students were randomized to the cooperative, internet, and control groups, respectively. Intent-to-treat analysis showed no differences between study groups; however, 51% of students in the intervention groups had dropped out after the second session. After accounting for reported participation, expected examination scores were 2.6 points higher (of 100 points) after completing one cooperative learning session (95% CI: 0.3, 4.9) and 2.4 points higher after one internet learning session (95% CI: 0.0, 4.7), versus nonparticipants or controls, adjusting for other performance predictors. Students who preferred learning by reflective observation and active experimentation experienced improved performance through internet learning (5.9 points, 95% CI: 1.2, 10.6) and cooperative learning (2.9 points, 95% CI: 0.6, 5.2), respectively. Learning style did not influence study participation. Conclusions. No performance differences by group were observed by intent-to-treat analysis. Participation in active learning appears to improve student performance in an introductory biostatistics course and provides opportunities for enhancing understanding beyond that attained in traditional didactic classrooms.

Vygotsky's Zone of Proximal Development as a Theoretical Foundation for Cooperative Learning.

ERIC Educational Resources Information Center

Doolittle, Peter E.

1997-01-01

Discusses integration of Lev Vygotsky's theory of the Zone of Proximal Development (ZPD) with the instructional strategy of cooperative learning. ZPD provides a conceptual basis for explaining the five basic tenets of cooperative learning: positive interdependence; face-to-face interaction; individual accountability; small-group and interpersonal…

Adapting Cooperative Learning and Embedding It into Holistic Language Usage.

ERIC Educational Resources Information Center

Bailey, Dora L.; Ginnetti, Philip

Class collaboration and small group composition illustrate the embedding of cooperative learning theory in whole language classroom events. Through this experience all students participate in active learning. The teacher has a weighty role in decision making, setting of the lesson, assigning roles, and monitoring segments of cooperative learning…

Group Rewards Make Groupwork Work.

ERIC Educational Resources Information Center

Slavin, Robert E.

1991-01-01

Critiques Kohn's article (in the same "Educational Leadership" issue) arguing against the use of cooperative rewards. Without group rewards based on the learning of all group members, cooperative learning can degenerate into answer-sharing. The idea that such rewards (usually paper certificates) can be dispensed with is wishful thinking. Includes…

Designing Cooperative Learning in the Science Classroom: Integrating the Peer Tutoring Small Investigation Group (PTSIG) within the Model of the Six Mirrors of the Classroom Model

ERIC Educational Resources Information Center

Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Khalil, Mahmood; Ron, Salit

2013-01-01

The model of the six mirrors of the classroom and its use in teaching biology in a cooperative learning mode were implemented in high school classrooms. In this study we present: a) The model of the six mirrors of the classroom (MSMC). b) Cooperative learning settings: 1. The Group Investigation; 2. The Jigsaw Method; and 3. Peer Tutoring in Small…

How Should Students Learn in the School Science Laboratory? The Benefits of Cooperative Learning

NASA Astrophysics Data System (ADS)

Raviv, Ayala; Cohen, Sarit; Aflalo, Ester

2017-07-01

Despite the inherent potential of cooperative learning, there has been very little research into its effectiveness in middle school laboratory classes. This study focuses on an empirical comparison between cooperative learning and individual learning in the school science laboratory, evaluating the quality of learning and the students' attitudes. The research included 67 seventh-grade students who undertook four laboratory experiments on the subject of "volume measuring skills." Each student engaged both in individual and cooperative learning in the laboratory, and the students wrote individual or group reports, accordingly. A total of 133 experiment reports were evaluated, 108 of which also underwent textual analysis. The findings show that the group reports were superior, both in terms of understanding the concept of "volume" and in terms of acquiring skills for measuring volume. The students' attitudes results were statistically significant and demonstrated that they preferred cooperative learning in the laboratory. These findings demonstrate that science teachers should be encouraged to implement cooperative learning in the laboratory. This will enable them to improve the quality and efficiency of laboratory learning while using a smaller number of experimental kits. Saving these expenditures, together with the possibility to teach a larger number of students simultaneously in the laboratory, will enable greater exposure to learning in the school science laboratory.

Cooperative/Collaborative Learning: Research and Practice (Primarily) at the Collegiate Level, Parts I and II.

ERIC Educational Resources Information Center

Cooper, James L.; And Others

1991-01-01

Cooperative learning may be defined as a structured, systematic instructional strategy in which small groups work together toward a common goal. It differs from collaborative learning in its emphasis on highly structured techniques for ensuring positive interdependence within groups and its insistence on individual accountability rather than…

Cooperating in Constructing Knowledge: Case Studies from Chemistry and Citizenship

ERIC Educational Resources Information Center

Barbosa, Rejane; Jofili, Zelia; Watts, Mike

2004-01-01

This paper looks at three case studies within the teaching and learning of chemistry. Each case considers the effectiveness of group learning activities in terms of the ways in which they enhance cooperative learning. Group tasks are generally undertaken in order to encourage learners to develop their understanding of particular issues, lthough…

Using cooperative learning for a drug information assignment.

PubMed

Earl, Grace L

2009-11-12

To implement a cooperative learning activity to engage students in analyzing tertiary drug information resources in a literature evaluation course. The class was divided into 4 sections to form expert groups and each group researched a different set of references using the jigsaw technique. Each member of each expert group was reassigned to a jigsaw group so that each new group was composed of 4 students from 4 different expert groups. The jigsaw groups met to discuss search strategies and rate the usefulness of the references. In addition to group-based learning, teaching methods included students' writing an independent research paper to enhance their abilities to search and analyze drug information resources. The assignment and final course grades improved after implementation of the activity. Students agreed that class discussions were a useful learning experience and 75% (77/102) said they would use the drug information references for other courses. The jigsaw technique was successful in engaging students in cooperative learning to improve critical thinking skills regarding drug information.

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…

TGT for chemistry learning to enhance students' achievement and critical thinking skills

NASA Astrophysics Data System (ADS)

Bolhassan, Norlailatulakma; Taha, Hafsah

2017-05-01

The form of cooperative learning known as Teams-Games-Tournament (TGT) in this study favors the use of teams work and learning tools combined with student play and practice to foster students' achievement and critical thinking skills. Using this paradigm, this study incorporates Teams-Games-Tournament and Flash Cards Games Kit during an 8-weeks experimental instruction period that includes 67 Form Four students; 34 students in the experimental group and 33 in the control group. The learning design in experimental group emphasizes scaffolding, guided practices, cooperative learning, and active participation in learning. While the experimental group experienced the TGT approach, the control group encountered the conventional teaching approach of chemistry drills. An achievement chemistry test and Watson Glaser Critical Thinking Appraisal (WGCTA) were used for the pretest and posttest. The finding indicates that TGT learning was more effective than drills in promoting chemistry performance, and the playful competiveness among students promotes students' critical thinking. In addition, TGT cooperative learning also creates an active learning environment in solving problems and discussions among students and teachers.

Pressure to cooperate: is positive reward interdependence really needed in cooperative learning?

PubMed

Buchs, Céline; Gilles, Ingrid; Dutrévis, Marion; Butera, Fabrizio

2011-03-01

BACKGROUND. Despite extensive research on cooperative learning, the debate regarding whether or not its effectiveness depends on positive reward interdependence has not yet found clear evidence. AIMS. We tested the hypothesis that positive reward interdependence, as compared to reward independence, enhances cooperative learning only if learners work on a 'routine task'; if the learners work on a 'true group task', positive reward interdependence induces the same level of learning as reward independence. SAMPLE. The study involved 62 psychology students during regular workshops. METHOD. Students worked on two psychology texts in cooperative dyads for three sessions. The type of task was manipulated through resource interdependence: students worked on either identical (routine task) or complementary (true group task) information. Students expected to be assessed with a Multiple Choice Test (MCT) on the two texts. The MCT assessment type was introduced according to two reward interdependence conditions, either individual (reward independence) or common (positive reward interdependence). A follow-up individual test took place 4 weeks after the third session of dyadic work to examine individual learning. RESULTS. The predicted interaction between the two types of interdependence was significant, indicating that students learned more with positive reward interdependence than with reward independence when they worked on identical information (routine task), whereas students who worked on complementary information (group task) learned the same with or without reward interdependence. CONCLUSIONS. This experiment sheds light on the conditions under which positive reward interdependence enhances cooperative learning, and suggests that creating a real group task allows to avoid the need for positive reward interdependence. © 2010 The British Psychological Society.

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…

Enhancing Student Performance through Cooperative Learning in Physical Sciences

ERIC Educational Resources Information Center

Gupta, Madan L.

2004-01-01

Students in a physical sciences course were introduced to cooperative learning at the University of Queensland, Gatton Campus. Groups of four to five students worked together in tutorial and practical sessions. Mid-term and practical examinations were abolished and 40% of total marks were allocated to the cooperative learning activities. A peer-…

Cooperative Learning Effects on Achievement and Community of Inquiry in Online Education

ERIC Educational Resources Information Center

Oyarzun, Beth Allred; Morrison, Gary R.

2013-01-01

While distance education continues to grow in higher education, students express the concern that they feel isolated. The purpose of this study was to determine if the implementation of a cooperative learning strategy would affect social presence and achievement. Each group completed an individual assignment and a cooperative learning assignment…

Integrating Multiple Intelligences and Learning Styles on Solving Problems, Achievement in, and Attitudes towards Math in Six Graders with Learning Disabilities in Cooperative Groups

ERIC Educational Resources Information Center

Eissa, Mourad Ali; Mostafa, Amaal Ahmed

2013-01-01

This study investigated the effect of using differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in six graders with learning disabilities in cooperative groups. A total of 60 students identified with LD were invited to participate. The sample was…

Cooperative Learning: Homogeneous and Heterogeneous Grouping of Iranian EFL Learners in a Writing Context

ERIC Educational Resources Information Center

Zamani, Mona

2016-01-01

One of the important aspects of learning and teaching through cooperation is the group composition or grouping "who with whom". An unresolved issue is that of the superiority of heterogeneity or homogeneity in the structure of the groups. The present study was an attempt to investigate the impact that homogeneous and heterogeneous…

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. Copyright © 2011 Elsevier Ltd. All rights reserved.

Enhancing Social Work Education through Team-Based Learning

ERIC Educational Resources Information Center

Gillespie, Judy

2012-01-01

Group learning strategies are used extensively in social work education, despite the challenges and negative outcomes regularly experienced by students and faculty. Building on principles of cooperative learning, team-based learning offers a more structured approach that maximizes the benefits of cooperative learning while also offering…

A Cooperative Learning Group Procedure for Improving CTE and Science Integration

ERIC Educational Resources Information Center

Spindler, Matt

2016-01-01

The purpose of this case study was to create information about the employment of Cooperative Learning Groups (CLG) to enhance the science integrating learning objectives utilized in secondary CTE courses. The objectives of the study were to determine if CLGs were an effective means for increasing the number of: a) science integrating learning…

Forms of Cooperative Learning in Language Teaching in Slovenian Language Classes at the Primary School Level

ERIC Educational Resources Information Center

Vrhovec, Alenka Rot

2015-01-01

In the Slovenian language syllabus, teachers are recommended to provide a greater share of group work during class. During types of learning such as cooperative learning in smaller groups or pairs, students actively develop communicative competence. The present article presents a survey that attempted to determine whether teachers from the first…

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,…

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…

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…

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

NASA Astrophysics Data System (ADS)

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

A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to 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 the overall social setting in the classroom as it relates to learning (Bruner, 1986, p. 86) and the central function of social interaction as learning occurs (Vygotsky, 1978, p. 106) seemed to have been ignored. Therefore, group mastery learning (GML), a cooperative learning tech- nique, was suggested as an antithesis to IML for teaching science over short periods. The cooperative mode of instruction considers learning as a cognitive as well as a social process, where students interact with each other as well as the teacher.To bring the social dimension back to science classrooms, the researchers chose to imple- ment GML in Grades 1 I and 12. The goal of the study was to investigate the GML's impact of the method on the individual student's academic achievement, creativity, self-esteem, and number of friends and on the overall learning environment of the classrooms. The researchers were also concerned with the students' attitudes toward earth science, the course being taught at the time of the experiment. Both cognitive and affective outcomes for students who participated in the cooperative GML approach were compared with outcomes for students who studied the same topic in an IML approach.The study addressed a number of questions related to academic and nonacademic outcomes of the two methods of study. First, it sought to determine whether academic achievement of the students taught in the cooperative GML mode would be different from the achievement of students who learned in an individualized method. Second, it sought to determine whether gains or losses would be seen in nonacademic outcomes, such as classroom learning environment, social relations, and students' self-esteem experienced by the students. The results of this study may support more use of cooperative learning in high school science.

Learner Views about Cooperative Learning in Social Learning Networks

ERIC Educational Resources Information Center

Cankaya, Serkan; Yunkul, Eyup

2018-01-01

The purpose of this study was to reveal the attitudes and views of university students about the use of Edmodo as a cooperative learning environment. In the research process, the students were divided into groups of 4 or 5 within the scope of a course given in the department of Computer Education and Instructional Technology. For each group,…

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.…

The effect of integrating cooperative learning into 5E inquiry learning model on interpersonal skills of high school students

NASA Astrophysics Data System (ADS)

Pholphuet, Preedaporn; Kanyaprasith, Kamonwan; Khumwong, Pinit; Praphairaksit, Nalena

2018-01-01

The purpose of this research was to investigate the effect of integrating cooperative learning into 5E inquiry learning model on interpersonal skills of high school students. Two 10th grade classrooms consisting of 63 students were obtained by purposive sampling then one was assigned as an experimental and the other as a control group. The cooperative learning was integrated into 5E inquiry model for the experimental group in addition to the normal 5E inquiry model in the control group. A 5-level rating scale questionnaire was used for data collection both before and after the experiment. Furthermore, a descriptive journal from each student was added to the study after the researchers realized a significant difference in the teamwork skill of each group. Data from questionnaires were analyzed using descriptive statistics and inferential statistics. The results showed that the experimental group had a significantly higher score of interpersonal skills when compared to the control group (p<0.05). The results showed a clearly difference in teamwork of the two groups. The journals of the students showed the difference of working preference among two group. It could conclude that the learning intervention enhanced team working in 5 aspects including time management, the outcome of the work, the process of the work and the attitude of the students. The students in the experimental group demonstrated more creative ideas and were more likely to listen to other student ideas. The students in experimental group were less competitive and were more open in sharing and helping others. In conclusion, the addition of cooperative learning in to the usual 5E inquiry learning, not only help the students to achieve the knowledge but also help develop good interpersonal skills.

Active Learning and Cooperative Learning in the Organic Chemistry Lecture Class

NASA Astrophysics Data System (ADS)

Paulson, Donald R.

1999-08-01

Faculty in the physical sciences are one of the academic groups least receptive to the use of active learning strategies and cooperative learning in their classrooms. This is particularly so in traditional lecture classes. It is the objective of this paper to show how effective these techniques can be in improving student performance in classes. The use of active learning strategies and cooperative learning groups in my organic chemistry lecture classes has increased the overall pass rate in my classes by an astounding 20-30% over the traditional lecture mode. This has been accomplished without any reduction in "standards". The actual methods employed are presented as well as a discussion of how I came to radically change the way I teach my classes.

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…

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…

An Evaluation of the Cooperative Learning Process by Sixth-Grade Students

ERIC Educational Resources Information Center

Genç, Murat

2016-01-01

The purpose of this study is to investigate the effectiveness of cooperative learning on the science lessons achievement of primary school students and to designate their views on cooperative learning process. 135 sixth-grade students attending the same school took part in the study. The model of this study was the Solomon four-group model. In the…

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…

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…

Robotic Cooperative Learning Promotes Student STEM Interest

ERIC Educational Resources Information Center

Mosley, Pauline; Ardito, Gerald; Scollins, Lauren

2016-01-01

The principal purpose of this investigation is to study the effect of robotic cooperative learning methodologies on middle school students' critical thinking, and STEM interest. The semi-experimental inquiry consisted of ninety four six-grade students (forty nine students in the experimental group, forty five students in the control group), chosen…

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

PubMed Central

Fernandez-Rio, Javier; Cecchini, Jose A.; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A.

2017-01-01

Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12–17 years old (M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ-means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students’ academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and shared. Educators should be aware of these interactions, symmetrical or asymmetrical, because they determine the quality and quantity of the students’ participation and achievements, and they are key elements to prevent school failure. PMID:28154544

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure.

PubMed

Fernandez-Rio, Javier; Cecchini, Jose A; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A

2017-01-01

Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12-17 years old ( M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ -means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students' academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and shared. Educators should be aware of these interactions, symmetrical or asymmetrical, because they determine the quality and quantity of the students' participation and achievements, and they are key elements to prevent school failure.

Cooperative Learning in the College Classroom.

ERIC Educational Resources Information Center

Barratt, Leslie B.

1992-01-01

A college teacher used cooperative learning in English as a Second Language and linguistics classrooms. She discovered international students enjoyed working and writing in small groups and getting to know other students. Linguistics students enjoyed whole-class cooperative projects and papers. All students gained experience in being colleagues.…

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…

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…

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…

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

Cooperative learning in industrial-sized biology classes.

PubMed

Armstrong, Norris; 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.

Team-Based Learning in Honors Science Education: The Benefit of Complex Writing Assignments

ERIC Educational Resources Information Center

Wiegant, Fred; Boonstra, Johannes; Peeters, Anton; Scager, Karin

2012-01-01

Cooperative learning and team-based learning have been widely recognized as beneficial strategies to improve all levels of education, including higher education. Just forming groups, however, does not automatically lead to better learning and motivation; cooperation flourishes only under appropriate conditions (Fink; Gillies; Parmelee et al.).…

Constructing Knowledge with an Agent-Based Instructional Program: A Comparison of Cooperative and Individual Meaning Making

ERIC Educational Resources Information Center

Moreno, Roxana

2009-01-01

Participants in the present study were 87 college students who learned about botany using an agent-based instructional program with three different learning approaches: individual, jigsaw, or cooperative learning. Results showed no differences among learning approaches on retention. Students in jigsaw groups reported higher cognitive load during…

The effect of cooperative learning on the attitudes toward science and the achievement of students in a non-science majors' general biology laboratory course at an urban community college

NASA Astrophysics Data System (ADS)

Chung-Schickler, Genevieve C.

The purpose of this study was to evaluate the effect of cooperative learning strategies on students' attitudes toward science and achievement in BSC 1005L, a non-science majors' general biology laboratory course at an urban community college. Data were gathered on the participants' attitudes toward science and cognitive biology level pre and post treatment in BSC 1005L. Elements of the Learning Together model developed by Johnson and Johnson and the Student Team-Achievement Divisions model created by Slavin were incorporated into the experimental sections of BSC 1005L. Four sections of BSC 1005L participated in this study. Participants were enrolled in the 1998 spring (January) term. Students met weekly in a two hour laboratory session. The treatment was administered to the experimental group over a ten week period. A quasi-experimental pretest-posttest control group design was used. Students in the cooperative learning group (nsb1 = 27) were administered the Test of Science-Related Attitudes (TOSRA) and the cognitive biology test at the same time as the control group (nsb2 = 19) (at the beginning and end of the term). Statistical analyses confirmed that both groups were equivalent regarding ethnicity, gender, college grade point average and number of absences. Independent sample t-tests performed on pretest mean scores indicated no significant differences in the TOSRA scale two or biology knowledge between the cooperative learning group and the control group. The scores of TOSRA scales: one, three, four, five, six, and seven were significantly lower in the cooperative learning group. Independent sample t-tests of the mean score differences did not show any significant differences in posttest attitudes toward science or biology knowledge between the two groups. Paired t-tests did not indicate any significant differences on the TOSRA or biology knowledge within the cooperative learning group. Paired t-tests did show significant differences within the control group on TOSRA scale two and biology knowledge. ANCOVAs did not indicate any significant differences on the post mean scores of the TOSRA or biology knowledge adjusted by differences in the pretest mean scores. Analysis of the research data did not show any significant correlation between attitudes toward science and biology knowledge.

Measuring Responsibility and Cooperation in Learning Teams in the University Setting: Validation of a Questionnaire.

PubMed

León-Del-Barco, Benito; Mendo-Lázaro, Santiago; Felipe-Castaño, Elena; Fajardo-Bullón, Fernando; Iglesias-Gallego, Damián

2018-01-01

Cooperative learning are being used increasingly in the university classroom, in order to promote teamwork among students, improve performance and develop interpersonal competences. Responsibility and cooperation are two fundamental pillars of cooperative learning. Team members' responsibility is a necessary condition for the team's success in the assigned tasks. Students must be aware that they depend on each other and should make their maximum effort. On the other hand, in efficient groups, the members cooperate and pool their efforts to achieve the proposed goals. In this research, we propose to create a Questionnaire of Group Responsibility and Cooperation in Learning Teams (CRCG) . Participants in this work were 375 students from the Faculty of Teacher Training of the University of Extremadura (Spain). The CRCG has very acceptable psychometric characteristics, good internal consistency, and temporal reliability. Moreover, structural equation analysis allowed us to verify that the latent variables in the two factors found are well defined and, therefore, their assessment is adequate. Besides, we found high significant correlations between the Learning Team Potency Questionnaire (CPEA) and the total score and the factors of the CRCG. This tool will evaluate cooperative skills and offer faculty information in order to prepare students for teamwork and conflict resolution.

Measuring Responsibility and Cooperation in Learning Teams in the University Setting: Validation of a Questionnaire

PubMed Central

León-del-Barco, Benito; Mendo-Lázaro, Santiago; Felipe-Castaño, Elena; Fajardo-Bullón, Fernando; Iglesias-Gallego, Damián

2018-01-01

Cooperative learning are being used increasingly in the university classroom, in order to promote teamwork among students, improve performance and develop interpersonal competences. Responsibility and cooperation are two fundamental pillars of cooperative learning. Team members’ responsibility is a necessary condition for the team’s success in the assigned tasks. Students must be aware that they depend on each other and should make their maximum effort. On the other hand, in efficient groups, the members cooperate and pool their efforts to achieve the proposed goals. In this research, we propose to create a Questionnaire of Group Responsibility and Cooperation in Learning Teams (CRCG). Participants in this work were 375 students from the Faculty of Teacher Training of the University of Extremadura (Spain). The CRCG has very acceptable psychometric characteristics, good internal consistency, and temporal reliability. Moreover, structural equation analysis allowed us to verify that the latent variables in the two factors found are well defined and, therefore, their assessment is adequate. Besides, we found high significant correlations between the Learning Team Potency Questionnaire (CPEA) and the total score and the factors of the CRCG. This tool will evaluate cooperative skills and offer faculty information in order to prepare students for teamwork and conflict resolution. PMID:29593622

Comparison of two different techniques of cooperative learning approach: Undergraduates' conceptual understanding in the context of hormone biochemistry.

PubMed

Mutlu, Ayfer

2018-03-01

The purpose of the research was to compare the effects of two different techniques of the cooperative learning approach, namely Team-Game Tournament and Jigsaw, on undergraduates' conceptual understanding in a Hormone Biochemistry course. Undergraduates were randomly assigned to Group 1 (N = 23) and Group 2 (N = 29). Instructions were accomplished using Team-Game Tournament in Group 1 and Jigsaw in Group 2. Before the instructions, all groups were informed about cooperative learning and techniques, their responsibilities in the learning process and accessing of resources. Instructions were conducted under the guidance of the researcher for nine weeks and the Hormone Concept Test developed by the researcher was used before and after the instructions for data collection. According to the results, while both techniques improved students' understanding, Jigsaw was more effective than Team-Game Tournament. © 2017 by The International Union of Biochemistry and Molecular Biology, 46(2):114-120, 2018. © 2017 The International Union of Biochemistry and Molecular Biology.

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.

Creativity and Collaborative Learning: A Practical Guide to Empowering Students and Teachers.

ERIC Educational Resources Information Center

Thousand, Jacqueline S., Ed.; And Others

This book offers practical guidelines for implementing cooperative-collaborative learning in the classroom. Included are research reviews, sample lesson plan formats, suggestions for peer coaching, and forms and materials that teachers may duplicate. The book's 17 chapters are divided into three sections on cooperative group learning; partner…

A Cooperative Approach To Teaching Mineral Identification.

ERIC Educational Resources Information Center

Constantopoulos, Terri Lynn

1994-01-01

Describes Jigsaw Teaching, a cooperative learning approach, in relation to mineral identification. This technique may also be applied to rock identification. Students work in groups of four and learn to identify 20 minerals, becoming an "expert" on five of them. Helping to teach other students reinforces what each student has learned.…

Traditional versus Contemporary Goals and Methods in Accounting Education: Bridging the Gap with Cooperative Learning.

ERIC Educational Resources Information Center

Lindquist, Tim M.

1995-01-01

In groups, 49 accounting students completed a 5-week analysis of audit reporting issues using cooperative learning. Positive student reactions and achievement suggested that contemporary active learning approaches are compatible with the traditional accounting goal of preparing for the Certified Public Accountants examination. (SK)

Foundations of Cooperative Learning.

ERIC Educational Resources Information Center

Jacobs, George M.

Five cooperative learning methods are described with the theories that support them. The five methods are: (1) Group Investigation (GI), developed by S. Sharan and others; (2) Jigsaw, developed by E. Aronson and others; (3) Student Teams Achievement Divisions (STAD), developed by R. E. Slavin and others; (4) Learning Together, developed by D. W.…

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…

Assessing the Effect of Cooperative Learning on Financial Accounting Achievement among Secondary School Students

ERIC Educational Resources Information Center

Inuwa, Umar; Abdullah, Zarifah; Hassan, Haslinda

2017-01-01

This study examined the effect of cooperative learning approach on financial accounting achievement among secondary school students in Gombe state, Nigeria. A pre-test-post-test-control group design was adopted. 120 students participated in the study were selected randomly from six schools. The students were divided into two equal groups, namely:…

Cooperative Learning: Group Processing and Students Needs for Self-Worth and Belonging

ERIC Educational Resources Information Center

Strahm, Muriel F.

2007-01-01

The purpose of this study was to examine students' perceptions of the extent to which reflection, a principle of cooperative learning, satisfied their needs for self-worth and belonging. Eight mature preuniversity students completed a scaled questionnaire and took part in a focus group interview following a 12-week preliminary study into the…

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…

Dealing with Free-Riders in Assessed Group Work: Results from a Study at a UK University

ERIC Educational Resources Information Center

Maiden, Barbara; Perry, Bob

2011-01-01

Potential employers require graduates to be able to demonstrate competent teamwork skills in initiating ideas and solving problems cooperatively. Teamwork is prevalent in educational institutions and often included as a way of enriching learning and assessment. Whilst group working can provide a rich opportunity for cooperative learning, its…

The Effect of Computer-Assisted Cooperative Learning Methods and Group Size on the EFL Learners' Achievement in Communication Skills

ERIC Educational Resources Information Center

AbuSeileek, Ali Farhan

2012-01-01

This study explored the effect of cooperative learning small group size and two different instructional modes (positive interdependence vs. individual accountability) on English as a Foreign Language (EFL) undergraduate learners' communication skills (speaking and writing) achievement in computer-based environments. The study also examined the…

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…

Comparison effectiveness of cooperative learning type STAD with cooperative learning type TPS in terms of mathematical method of Junior High School students

NASA Astrophysics Data System (ADS)

Wahyuni, A.

2018-05-01

This research is aimed to find out whether the model of cooperative learning type Student Team Achievement Division (STAD) is more effective than cooperative learning type Think-Pair-Share in SMP Negeri 7 Yogyakarta. This research was a quasi-experimental research, using two experimental groups. The population of research was all students of 7thclass in SMP Negeri 7 Yogyakarta that consists of 5 Classes. From the population were taken 2 classes randomly which used as sample. The instrument to collect data was a description test. Measurement of instrument validity use content validity and construct validity, while measuring instrument reliability use Cronbach Alpha formula. To investigate the effectiveness of cooperative learning type STAD and cooperative learning type TPS on the aspect of student’s mathematical method, the datas were analyzed by one sample test. Comparing the effectiveness of cooperative learning type STAD and TPS in terms of mathematical communication skills by using t-test. Normality test was not conducted because the sample of research more than 30 students, while homogeneity tested by using Kolmogorov Smirnov test. The analysis was performed at 5% confidence level.The results show as follows : 1) The model of cooperative learning type STAD and TPS are effective in terms of mathematical method of junior high school students. 2). STAD type cooperative learning model is more effective than TPS type cooperative learning model in terms of mathematical methods of junior high school students.

Using the Learning Together Strategy to Affect Student Achievement in Physical Science

NASA Astrophysics Data System (ADS)

Campbell, Manda D.

Despite efforts mandated by national legislation, the state of Georgia has made little progress in improving Grade 5 students' standardized test scores in science, spurring the need for social change. The purpose of this quantitative causal-comparative study was to determine whether there was a significant difference in the student achievement in the conceptual understanding of science concepts in a classroom where the teacher applied the cooperative learning strategy, Learning Together, as compared to the classroom in which teacher-directed instruction was applied. The theories of positive social interdependence and social development, which posit that social interaction promotes cognitive gains, provided a framework for the study. A convenience sample of 38 students in Grade 5 participated in the 6-week study. Nineteen students received the cooperative learning strategy treatment, while 19 students did not. Pre- and post-tests were administered to students in both groups, and an analysis of variance was performed to examine differences between the 2 sample means. Results indicated that the group receiving the cooperative learning strategy scored significantly higher than did the control group receiving direct instruction. The experimental group also scored higher in vocabulary acquisition. Using the cooperative learning strategy of Learning Together could guide teachers' efforts to help students achieve excellent state-mandated test scores. Learning Together may be employed as a powerful teaching tool across grade levels and content areas, thus promoting positive gains in other state-mandated testing areas such as math, language arts, and social studies.

Improving students’ creativity using cooperative learning with virtual media on static fluida concept

NASA Astrophysics Data System (ADS)

Gunawan; Harjono, A.; Sahidu, H.; Nisrina

2018-04-01

Creativity is an important component of global competition in the 21st century. Therefore, learning innovation is needed to make students more creative. This research was conducted to improve students' creativity through cooperative learning using virtual media for the static fluid concept. This study was a quasi-experiment through a pre-test post-test design. The samples were chosen using cluster random sampling technique to obtain two groups, namely experimental group and control group. Data were collected using a creativity test in the form of an essay consisting of verbal and figural tests. The data were analyzed using t-test and N-gain test to determine the improvement of creativity in both groups. The results showed that the improvement of students' creativity in the experimental group was higher than the control group. The difference in the improvement of students’ creativity in both group is significant. Students become more creative especially related to indicators of fluency and elaboration. We conclude that the application of cooperative learning model using virtual media has a positive effect on students’ creativity.

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…

Using Cooperative Small Groups in Introductory Accounting Classes: A Practical Approach.

ERIC Educational Resources Information Center

Miglietti, Cynthia

2002-01-01

Effective use of cooperative learning groups requires the following: attention to group formation, orientation that sets clear expectations and guidelines, activities to develop teamwork skills, peer evaluation, and other assessments that recognize and measure individual effort on group projects. (SK)

Comparison of Two Different Techniques of Cooperative Learning Approach: Undergraduates' Conceptual Understanding in the Context of Hormone Biochemistry

ERIC Educational Resources Information Center

Mutlu, Ayfer

2018-01-01

The purpose of the research was to compare the effects of two different techniques of the cooperative learning approach, namely Team-Game Tournament and Jigsaw, on undergraduates' conceptual understanding in a Hormone Biochemistry course. Undergraduates were randomly assigned to Group 1 (N = 23) and Group 2 (N = 29). Instructions were accomplished…

Using Cooperative Learning To Improve the Academic Achievements of Inner-City Middle School Students.

ERIC Educational Resources Information Center

Holliday, Dwight C.

Whether using cooperative learning can improve the academic achievement of inner city middle school students was studied in Gary, Indiana at a school with a population of 503 students. Two seventh-grade classes taught by 1 African American male teacher served as 1 treatment group of 20 at-risk students and one nontreatment group of 24 high…

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…

Individual Differences in Dyadic Cooperative Learning.

ERIC Educational Resources Information Center

Horn, Elizabeth M.; Collier, William G.; Oxford, Julie A.; Bond, Charles F., Jr.; Dansereau, Donald F.

1998-01-01

The impact of individual differences on the performance of roles of learner and learning facilitator was studied during dyadic cooperative learning with 80 college students in same-sex groups of 4. The learner role accounted for more than 70% of the variance in total recall. The influence of cognitive and rapport factors is discussed. (SLD)

Application of Online Discussion and Cooperative Learning Strategies to Online and Blended College Courses

ERIC Educational Resources Information Center

Lynch, Douglas J.

2010-01-01

Effective online instructional practices may be applied to online and blended college courses. Carefully orchestrated online discussions support learning well beyond the limited face-to-face course time. Students gain greater depth of academic understanding and leadership skills if cooperative learning groups use research-based process and…

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…

TRIBES: A New Way of Learning Together.

ERIC Educational Resources Information Center

Gibbs, Jeanne; And Others

Blending the fields of group process and cooperative learning; prevention and resiliency; learning theory; and school change into a comprehensive guide, this book describes the on-going development of the Tribes group process, whereby small learning groups are used to promote human growth and learning. A tribe consists of three to six students who…

Dealing with Parasites in Group Projects.

ERIC Educational Resources Information Center

Carter, Judy H.

While it is generally accepted that people working in groups can accomplish more than people working individually, it is equally accepted that parasites will attempt to feed on the other group members. Group work has been called by several names--group learning, cooperative learning, collaborative learning--all of which carry slightly different…

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

PubMed Central

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. PMID:7601803

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…

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,…

[Prosocial personality. Why is cooperation and moral adjustment the rule?].

PubMed

Kroeber, H-L

2011-01-01

Human beings are adapted for acting and thinking cooperatively in cultural groups and the most impressive cognitive achievements of humans are the products not of individuals acting alone but of individuals interacting. As they grow, human children are equipped to participate in this cooperative group thinking through a special kind of cultural intelligence, comprising species-unique social-cognitive skills and motivations for collaboration, communication, social learning and other forms of shared intentionality. Some mechanism of social learning and norm orientation are reported, leading to some presumptions about the roots of antisocial behavior.

Comparison of the Effects of Cooperative Learning and Traditional Learning Methods on the Improvement of Drug-Dose Calculation Skills of Nursing Students Undergoing Internships

ERIC Educational Resources Information Center

Basak, Tulay; Yildiz, Dilek

2014-01-01

Objective: The aim of this study was to compare the effectiveness of cooperative learning and traditional learning methods on the development of drug-calculation skills. Design: Final-year nursing students ("n" = 85) undergoing internships during the 2010-2011 academic year at a nursing school constituted the study group of this…

Inquiry and groups: student interactions in cooperative inquiry-based science

NASA Astrophysics Data System (ADS)

Woods-McConney, Amanda; Wosnitza, Marold; Sturrock, Keryn L.

2016-03-01

Science education research has recommended cooperative inquiry based science in the primary science context for more than two decades but after more than 20 years, student achievement in science has not substantially improved. This study, through direct observation and analysis, investigated content-related student interactions in an authentic inquiry based primary science class setting. Thirty-one upper primary students were videotaped working in cooperative inquiry based science activities. Cooperative talk and negotiation of the science content was analysed to identify any high-level group interactions. The data show that while all groups have incidences of high-level content-related group interactions, the frequency and duration of these interactions were limited. No specific pattern of preceding events was identified and no episodes of high-level content-related group interactions were immediately preceded by the teacher's interactions with the groups. This in situ study demonstrated that even without any kind of scaffolding, specific skills in knowing how to implement cooperative inquiry based science, high-level content-related group interactions did occur very briefly. Support for teachers to develop their knowledge and skills in facilitating cooperative inquiry based science learning is warranted to ensure that high-level content-related group interactions and the associated conceptual learning are not left to chance in science classrooms.

Studying primate learning in group contexts: Tests of social foraging, response to novelty, and cooperative problem solving.

PubMed

Drea, Christine M

2006-03-01

Learning commonly refers to the modification of behavior through experience, whereby an animal gains information about stimulus-response contingencies from interacting with its physical environment. Social learning, on the other hand, occurs when the same information originates, not from the animal's personal experience, but from the actions of others. Socially biased learning is the 'collective outcome of interacting physical, social, and individual factors' [D. Fragaszy, E. Visalberghi, Learn. Behav. 32 (2004) 24-35.] (see p. 24). Mounting interest in animal social learning has brought with it certain innovations in animal testing procedures. Variants of the observer-demonstrator and cooperation paradigms, for instance, have been used widely in captive settings to examine the transmission or coordination of behavior, respectively, between two animals. Relatively few studies, however, have examined social learning in more complex group settings and even fewer have manipulated the social environment to empirically test the effect of group dynamics on problem solving. The present paper outlines procedures for group testing captive non-human primates, in spacious arenas, to evaluate the social modulation of learning and performance. These methods are illustrated in the context of (1) naturalistic social foraging problems, modeled after traditional visual discrimination paradigms, (2) response to novel objects and novel extractive foraging tasks, and (3) cooperative problem solving. Each example showcases the benefits of experimentally manipulating social context to compare an animal's performance in intact groups (or even pairs) against its performance under different social circumstances. Broader application of group testing procedures and manipulation of group composition promise to provide meaningful insight into socially biased learning.

Implementation of cooperative learning through collaboration with foreign lecturer to improve students' understanding and soft skills in the course of drug delivery system

NASA Astrophysics Data System (ADS)

Syukri, Yandi; Nugroho, Bambang Hernawan

2017-03-01

The course of Drug Delivery Systems is an elective that supports the development of new products in pharmaceutical industry. The existing learning process has been in the form of one-direction face-to-face lecturing. During the lecture, students find it difficult to follow or understand the materials, so they become passive. Also, class effectiveness is low because it cannot develop students' active participation during the learning process. To improve the learning outcomes and to achieve the desired competence, innovations in the learning process should be attempted. This learning model aimed to improve students' understanding of and soft skills in the course of Drug Delivery Systems through a cooperative learning method and collaboration with foreign lecturers. The order of cooperative learning included explaining the desired learning outcomes of each topic, providing reading materials for students to learn when preparing their papers, instructing students to work on group assignments and to help each other to master the lesson through question-answer sessions and discussions among group members, encouraging group presentations, and evaluating through quizzes. The foreign lecturers played a role in enriching teaching materials and providing an international class atmosphere. The students' hard skills assessed from the quiz, midterm exam, and final semester exam showed a minimum score of 70 > 80% in the quiz and final semester exam components, while the midterm exam value with a minimum of 70 > 80% was only 6%. The assessment of soft skills obtained from the students' independence in constructing knowledge to complete assignments and resolve problems indicated such outcomes as each group's better ability to access relevant journals, their active participation in group discussions, discipline to submit assignments, discipline to be punctual, and good communication skills. It can be concluded that cooperative learning method could improve the soft skills of students, and the role of foreign lecturers was successful in providing an international class atmosphere.

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…

Effects of Cooperative Learning on Students at An Giang University in Vietnam

ERIC Educational Resources Information Center

Tran, Van Dat; Lewis, Ramon

2012-01-01

This study investigates the effects of jigsaw cooperative learning on the achievement and knowledge retention of 80 final-year Vietnamese mathematics students, as well as reporting their attitudes toward this form of learning. These tertiary students were divided into two matched groups of 40 to be taught by the same lecturer. In the experimental…

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…

Effects of Cooperative Learning Method on the Development of Listening Comprehension and Listening Skills

ERIC Educational Resources Information Center

Kirbas, Abdulkadir

2017-01-01

In this study, the effect of the learning together technique, which is one of the cooperative learning methods, on the development of the listening comprehension and listening skills of the secondary school eighth grade students was investigated. Regarding the purpose of the research, experimental and control groups consisting of 75 students from,…

Effects of Small-Group Learning on Transfer: A Meta-Analysis

ERIC Educational Resources Information Center

Pai, Hui-Hua; Sears, David A.; Maeda, Yukiko

2015-01-01

This study investigated the potential benefit of small-group learning on transfer performance using the method of meta-analysis. Results showed positive support for the hypothesis that small-group learning can increase students' transfer performance (average effect size of 0.30). Unlike reviews of effects of cooperation on learning, this…

Effectiveness of a mobile cooperation intervention during the clinical practicum of nursing students: a parallel group randomized controlled trial protocol.

PubMed

Strandell-Laine, Camilla; Saarikoski, Mikko; Löyttyniemi, Eliisa; Salminen, Leena; Suomi, Reima; Leino-Kilpi, Helena

2017-06-01

The aim of this study was to describe a study protocol for a study evaluating the effectiveness of a mobile cooperation intervention to improve students' competence level, self-efficacy in clinical performance and satisfaction with the clinical learning environment. Nursing student-nurse teacher cooperation during the clinical practicum has a vital role in promoting the learning of students. Despite an increasing interest in using mobile technologies to improve the clinical practicum of students, there is limited robust evidence regarding their effectiveness. A multicentre, parallel group, randomized, controlled, pragmatic, superiority trial. Second-year pre-registration nursing students who are beginning a clinical practicum will be recruited from one university of applied sciences. Eligible students will be randomly allocated to either a control group (engaging in standard cooperation) or an intervention group (engaging in mobile cooperation) for the 5-week the clinical practicum. The complex mobile cooperation intervention comprises of a mobile application-assisted, nursing student-nurse teacher cooperation and a training in the functions of the mobile application. The primary outcome is competence. The secondary outcomes include self-efficacy in clinical performance and satisfaction with the clinical learning environment. Moreover, a process evaluation will be undertaken. The ethical approval for this study was obtained in December 2014 and the study received funding in 2015. The results of this study will provide robust evidence on mobile cooperation during the clinical practicum, a research topic that has not been consistently studied to date. © 2016 John Wiley & Sons Ltd.

An Approachment to Cooperative Learning in Higher Education: Comparative Study of Teaching Methods in Engineering

ERIC Educational Resources Information Center

Estébanez, Raquel Pérez

2017-01-01

In the way of continuous improvement in teaching methods this paper explores the effects of Cooperative Learning (CL) against Traditional Learning (TL) in academic performance of students in higher education in two groups of the first course of Computer Science Degree at the university. The empirical study was conducted through an analysis of…

Social learning in cooperative dilemmas

PubMed Central

Lamba, Shakti

2014-01-01

Helping is a cornerstone of social organization and commonplace in human societies. A major challenge for the evolutionary sciences is to explain how cooperation is maintained in large populations with high levels of migration, conditions under which cooperators can be exploited by selfish individuals. Cultural group selection models posit that such large-scale cooperation evolves via selection acting on populations among which behavioural variation is maintained by the cultural transmission of cooperative norms. These models assume that individuals acquire cooperative strategies via social learning. This assumption remains empirically untested. Here, I test this by investigating whether individuals employ conformist or payoff-biased learning in public goods games conducted in 14 villages of a forager–horticulturist society, the Pahari Korwa of India. Individuals did not show a clear tendency to conform or to be payoff-biased and are highly variable in their use of social learning. This variation is partly explained by both individual and village characteristics. The tendency to conform decreases and to be payoff-biased increases as the value of the modal contribution increases. These findings suggest that the use of social learning in cooperative dilemmas is contingent on individuals' circumstances and environments, and question the existence of stably transmitted cultural norms of cooperation. PMID:24870041

Investigating the Development of Work-Oriented Groups in an e-Learning Environment

ERIC Educational Resources Information Center

Yu, Chia-Ping; Kuo, Feng-Yang

2012-01-01

In this study, we have investigated developmental patterns of virtual groups in the e-learning environment. Our findings suggest that for virtual groups formed for the purpose of e-learning, dependency and inclusion characterize the initial stage of group development, as such characteristics reinforce cooperative relationships and help to build a…

The effect of numbered heads together (NHT) cooperative learning model on the cognitive achievement of students with different academic ability

NASA Astrophysics Data System (ADS)

Leasa, Marleny; Duran Corebima, Aloysius

2017-01-01

Learning models and academic ability may affect students’ achievement in science. This study, thus aimed to investigate the effect of numbered heads together (NHT) cooperative learning model on elementary students’ cognitive achievement in natural science. This study employed a quasi-experimental design with pretest-posttest non-equivalent control group with 2 x 2 factorial. There were two learning models compared NHT and the conventional, and two academic ability high and low. The results of ana Cova test confirmed the difference in the students’ cognitive achievement based on learning models and general academic ability. However, the interaction between learning models and academic ability did not affect the students’ cognitive achievement. In conclusion, teachers are strongly recommended to be more creative in designing learning using other types of cooperative learning models. Also, schools are required to create a better learning environment which is more cooperative to avoid unfair competition among students in the classroom and as a result improve the students’ academic ability. Further research needs to be conducted to explore the contribution of other aspects in cooperative learning toward cognitive achievement of students with different academic ability.

Incorporating More Individual Accountability in Group Activities in General Chemistry

ERIC Educational Resources Information Center

Cox, Charles T., Jr.

2015-01-01

A modified model of cooperative learning known as the GIG model (for group-individual-group) designed and implemented in a large enrollment freshman chemistry course. The goal of the model is to establish a cooperative environment while emphasizing greater individual accountability using both group and individual assignments. The assignments were…

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…

The Effect of Cooperative Learning Techniques on College Students' Reading Comprehension

ERIC Educational Resources Information Center

Jalilifar, Alireza

2010-01-01

This study investigated the impact of Student Team Achievement Divisions (STAD) and Group Investigation (GI), which are two techniques of Cooperative Learning, on students' reading comprehension achievement of English as a Foreign Language (EFL). After administering an English Language Proficiency test (Fowler and Coe, 1976), 90 homogeneous…

Comparison of technology-based cooperative learning with technology-based individual learning in enhancing fundamental nursing proficiency.

PubMed

Lin, Zu-Chun

2013-05-01

The aim of nursing education is to prepare students with critical thinking, high interests in profession and high proficiency in patient care. Cooperative learning promotes team work and encourages knowledge building upon discussion. It has been viewed as one of the most powerful learning methods. Technology has been considered an influential tool in teaching and learning. It assists students in gathering more information to solve the problems and master skills better. The purpose of this study was to compare the effect of technology-based cooperative learning with technology-based individual learning in nursing students' critical thinking in catheterization knowledge gaining, error discovering, skill acquisitions, and overall scores. This study used a pretest-posttest experimental design. Ninety-eight students were assigned randomly to one of two groups. Questionnaires and tests were collected at baseline and after completion of intervention. The results of this study showed that there was no significant difference in related catheterization skill performance. However, the remaining variables differed greatly between the two groups. CONCLUSIONS AND APPLICATIONS: This study's findings guide the researchers and instructors to use technology-based cooperative learning more appropriately. Future research should address the design of the course module and the availability of mobile devices to reach student-centered and learn on the move goals. Copyright © 2011 Elsevier Ltd. All rights reserved.

How to increase the benefits of cooperation: Effects of training in transactive communication on cooperative learning.

PubMed

Jurkowski, Susanne; Hänze, Martin

2015-09-01

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 communication and their learning results when working in small groups. To increase the benefits of cooperation, we developed and tested a module for training students in transactive communication. We assumed that this training would enhance students' transactive communication and also increase their knowledge acquisition during cooperative learning. Further, we distinguished between an actor's transactive communication and a learning partner's transactive communication and expected both to be positively associated with an actor's knowledge acquisition. Participants were 80 university students. In an experiment with pre- and post-test measurements, transactive communication was measured by coding students' communication in a cooperative learning situation before training and in another cooperative learning situation after training. For the post-test cooperative learning situation, knowledge was pre-tested and post-tested. Trained students outperformed controls in transactive communication and in knowledge acquisition. Positive training effects on actors' knowledge acquisition were partially mediated by the improved actors' transactive communication. Moreover, actors' knowledge acquisition was positively influenced by learning partners' transactive communication. Results show a meaningful increase in the benefits of cooperation through the training in transactive communication. Furthermore, findings indicate that students benefit from both elaborating on their partner's ideas and having their own ideas elaborated on. © 2015 The British Psychological Society.

Structure of NCI Cooperative Groups Program Prior to NCTN

Cancer.gov

Learn how the National Cancer Institute’s Cooperative Groups Program was structured prior to its being replaced by NCI’s National Clinical Trials Network (NCTN). The NCTN gives funds and other support to cancer research organizations to conduct cancer clinical trials.

PAIR: A Cooperative Effort to Meet Informational Needs

PubMed Central

Closurdo, Janette S.; Pehkonen, Charles A.

1973-01-01

St. Joseph Mercy Hospital organized a cooperative association of area institutions (the Pontiac Area Instructional Resources group: PAIR) in order to (1) promote a forum in which to exchange ideas and information on software used for learning materials and hardware for using such materials, (2) provide a resource library system to lend such learning materials, and (3) cooperatively produce such learning materials for use in member institutions. In less than one year of cooperation, a union list of serials and a union list of software for the area have been produced. A forum has been created in which ideas and information can be shared, and a sound/slide program has been produced. PMID:4122093

Cooperative Learning Groups and the Evolution of Human Adaptability : (Another Reason) Why Hermits Are Rare in Tonga and Elsewhere.

PubMed

Bell, Adrian Viliami; Hernandez, Daniel

2017-03-01

Understanding the prevalence of adaptive culture in part requires understanding the dynamics of learning. Here we explore the adaptive value of social learning in groups and how formal social groups function as effective mediums of information exchange. We discuss the education literature on Cooperative Learning Groups (CLGs), which outlines the potential of group learning for enhancing learning outcomes. Four qualities appear essential for CLGs to enhance learning: (1) extended conversations, (2) regular interactions, (3) gathering of experts, and (4) incentives for sharing knowledge. We analyze these four qualities within the context of a small-scale agricultural society using data we collected in 2010 and 2012. Through an analysis of surveys, interviews, and observations in the Tongan islands, we describe the role CLGs likely plays in facilitating individuals' learning of adaptive information. Our analysis of group affiliation, membership, and topics of conversation suggest that the first three CLG qualities reflect conditions for adaptive learning in groups. We utilize ethnographic anecdotes to suggest the fourth quality is also conducive to adaptive group learning. Using an evolutionary model, we further explore the scope for CLGs outside the Tongan socioecological context. Model analysis shows that environmental volatility and migration rates among human groups mediate the scope for CLGs. We call for wider attention to how group structure facilitates learning in informal settings, which may be key to assessing the contribution of groups to the evolution of complex, adaptive culture.

Increasing Explanatory Behaviour, Problem-Solving, and Reasoning within Classes Using Cooperative Group Work

ERIC Educational Resources Information Center

Gillies, Robyn M.; Haynes, Michele

2011-01-01

The present study builds on research that indicates that teachers play a key role in promoting those interactional behaviours that challenge children's thinking and scaffold their learning. It does this by seeking to determine whether teachers who implement cooperative learning and receive training in explicit strategic questioning strategies…

"The Teacher Education Conversation": A Network of Cooperating Teachers

ERIC Educational Resources Information Center

Nielsen, Wendy S.; Triggs, Valerie; Clarke, Anthony; Collins, John

2010-01-01

This study investigated a professional learning community of cooperating teachers and university-based teacher educators. To examine our roles and perspectives as colleagues in teacher education, we drew on frameworks in teacher learning and complexity science. Monthly group meetings of this inquiry community were held over two school years in a…

Connecting Problem-Solving Style to Peer Evaluations of Performance in Secondary Cooperative Learning Projects

ERIC Educational Resources Information Center

Bush, Sarah A.; Friedel, Curtis R.; Hoerbert, Lindsey R.; Broyles, Thomas W.

2017-01-01

With an evolving and expanding agricultural industry, it is crucial to provide future professionals with valuable experiences and skills in problem solving, communication, and teamwork. Agricultural summer programs for secondary students, which provide cooperative learning experiences with a focus on group work and problem solving, aim to help…

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…

Social learning in cooperative dilemmas.

PubMed

Lamba, Shakti

2014-07-22

Helping is a cornerstone of social organization and commonplace in human societies. A major challenge for the evolutionary sciences is to explain how cooperation is maintained in large populations with high levels of migration, conditions under which cooperators can be exploited by selfish individuals. Cultural group selection models posit that such large-scale cooperation evolves via selection acting on populations among which behavioural variation is maintained by the cultural transmission of cooperative norms. These models assume that individuals acquire cooperative strategies via social learning. This assumption remains empirically untested. Here, I test this by investigating whether individuals employ conformist or payoff-biased learning in public goods games conducted in 14 villages of a forager-horticulturist society, the Pahari Korwa of India. Individuals did not show a clear tendency to conform or to be payoff-biased and are highly variable in their use of social learning. This variation is partly explained by both individual and village characteristics. The tendency to conform decreases and to be payoff-biased increases as the value of the modal contribution increases. These findings suggest that the use of social learning in cooperative dilemmas is contingent on individuals' circumstances and environments, and question the existence of stably transmitted cultural norms of cooperation. © 2014 The Author(s) Published by the Royal Society. All rights reserved.

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.

Learning through Group Work in Physical Education: A Symbolic Interactionist Approach

ERIC Educational Resources Information Center

Barker, Dean; Quennerstedt, Mikael; Annerstedt, Claes

2015-01-01

In line with contemporary constructivist pedagogies, students are frequently expected to learn through interaction in physical education (PE). There is a relatively sophisticated body of literature focusing on learning in groups, peer teaching, and cooperative learning. Current research has not, however, focused on how the body is implicated in…

Designing for Interaction: Six Steps to Designing Computer-Supported Group-Based Learning

ERIC Educational Resources Information Center

Strijbos, J. W.; Martens, R. L.; Jochems, W. M. G.

2004-01-01

At present, the design of computer-supported group-based learning (CSGBL) is often based on subjective decisions regarding tasks, pedagogy and technology, or concepts such as "cooperative learning" and "collaborative learning." Critical review reveals these concepts as insufficiently substantial to serve as a basis for CSGBL design. Furthermore,…

A study: Effect of Students Peer Assisted Learning on Magnetic Field Achievement

NASA Astrophysics Data System (ADS)

Mueanploy, Wannapa

2016-04-01

This study is the case study of Physic II Course for students of Pathumwan Institute of Technology. The purpose of this study is: 1) to develop cooperative learning method of peer assisted learning (PAL), 2) to compare the learning achievement before and after studied magnetic field lesson by cooperative learning method of peer assisted learning. The population was engineering students of Pathumwan Institute of Technology (PIT’s students) who registered Physic II Course during year 2014. The sample used in this study was selected from the 72 students who passed in Physic I Course. The control groups learning magnetic fields by Traditional Method (TM) and experimental groups learning magnetic field by method of peers assisted learning. The students do pretest before the lesson and do post-test after the lesson by 20 items achievement tests of magnetic field. The post-test higher than pretest achievement significantly at 0.01 level.

Impact of Jigsaw on the Achievement and Attitudes of Saudi Arabian Male High School Science Students

NASA Astrophysics Data System (ADS)

Alghamdi, Abdulmonem

The aim of the study is to investigate the impact of cooperative learning instruction, specifically by using the Jigsaw instructional strategy on science achievement and attitudes towards science among 11th grade students. Based upon previous research literature, it was hypothesized that significant differences existed on gains between general science achievement of experimental group and control group. The quasi-experimental design was chosen for this study. The study sample consisted of 50 students of 11th grade class who were equally distributed among experimental group and control group, matched on the basic of their annual examination at general science scores. The students' achievement was measured through the implementation of 30-item achievement test used as a pretest, as well as a posttest and deferred (follow-up) test. The experiment group was taught through cooperative learning while control group was taught through the instructions of "traditional teaching". The material was used such as lesson plans, worksheets and quizzes, designed to implement Jigsaw as a cooperative learning methodology. For the attitude scale towards science, a published 30-item Likert scale called Test of Science Related Attitudes (TOSRA) has been translated to Arabic in order to determine the students' attitudes ranging between strongly agree to strongly disagree. The data were analyzed through repeated measure analysis and multivariate analysis of variance with a .05 selected level of significance. The results of this study showed that using Jigsaw as a cooperative learning strategy has improved the students' achievement for the benefit of the experimental group. However, there was no significant change on the students' attitudes towards science for both groups, where the scores of all the attitude subscales were at or near the neutral level.

Qualitative Analysis of Collaborative Learning Groups in Large Enrollment Introductory Astronomy

NASA Astrophysics Data System (ADS)

Skala, Chija; Slater, Timothy F.; Adams, Jeffrey P.

2000-08-01

Large-lecture introductory astronomy courses for undergraduate, non-science majors present numerous problems for faculty. As part of a systematic effort to improve the course learning environment, a series of small-group, collaborative learning activities were implemented in an otherwise conventional lecture astronomy survey course. These activities were used once each week during the regularly scheduled lecture period. After eight weeks, ten focus group interviews were conducted to qualitatively assess the impact and dynamics of these small group learning activities. Overall, the data strongly suggest that students enjoy participating in the in-class learning activities in learning teams of three to four students. These students firmly believe that they are learning more than they would from lectures alone. Inductive analysis of the transcripts revealed five major themes prevalent among the students' perspectives: (1) self-formed, cooperative group composition and formation should be more regulated by the instructor; (2) team members' assigned rolls should be less formally structured by the instructors; (3) cooperative groups helped in learning the course content; (4) time constraints on lectures and activities need to be more carefully aligned; and (5) gender issues can exist within the groups. These themes serve as a guide for instructors who are developing instructional interventions for large lecture courses.

The What, Why, and How of Group Learning in Sexuality Education

ERIC Educational Resources Information Center

Koch, Patricia Barthalow

2007-01-01

GThe purpose of this article is to better inform educators about the what, why, and how of group learning so that they can more confidently and effectively use it to teach about sexuality. The article begins by presenting the "what" of group learning with definitions and descriptions of various methodologies, specifically cooperative and…

Effects of Cooperative Learning STAD on Mathematical Communication Ability of Elementary School Student

NASA Astrophysics Data System (ADS)

Maelasari, E.; Wahyudin

2017-09-01

The aim of this study is to describe the increasing of mathematical communications capability, and difference between students who get STAD cooperative learning and students who receive Direct Instruction. This study is a quasi-experimental study with pretest posttest study design. Subjects in this study in one of the fifth grade elementary school located in Cibeureum District, Kuningan. The research instrument used was a written test mathematical communication skills. The results showed that the improvement of mathematical communication capabilities Direct Instruction students who scored significantly better than students who learned with STAD cooperative learning. By grouping according to the ability of students will show a positive impact on student achievement in the classroom.

Enhancing Expectations of Cooperative Learning Use through Initial Teacher Training

ERIC Educational Resources Information Center

Duran Gisbert, David; Corcelles Seuba, Mariona; Flores Coll, Marta

2017-01-01

Despite its relevance and evidence support, Cooperative Learning (CL) is a challenge for all educational systems due to the difficulties in its implementation. The objective of this study is to identify the effect of Primary Education initial teacher training in the prediction of future CL use. Two groups of 44 and 45 students were conceptually…

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.…

The Effects of Cooperative Learning on the Classroom Participation of Students Placed at Risk for Societal Failure

ERIC Educational Resources Information Center

Drakeford, William

2012-01-01

A multiple baseline design across two subjects was used to determine the effectiveness of cooperative learning techniques on increasing student participation. The study was conducted on two male secondary students attending the upward bound pre-college program. Each student worked in small groups with specific roles, and two observers documented…

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…

Cooperative Learning and the Achievement of Motivation and Perceptions of Students in 11th Grade Chemistry Classes

ERIC Educational Resources Information Center

Shachar, Hanna; Fischer, Shlomit

2004-01-01

One hundred and sixty eight students from five 11th grade chemistry classes participated for 2 months in an experiment that examined the effects of the Group Investigation (GI) method of cooperative learning on students' achievement, motivation and perceptions of their experience. An achievement test and Harter's Motivation Questionnaire were…

Group Composition of Cooperative Learning: Does Heterogeneous Grouping Work in Asian Classrooms?

ERIC Educational Resources Information Center

Thanh, Pham Thi Hong; Gillies, Robyn

2010-01-01

Constructing an appropriate group is important to teamwork success. Although, heterogeneous grouping is widely recommended in Western countries, this method of grouping is questioned in Asian classrooms because Asian and Western students have different cultures of learning. Unfortunately, this issue has not been addressed in any research to date.…

Analysis of Former Learning Assistants' Views on Cooperative Learning

NASA Astrophysics Data System (ADS)

Gray, Kara E.; Otero, Valerie K.

2009-11-01

The University of Colorado Learning Assistant (LA) program integrates a weekly education seminar, meetings with science faculty to review content, and a semester-long teaching experience that hires undergraduates to work with groups of students in university science courses. Following this three-pronged learning experience, some of the LAs continue into the teacher certification program. While previous research has shown that this model has more than doubled the number of science and math majors graduating with a teaching certification, the question remains whether these teachers are better prepared to teach. The analysis presented here addresses this question by comparing the views of former LAs to the views of comparable teachers on the issue of cooperative learning. Interviews were conducted with ten middle school and high school science teachers throughout their first year of teaching. Results suggest differences in former LAs views toward group work and their purposes for using group work.

The Impact of a Cooperative Learning Program on the Academic Achievement in Mathematics and Language in Fourth Grade Students and Its Relation to Cognitive Style

ERIC Educational Resources Information Center

Vega, Mery Luz; Hederich M., Christian

2015-01-01

This study is expected to determine the impact of a program based on the cooperative learning methodology. This, in comparison to a traditional learning situation in both mathematics and language achievement. The study was carried out on a group of fourth grade students of primary school. In addition, it tried to find the differential impact…

Exploring Quadrilaterals in a Small Group Computing Environment

ERIC Educational Resources Information Center

Lai, Kevin; White, Tobin

2012-01-01

Though cooperative learning has been a topic of considerable interest in educational research, there has been little study specific to learning in the mathematics content area of geometry. This paper seeks to address that gap through a design experiment featuring a novel small-group computing environment for supporting student learning about…

Professional development of undergraduates in wildlife ecology and management

USGS Publications Warehouse

Moen, A.N.; Boomer, G.S.; Runge, M.C.

2000-01-01

This paper describes a cooperative learning environment and a course continuum in wildlife ecology and management which promote the professional development of undergraduates. Students learn about functional relationships in ecology and management in lecture periods that focus on concepts, with participation by students in active learning exercises. Laboratory periods are designed around learning groups, which consist of freshmen through graduate students who focus on a common theme as they work together, while each student is responsible for his or her own research. Undergraduate teaching assistants and senior wildlife management students coordinate the activities of the learning groups and supervise the student research, learning about personnel management by active participation in leadership roles. Publication of research results on a wildlife ecology and management information system in the department's Cooperative Learning Center enables students to share what they learn with their peers and with students who follow in later years.

Exploring Technology Supported Collaborative and Cooperative Group Formation Mechanisms

ERIC Educational Resources Information Center

Carapina, Mia; Boticki, Ivica

2015-01-01

This paper reflects on the systematic literature review paper (in progress), which analyzes technology enhanced collaborative and cooperative learning in elementary education worldwide from 2004 to 2015, focusing on the exploration of technology mediated group formation. The review paper reports on only a few cases of technology supported methods…

Cooperative learning as applied to resident instruction in radiology reporting.

PubMed

Mueller, Donald; Georges, Alexandra; Vaslow, Dale

2007-12-01

The study is designed to evaluate the effectiveness of an active form of resident instruction, cooperative learning, and the residents' response to that form of instruction. The residents dictated three sets of reports both before and after instruction in radiology reporting using the cooperative learning method. The reports were evaluated for word count, Flesch-Kincaid grade level, advancement on clinical spectrum, clarity, and comparison to prior reports. The reports were evaluated for changes in performance characteristics between the pre- and postinstruction dictations. The residents' response to this form of instruction was evaluated by means of a questionnaire. The instruction was effective in changing the resident dictations. The results became shorter (P<.035), more complex (P<.0126), and demonstrated increased advancement on clinical spectrum (P<.0204). The resident response to this form of instruction was positive. One hundred percent or respondents indicated enjoyment working with their groups. Seventy-five percent stated they would like to participate in more cooperative learning activities. The least positive responses related to the amount of time devoted to the project. Sixty-three percent of respondents stated that the time devoted to the project was appropriate. Cooperative learning can be an effective tool in the setting of the radiology residency. Instructional time requirements must be strongly considered in designing a cooperative learning program.

Trust as commodity: social value orientation affects the neural substrates of learning to cooperate.

PubMed

Lambert, Bruno; Declerck, Carolyn H; Emonds, Griet; Boone, Christophe

2017-04-01

Individuals differ in their motives and strategies to cooperate in social dilemmas. These differences are reflected by an individual's social value orientation: proselfs are strategic and motivated to maximize self-interest, while prosocials are more trusting and value fairness. We hypothesize that when deciding whether or not to cooperate with a random member of a defined group, proselfs, more than prosocials, adapt their decisions based on past experiences: they 'learn' instrumentally to form a base-line expectation of reciprocity. We conducted an fMRI experiment where participants (19 proselfs and 19 prosocials) played 120 sequential prisoner's dilemmas against randomly selected, anonymous and returning partners who cooperated 60% of the time. Results indicate that cooperation levels increased over time, but that the rate of learning was steeper for proselfs than for prosocials. At the neural level, caudate and precuneus activation were more pronounced for proselfs relative to prosocials, indicating a stronger reliance on instrumental learning and self-referencing to update their trust in the cooperative strategy. © The Author (2017). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

In Defense of the Sage on the Stage: Escaping from the "Sorcery" of Learning Styles and Helping Students Learn How to Learn

ERIC Educational Resources Information Center

Jennings, Marianne M.

2012-01-01

Beginning in the late 1980s and early 1990s, higher education was swept up in the theoretical phenomena of mastery learning, cooperative learning, and small-group learning. Professors, instructors, and teachers at the K-12 level became facilitators, guides, supervisors, counselors, and advocates for all things team and group. The thought of a…

Fostering students’ thinking skill and social attitude through STAD cooperative learning technique on tenth grade students of chemistry class

NASA Astrophysics Data System (ADS)

Kriswintari, D.; Yuanita, L.; Widodo, W.

2018-04-01

The aim of this study was to develop chemistry learning package using Student Teams Achievement Division (STAD) cooperative learning technique to foster students’ thinking skills and social attitudes. The chemistry learning package consisting of lesson plan, handout, students’ worksheet, thinking skill test, and observation sheet of social attitude was developed using the Dick and Carey model. Research subject of this study was chemistry learning package using STAD which was tried out on tenth grade students of SMA Trimurti Surabaya. The tryout was conducted using the one-group pre-test post-test design. Data was collected through observation, test, and questionnaire. The obtained data were analyzed using descriptive qualitative analysis. The findings of this study revealed that the developed chemistry learning package using STAD cooperative learning technique was categorized valid, practice and effective to be implemented in the classroom to foster students’ thinking skill and social attitude.

Improving Students' Social Skills of Respect and Responsibility through Cooperative Groups.

ERIC Educational Resources Information Center

Brooks, La'Tangela R.; Haley, Kathleen; McCann, Pamela; Moore, Kristen; Pearson, Diana.

This report describes a plan to improve student ability through cooperative learning. Inappropriate student interaction in social settings is attributed to lack of respect and responsibility. The study chose a language arts vehicle for the instruction of listening, communication, cooperation, organization, and problem-solving. This document…

Cooperative Weblog Learning in Higher Education: Its Facilitating Effects on Social Interaction, Time Lag, and Cognitive Load

ERIC Educational Resources Information Center

Huang, Tien-Chi; Huang, Yueh-Min; Yu, Fu-Yun

2011-01-01

This paper examines the effects of using weblog technologies to support cooperative learning in higher education. The study focused on the effects of features embedded in weblogs on social interactions, time lags, and cognitive loads. A quasi-experimental control-group research design was adopted. The participants were 115 undergraduates who were…

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.…

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…

An Initial Study of the Effects of Cooperative Learning on Reading Comprehension, Vocabulary Acquisition, and Motivation to Read

ERIC Educational Resources Information Center

Shaaban, Kassim

2006-01-01

This study investigated the effects of the Jigsaw II cooperative learning (CL) model and whole class instruction in improving learners' reading comprehension, vocabulary acquisition, and motivation to read. Forty-four grade five English as a foreign language learners participated in the study, and a posttest-only control group experimental design…

Student Perceptions of Social Learning Space: Designing and Implementing a Co-Operative Assessment Task in Pharmacology

ERIC Educational Resources Information Center

Moni, Roger W.; Depaz, Iris; Lluka, Lesley J.

2008-01-01

We report findings from a case study of co-operative, group-based assessment in Pharmacology for second-year undergraduates at The University of Queensland, Australia. Students enrolled in the 2005 Bachelor of Science and 2006 Bachelor of Pharmacy degree programs, were early users of the university's new Collaborative Teaching and Learning Centre…

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…

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…

The Eight-Step Method to Great Group Work

ERIC Educational Resources Information Center

Steward, Sally; Swango, Jill

2004-01-01

Many science teachers already understand the importance of cooperative learning in the classroom and during lab exercises. From a theoretical perspective, students working in groups learn teamwork and discussion techniques as well as how to formulate and ask questions amongst themselves. From a practical standpoint, group work saves precious…

Protein-Sequencing Jigsaw

ERIC Educational Resources Information Center

Davis-McGibony, C. Michele

2010-01-01

The jigsaw technique has been used in a fourth-year biochemistry course to increase problem-solving abilities of the students. The jigsaw method is a cooperative-learning technique that involves a group structure. Students start with a "home" group. That group is responsible for learning an assigned portion of a task. Then the instructor separates…

Cooperative Learning in Higher Education: Hispanic and Non-Hispanic Undergraduates' Reflections on Group Grades

ERIC Educational Resources Information Center

Morgan, Bobbette M.

2004-01-01

The purpose of the study is to share reflections from 140 non-Hispanic undergraduate students and 83 Hispanic students who have participated in cooperative written examinations for group grades. Reflections are clustered by themes identified from the students' comments using Van Manen's (1990) hermeneutic phenomonological approach, which is how…

Integrating Action and Reflection through Co-operative Inquiry.

ERIC Educational Resources Information Center

Reason, Peter

1999-01-01

Defines co-operative inquiry as a radically participative form of inquiry in which all involved are both co-researchers and co-subjects. Introduces methodology in a layperson's guide. Reflects on the learning process of an inquiry group, especially the process of research cycling, importance of peer group, and the paradoxical self-reflexive…

Flight calls signal group and individual identity but not kinship in a cooperatively breeding bird.

PubMed

Keen, Sara C; Meliza, C Daniel; Rubenstein, Dustin R

2013-11-01

In many complex societies, intricate communication and recognition systems may evolve to help support both direct and indirect benefits of group membership. In cooperatively breeding species where groups typically comprise relatives, both learned and innate vocal signals may serve as reliable cues for kin recognition. Here, we investigated vocal communication in the plural cooperatively breeding superb starling, Lamprotornis superbus , where flight calls-short, stereotyped vocalizations used when approaching conspecifics-may communicate kin relationships, group membership, and/or individual identity. We found that flight calls were most similar within individual repertoires but were also more similar within groups than within the larger population. Although starlings responded differently to playback of calls from their own versus other neighboring and distant social groups, call similarity was uncorrelated with genetic relatedness. Additionally, immigrant females showed similar patterns to birds born in the study population. Together, these results suggest that flight calls are learned signals that reflect social association but may also carry a signal of individuality. Flight calls, therefore, provide a reliable recognition mechanism for groups and may also be used to recognize individuals. In complex societies comprising related and unrelated individuals, signaling individuality and group association, rather than kinship, may be a route to cooperation.

The effects of concept and vee mappings under three learning modes on Jamaican eighth graders' knowledge of nutrition and plant reproduction

NASA Astrophysics Data System (ADS)

Ugwu, Okechukwu; Soyibo, Kola

2004-01-01

The first objective of this study was to investigate if the experimental students' post-test knowledge of nutrition and plant reproduction would be improved more significantly than that of their control group counterparts based on their treatment, attitudes to science, self-esteem, gender and socio-economic background. Treatment involved teaching the experimental students under three learning modes--pure cooperative, cooperative-competitive and individualistic whole class interpersonal competitive condition--using concept and vee mappings and the lecture method. The control groups received the same treatment but were not exposed to concept and vee mappings. This study's second objective was to determine which of the three learning modes would produce the highest post-test mean gain in the subjects' knowledge of the two biology concepts. The study's sample comprised 932 eighth graders (12-13-year-olds) in 14 co-educational comprehensive high schools randomly selected from two Jamaican parishes. An integrated science performance test, an attitudes to science questionnaire and a self-esteem questionnaire were used to collect data. The results indicated that the experimental students (a) under the three learning modes, (b) with high, moderate, and low attitudes to science, and (c) with high, moderate, and low self-esteem, performed significantly better than their control group counterparts. The individualist whole class learning mode engendered the highest mean gain on the experimental students' knowledge, while the cooperative-competitive learning mode generated the highest mean gain for the control group students.

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)

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. Copyright 2010 Elsevier Inc. All rights reserved.

Comparative Effects of Concept Mapping and Cooperative Learning Strategies on Senior Secondary School Students' Achievement in Mathematics-Trigonometry in Kano State, Nigeria

ERIC Educational Resources Information Center

Bot, Thomas D.; Eze, John E.

2016-01-01

This article presents the findings from an experimental study on the effectiveness of concept mapping and cooperative learning strategies on SSII students' achievement in trigonometry in mathematics. The research design used in conducting the study was quasi-experimental pre-test and post-test non-equivalent control group. The sample consisted of…

Relative Effectiveness of Computer-Supported Jigsaw II, STAD and TAI Cooperative Learning Strategies on Performance, Attitude, and Retention of Secondary School Students in Physics

ERIC Educational Resources Information Center

Gambari, Amosa Isiaka; Yusuf, Mudasiru Olalere

2017-01-01

This study investigated the relative effectiveness of computer-supported cooperative learning strategies on the performance, attitudes, and retention of secondary school students in physics. A purposive sampling technique was used to select four senior secondary schools from Minna, Nigeria. The students were allocated to one of four groups:…

Cooperative Learning with a Focus on the Social: A Pedagogical Proposal for the EFL Classroom

ERIC Educational Resources Information Center

Contreras León, Janeth Juliana; Chapetón Castro, Claudia Marcela

2016-01-01

This article is a report of a pedagogical intervention which was developed with a group of seventh graders during their English as a foreign language class in a public school in Bogotá. It is part of an investigation in which the main purpose was to foster students' classroom interaction through the use of cooperative learning principles from a…

Handbook for Parents Enrolled in Parent Education Cooperative Groups. Columbia Basin College Parent Education Program.

ERIC Educational Resources Information Center

Debban, Barbara, Comp.; And Others

This handbook is intended for parents in the Parent Education Program at Columbia Basin College (CBC), Washington. It is designed to help them learn about their role as a participating parent, as an assistant teacher, as a group member, and as a student in a parent education cooperative group. The importance of parent education is emphasized. A…

Group Work and the Change of Obstacles over Time: The Influence of Learning Style and Group Composition

ERIC Educational Resources Information Center

Soetanto, Danny; MacDonald, Matthew

2017-01-01

It is through working in groups that students develop cooperative learning skills and experience. However, group work activity often leads students into a difficult experience, especially for first-year students who are not familiar with group work activities at university. This study explores obstacles faced by first-year students during their…

EFL Learners' Use of Direct Strategies in Competitive and Cooperative Learning Contexts

ERIC Educational Resources Information Center

Zarei, Abbas Ali; Layeq, Hamide

2016-01-01

This study investigated the effects of competitive and cooperative teaching techniques on Iranian adult EFL learners' use of direct strategies. To this end, a sample of 88 non-English major university students at Sohrevardi Nonprofit College in Qazvin were assigned to two groups, and each group received instruction under one of the treatment…

The Effects of Differentiating Instruction by Learning Styles on Problem Solving in Cooperative Groups

ERIC Educational Resources Information Center

Westbrook, Amy F.

2011-01-01

It can be difficult to find adequate strategies when teaching problem solving in a standard based mathematics classroom. The purpose of this study was to improve students' problem solving skills and attitudes through differentiated instruction when working on lengthy performance tasks in cooperative groups. This action research studied for 15 days…

Using Peer Teaching to Support Co-Operative Learning in Undergraduate Pharmacology

ERIC Educational Resources Information Center

Depaz, Iris; Moni, Roger W.

2008-01-01

We report findings from the second phase of a study of co-operative, group-based assessment in Pharmacology for second-year undergraduates at The University of Queensland, Australia. Students (n = 285) enrolled in the 2006 Bachelor of Science degree program completed a group-based assessment task (weighted 10% of their course). Blended teaching…

A Sourcebook of Cooperative Learning Activities for Introductory Undergraduate Astronomy for Non-Science Majors

NASA Astrophysics Data System (ADS)

Deming, Grace L.; Miller, Scott T.; Trasco, John D.

1996-05-01

Students become more interested in learning and retain more in courses that rely on active rather than passive teaching methods. Cooperative learning activities can be structured to engage students toward greater participation in their own education. We have developed a sourcebook containing a variety of cooperative learning methods and activities to aid in the teaching of astronomy at the undergraduate level. Special effort has been made to include activities that can be used within the classroom or as a group homework assignment, in courses with teaching assistants and those without, and in large or small classes. In addition to reinforcing concepts taught in introductory astronomy, the activities are structured to strengthen skills associated with a scientifically literate person. A goal of undergraduate science education is to produce citizens who can understand and share in the excitement of scientific discoveries as well as make informed decisions regarding scientific and technological issues. The sourcebook, available in August, 1996, will contain sections on the advantages/disadvantages of group activities, basic cooperative learning techniques, in class/out of class activities, and how to use peer instruction to expose students to the wonderfaul astronomy resources on the internet. Each activity includes suggestions to the instructor as to how the assignment can be incorporated into an introductory astronomy course. This project funded by NSF DUE-9354503.

Cooperative Learning Tasks in a Grade 6 Intensive English as a Second Language Class: Turn-Taking and Degree of Participation

ERIC Educational Resources Information Center

Gagné, Nathalie; Parks, Susan

2016-01-01

With respect to cooperative learning, one aspect of particular interest to educators is its inclusive nature in terms of ensuring that all team members in group work are more or less equally involved in the task. Despite the inherent relevance for second language teaching, however, research is scant. To contribute to this area, the present study…

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…

Students' Satisfaction with the Group Work Method and Its Performance Evaluation: A Survey in an Italian University

ERIC Educational Resources Information Center

Zedda, Massimo; Bernardelli, Silvia; Maran, Daniela Acquadro

2017-01-01

Group Work Learning Method is a cooperative learning technique that has positive effects in learning: students' active participation can increase both cognitive and social skills. Our work involved three cohorts of students of different years attending the same course at the University of Torino, Department of Psychology. The contents of the…

Competitive Team-Based Learning versus Group Investigation with Reference to the Language Proficiency of Iranian EFL Intermediate Students

ERIC Educational Resources Information Center

Hosseini, Seyed Mohammad Hassan

2014-01-01

This paper is a report on an experimental study which intended to look into the possible effects of Competitive Team-Based Learning (CTBL) vis-à-vis Group Investigation (GI) method of Cooperative Learning (CL) on the language proficiency of Iranian EFL intermediate students. Seventy homogeneous Iranian intermediate students were selected out of a…

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. Copyright © 2013 American Association of Anatomists.

Effects of gender and role selection in cooperative learning groups on science inquiry achievement

NASA Astrophysics Data System (ADS)

Affhalter, Maria Geralyn

An action research project using science inquiry labs and cooperative learning groups examined the effects of same-gender and co-educational classrooms on science achievement and teacher-assigned or self-selected group roles on students' role preferences. Fifty-nine seventh grade students from a small rural school district participated in two inquiry labs in co-educational classrooms or in an all-female classroom, as determined by parents at the beginning of the academic year. Students were assigned to the same cooperative groups for the duration of the study. Pretests and posttests were administered for each inquiry-based science lab. Posttest assessments included questions for student reflection on role assignment and role preference. Instruction did not vary and a female science teacher taught all class sections. The same-gender classroom and co-ed classrooms produced similar science achievement scores on posttests. Students' cooperative group roles, whether teacher-assigned or self-selected, produced similar science achievement scores on posttests. Male and female students shared equally in favorable and unfavorable reactions to their group roles during the science inquiry labs. Reflections on the selection of the leader role revealed a need for females in co-ed groups to be "in charge". When reflecting on her favorite role of leader, one female student in a co-ed group stated, "I like to have people actually listen to me".

Trust as commodity: social value orientation affects the neural substrates of learning to cooperate

PubMed Central

Declerck, Carolyn H.; Emonds, Griet; Boone, Christophe

2017-01-01

Abstract Individuals differ in their motives and strategies to cooperate in social dilemmas. These differences are reflected by an individual’s social value orientation: proselfs are strategic and motivated to maximize self-interest, while prosocials are more trusting and value fairness. We hypothesize that when deciding whether or not to cooperate with a random member of a defined group, proselfs, more than prosocials, adapt their decisions based on past experiences: they ‘learn’ instrumentally to form a base-line expectation of reciprocity. We conducted an fMRI experiment where participants (19 proselfs and 19 prosocials) played 120 sequential prisoner’s dilemmas against randomly selected, anonymous and returning partners who cooperated 60% of the time. Results indicate that cooperation levels increased over time, but that the rate of learning was steeper for proselfs than for prosocials. At the neural level, caudate and precuneus activation were more pronounced for proselfs relative to prosocials, indicating a stronger reliance on instrumental learning and self-referencing to update their trust in the cooperative strategy. PMID:28119509

Persistence and Small Group Interaction.

ERIC Educational Resources Information Center

Hooper, Simon; And Others

The effects of persistence on students' ability to interact and learn in cooperative learning groups was studied, and the effect of collaboration on students' attitudes toward their partners was assessed. Participants were 138 sixth graders in a midwestern public school. A computer-based lesson and posttest dealt with the advertising concepts of…

High School Biology: A Group Approach to Concept Mapping.

ERIC Educational Resources Information Center

Brown, David S.

2003-01-01

Explains concept mapping as an instructional method in cooperative learning environments, and describes a study investigating the effectiveness of concept mapping on student learning during a photosynthesis and cellular respiration unit. Reports on the positive effects of concept mapping in the experimental group. (Contains 16 references.) (YDS)

The Effects of Cooperative Learning on Student Achievement and Motivation in a High School Geometry Class.

ERIC Educational Resources Information Center

Nichols, Joe D.; Hall, Neff

In this study, the effects of a form of cooperative group instruction (Student Teams Achievement Divisions) on student motivation and achievement in a high school geometry class were examined. Ninety (mostly 10th-grade) students were randomly assigned to either a control group receiving traditional instruction or one of two treatment groups…

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. ((c) 2007 APA, all rights reserved).

An investigative, cooperative learning approach to the general microbiology laboratory.

PubMed

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 involving culture and identification of microbial isolates that the students obtained from various environments. To assess whether this strategy was successful, students were asked to complete a survey at the beginning and at the end of the semester regarding their comfort level with a variety of topics. For most of the topics queried, the students reported that their comfort had increased significantly during the semester. Furthermore, this group of students thought that the quality of this investigative lab experience was much better than that of any of their previous lab experiences.

An Investigative, Cooperative Learning Approach to the General Microbiology Laboratory

PubMed Central

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

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 involving culture and identification of microbial isolates that the students obtained from various environments. To assess whether this strategy was successful, students were asked to complete a survey at the beginning and at the end of the semester regarding their comfort level with a variety of topics. For most of the topics queried, the students reported that their comfort had increased significantly during the semester. Furthermore, this group of students thought that the quality of this investigative lab experience was much better than that of any of their previous lab experiences. PMID:19487504

Cooperative learning of neutron diffusion and transport theories

DOE Office of Scientific and Technical Information (OSTI.GOV)

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 bymore » 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.« less

Students' Attitudes and Perceptions about the Use of Cooperative Exams in an Introductory Leadership Class

ERIC Educational Resources Information Center

Moore, Lori L.

2010-01-01

This study sought to examine student perceptions related to the use of cooperative exams in an introductory leadership class. In this study, cooperative exams were used as a collaborative learning activity in which students took class exams individually first and then as a peer group. The majority of students (n = 41, 61.4%) had not previously…

Learning from the experiences of others: four forest landowner cooperatives share their stories

Treesearch

Pamela Jakes

2006-01-01

For a community or group investigating the appropriateness of a cooperative as a means for organizing local landowners to accomplish forest management or marketing objectives, it is useful to hear about the experiences of other communities or cooperatives. For the conference, we put together a series of video case studies, summarizing the stories of four forest...

Innovative Learning Strategies. Ninth Yearbook, 1989-1990.

ERIC Educational Resources Information Center

Biggs, Shirley A., Ed.; Bullock, Terry, Ed.

The ninth yearbook of innovative learning strategies presents the following articles, grouped in three major sections. The first section, Program Models, contains: (1) "Cooperative Learning in a Study Skills Course" (Corrine Plotkin); (2) "Peer Tutor Preparation: A Guide to Training" (Kathy Carpenter); (3) "A Community…

And Then They Asked for Hamlet.

ERIC Educational Resources Information Center

Pollard, Barbara

1989-01-01

A teacher in an inner-city London school describes how she involves low income, minority group students in learning classics such as Shakespeare's "Julius Caesar." Emphasizes cooperative learning and active student involvement using their urban background. (FMW)

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. Copyright © 2016 Elsevier Ltd. All rights reserved.

Learning by Understanding: The Role of Multiple Representations in Learning Algebra.

ERIC Educational Resources Information Center

Brenner, Mary E.; Mayer, Richard E.; Moseley, Bryan; Brar, Theresa; Duran, Richard; Reed, Barbara Smith; Webb, David

1997-01-01

In posttest results, 76 prealgebra students who learned about functions in a unit emphasizing multiple formats, anchoring learning in a thematic context, and problem solving in cooperative groups were more successful at problem solving and problem representation than were 56 comparison students conventionally taught. Similar results were found for…

Student Perceptions of Group-Based Competitive Exercises in the Chemistry Classroom

ERIC Educational Resources Information Center

Cannon, Kevin C.; Mody, Tina; Breen, Maureen P.

2008-01-01

A non-traditional teaching method that can operate as a vehicle for engaging students is group-based competitive exercises. These exercises combine cooperative learning with a competitive environment and may be employed to promote subject- and problem-based learning. Survey responses of college-level organic chemistry and biochemistry students…

Focus on the success of others leads to selfish behavior

PubMed Central

van den Berg, Pieter; Molleman, Lucas; Weissing, Franz J.

2015-01-01

It has often been argued that the spectacular cognitive capacities of humans are the result of selection for the ability to gather, process, and use information about other people. Recent studies show that humans strongly and consistently differ in what type of social information they are interested in. Although some individuals mainly attend to what the majority is doing (frequency-based learning), others focus on the success that their peers achieve with their behavior (success-based learning). Here, we show that such differences in social learning have important consequences for the outcome of social interactions. We report on a decision-making experiment in which individuals were first classified as frequency- and success-based learners and subsequently grouped according to their learning strategy. When confronted with a social dilemma situation, groups of frequency-based learners cooperated considerably more than groups of success-based learners. A detailed analysis of the decision-making process reveals that these differences in cooperation are a direct result of the differences in information use. Our results show that individual differences in social learning strategies are crucial for understanding social behavior. PMID:25730855

Creating Tesselations with Pavement Chalk: Implementing Best Practices in Mathematics

ERIC Educational Resources Information Center

Furner, Joseph M.; Goodman, Barbara; Meeks, Shirley

2004-01-01

Implementing best practices like cooperative learning, using concrete manipulatives, problem solving, technology, active learning, multi-age grouping, and team teaching have shown benefits for students when learning mathematics concepts within the curriculum (Zemelman, Daniels & Hyde, 1998; NCTM, 2000). What started as a professional development…

Online multiple intelligence teaching tools (On-MITT) for enhancing interpersonal teaching activities

NASA Astrophysics Data System (ADS)

Mohamad, Siti Nurul Mahfuzah; Salam, Sazilah; Bakar, Norasiken; Sui, Linda Khoo Mei

2014-07-01

The theories of Multiple Intelligence (MI) used in this paper apply to students with interpersonal intelligence who is encouraged to work together in cooperative groups where interpersonal interaction is practiced. In this context, students used their knowledge and skills to help the group or partner to complete the tasks given. Students can interact with each other as they learn and the process of learning requires their verbal and non-verbal communication skills, co-operation and empathy in the group. Meanwhile educators can incorporate cooperative learning in groups in the classroom. On-MITT provides various tools to facilitate lecturers in preparing e-content that applies interpersonal intelligence. With minimal knowledge of Information and Technology (IT) skills, educators can produce creative and interesting teaching activities and teaching materials. The objective of this paper is to develop On-MITT prototype for interpersonal teaching activities. This paper addressed initial prototype of this study. An evaluation of On-MITT has been completed by 20 lecturers of Malaysian Polytechnics. Motivation Survey Questionnaire is used as the instrument to measure four motivation variables: ease of use, enjoyment, usefulness and self-confidence. Based on the findings, the On-MITT can facilitate educators to prepare teaching materials that are compatible for interpersonal learner.

Did You Say Spiders?

ERIC Educational Resources Information Center

Campbell, Alene

This spider unit focuses on students' development of cooperative learning and inquiry-based skills. Students read "The Very Busy Spider" by Eric Carle, and then work in cooperative groups using the Internet to research and synthesize important information about spiders. Technology is used for vocabulary instruction and to create a…

Group Cooperation, Inclusion and Disaffected Pupils: Some Responses to Informal Learning in the Music Classroom. Presented at the RIME Conference 2007, Exeter, UK

ERIC Educational Resources Information Center

Green, Lucy

2008-01-01

This paper examines some personal and interpersonal issues concerning group work and informal learning in the music classroom. It analyses data from a recent research project, which adopted and adapted the informal music learning practices of popular musicians, for use in the classroom. The discussion focuses on three aspects of the project.…

The Magic of Balanced Groups: Educational Applications of Magic Squares

ERIC Educational Resources Information Center

Bosse, Michael J.; Nandakumar, N. R.; Ore, Melanie L.

2007-01-01

This paper provides students with many interesting observations regarding the nature of magic squares, magic rectangles, and quasi-magic squares and provides tools for teachers to group students into ability-balanced cooperative learning groups.

Do cooperative learning and family involvement improve variables linked to academic performance?

PubMed

Santos Rego, Miguel A; Ferraces Otero, María J; Godas Otero, Agustín; Lorenzo Moledo, María M

2018-05-01

One of the most serious problems in the Spanish education system is the high percentage of school failure in Compulsory Secondary Education. The aim of this study is to analyze the influence of a socio-educational program based on cooperative learning and family involvement on a series of variables related to academic performance, paying particular attention to the differences between retained and non-retained students. A two-group quasi-experimental design incorporating pre-testing and post-testing was used. The study involved 146 students in the experimental group and 123 in the control group, 8 teachers, and 89 parents or other family members. The program was observed to have a positive effect on self-image, study habits, satisfaction with the subject, maternal support and control, and opinions about the school. In addition, the results for non-retained students are better. Cooperative work and family involvement in education affect the variables which research links to improving school performance.

[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.

Effectiveness of Cooperative Learning Instructional Tools With Predict-Observe-Explain Strategy on the Topic of Cuboid and Cube Volume

NASA Astrophysics Data System (ADS)

Nurhuda; Lukito, A.; Masriyah

2018-01-01

This study aims to develop instructional tools and implement it to see the effectiveness. The method used in this research referred to Designing Effective Instruction. Experimental research with two-group pretest-posttest design method was conducted. The instructional tools have been developed is cooperative learning model with predict-observe-explain strategy on the topic of cuboid and cube volume which consist of lesson plans, POE tasks, and Tests. Instructional tools were of good quality by criteria of validity, practicality, and effectiveness. These instructional tools was very effective for teaching the volume of cuboid and cube. Cooperative instructional tool with predict-observe-explain (POE) strategy was good of quality because the teacher was easy to implement the steps of learning, students easy to understand the material and students’ learning outcomes completed classically. Learning by using this instructional tool was effective because learning activities were appropriate and students were very active. Students’ learning outcomes were completed classically and better than conventional learning. This study produced a good instructional tool and effectively used in learning. Therefore, these instructional tools can be used as an alternative to teach volume of cuboid and cube topics.

Getting Antarctica down Cold!

ERIC Educational Resources Information Center

Sandmeier, Kay; Greeson, Linda

1990-01-01

Outlines learning activities for applying geography's five fundamental themes to studying Antarctica and points out the learning potential, for studying the economic, historical, and political geography of the continent. Groups activities for grades K-5, 6-8, and 8-12. Stresses cooperative learning in general, and includes a role play activity for…

Discussing Active Learning from the Practitioner's Perspective

ERIC Educational Resources Information Center

Bamba, Priscilla

2015-01-01

The purpose of this paper is to present an overview of how active learning took place in a class containing specific readings,cooperative and collaborative group work, and a writing assignment for college students at a Northern Virginia Community College campus (NVCC). Requisite knowledge, skills, learner characteristics, brain-based learning, and…

College Students' Perceptions of Short Message Service-Supported Collaborative Learning

ERIC Educational Resources Information Center

Zamani-Miandashti, Naser; Ataei, Pouria

2015-01-01

Interaction is a major success factor that affects collaborative learning. This study examined the perceptions of college students about short message service (SMS) supported collaborative learning. Seventy-five BSc students from three classes were asked to cooperate on group assignments. The participants used their mobile phones to exchange text…

Kooperatives Lernen lernen? Zur Diskussion uber das Bildungswesen in Japan (Learning Cooperative Learning? On the Discussion of the Japanese Educational System).

ERIC Educational Resources Information Center

Schubert, Volker

1998-01-01

Suggests a reconsideration of the criticism of Japanese competition against the background of the Japanese educational system's highly developed learning culture. Considers some of the basic aspects of group-oriented communal learning in school, while also cautioning against a "monocausal" culturalism. (Author/CMK)

Approaches to Forming a Learning Consortium. Issues to Address. Business Assistance Note #3.

ERIC Educational Resources Information Center

Bergman, Terri

A learning consortium is a group of companies that come together to learn from each other to develop new capabilities, build the skills of their employees, and increase the productive capacities of their enterprises. Most undertake both work force and workplace development efforts. Although the key feature is cooperative learning, most learning…

Selected Papers from the National Conference on College Teaching and Learning (7th, Jacksonville, Florida, March 20-23, 1996).

ERIC Educational Resources Information Center

Chambers, Jack A., Ed.

This collection of 20 papers is centered on the theme "Teaching, Learning, and Technology--Strategies to Motivate Life Long Learning." Titles include: (1) "Barriers to Effective Teamwork and Recommendations for Solutions" (Lillie Anderton-Lewis and Danny H. Pogue); (2) "Are Group Rewards Necessary for Cooperative Learning?…

Teaching Yugoslavia the Cooperative Way: An Upper Elementary/Middle School Social Studies Unit.

ERIC Educational Resources Information Center

Hilke, Eileen Veronica

1992-01-01

Suggests methods for teaching about Yugoslavia. Recommends assigning students to maintain journals of news clippings about developments in Yugoslavia. Proposes forming cooperative-learning groups for researching the country's various regions. Offers activities for teaching about language arts, fine arts, reading and literature, religion,…

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…

Assisting Learners with Special Needs in a Regular Classroom at a Parochial School.

ERIC Educational Resources Information Center

Ehens, Cynthia; Gates, Jill

This action research study was designed to improve the academic performance of students with special needs in two elementary school classrooms in a parochial school setting. Cooperative learning and curriculum modifications were selected as interventions. Cooperative groups were formed which emphasized teamwork and communication with assigned…

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.

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…

Group Investigation Effects on Achievement, Motivation, and Perceptions of Students in Singapore

ERIC Educational Resources Information Center

Tan, Ivy Geok Chin; Sharan, Shlomo; Lee, Christine Kim Eng

2007-01-01

In an experiment conducted in 7 eighth-grade (Ages 13-14) classes in Singapore, the authors evaluated the effects of the group investigation method of cooperative learning versus the effects of the traditional whole-class method of instruction on students' academic achievement and on their motivation to learn. The authors also investigated…

Six Questions and 58 Answers about Using Cooperative Learning

ERIC Educational Resources Information Center

Jacobs, George M.; Charles, Gilbert C.; Goldstein, Sue; Olsen, Winn-Bell J.

1997-01-01

Group activities are becoming more and more popular in the teaching of second/foreign languages and other subjects in Thailand and around the world. Since about 1970, a great deal of work has gone into research and methodology in order to develop ways that teachers can help their students learn more effectively and happily in groups. Many people…

Reciprocal Teaching of Reading Comprehension Strategies for Students with Learning Disabilities Who Use English as a Second Language.

ERIC Educational Resources Information Center

Klingner, Janette Kettmann; Vaughn, Sharon

1996-01-01

Investigated the efficacy of two related reciprocal teaching interventions--with cooperative grouping or with cross-age tutoring--on the reading comprehension of learning disabled English-as-a-Second-Language (ESL) students. Found no significant difference between the two groups: both made comprehension gains and continued to improved when…

The Development and Application of Distance Learning Courses on the Internet.

ERIC Educational Resources Information Center

Fuks, Hugo; Gerosa, Marco Aurelio; Lucena, Carlos Jose Pereira de

2002-01-01

Presents the methodology, results, and difficulties encountered in the development and delivery of a course through the Internet at a university in Rio de Janeiro. Provides a model for group work, including group discussions; and shows how a Web-based environment can be used to provide support and to facilitate cooperative learning. (Author/LRW)

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…

Comparison of individual answer and group answer with and without structured peer assessment

NASA Astrophysics Data System (ADS)

Kablan, Zeynel

2014-09-01

Background:Cooperative learning activities provide active participation of students leading to better learning. The literature suggests that cooperative learning activities need to be structured for a more effective and productive interaction. Purpose: This study aimed to test the differences among three instructional conditions in terms of science achievement. Sample:A total of 79 fifth-grade students, 42 males (53%) and 37 females (47%), participated in the study. Design and Methods:In the first condition, students answered the teacher's questions individually by raising hands. In the second condition, students discussed the answer in groups and came up with a single group answer. In this condition, the teacher provided only verbal directions to the groups without using any strategy or material. In the third condition, students used a 'peer assessment form' before giving the group answer. A pre-/post-test experimental design was used. Multiple-choice and open-ended tests were used for data collection. One-way analysis of variance (ANOVA) was conducted to test the differences in the test scores between the three groups (individual answer, unstructured group answer and structured group answer). Results:Results showed that there were no significant differences among the three learning conditions in terms of their multiple-choice test scores. In terms of the open-ended test scores, students in the structured group answer condition scored significantly higher than the students in the individual answer condition. Conclusions:Structuring the group work through peer assessment helped to monitor the group discussion, provided a better learning compared to the individual answer condition, and helped students to participate in the activity equally.

76 FR 34252 - Notice Pursuant to the National Cooperative Research and Production Act of 1993; IMS Global...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-13

... Production Act of 1993; IMS Global Learning Consortium, Inc. Notice is hereby given that, on May 9, 2011... seq. (``the Act''), IMS Global Learning Consortium, Inc. has filed written notifications... in this group research project remains open, and IMS Global Learning Consortium, Inc. intends to file...

75 FR 51114 - Notice Pursuant to the National Cooperative Research and Production Act of 1993-IMS Global...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-18

... Production Act of 1993--IMS Global Learning Consortium, Inc. Notice is hereby given that, on July 13, 2010... seq. (``the Act''), IMS Global Learning Consortium, Inc. has filed written notifications... research project. Membership in this group research project remains open, and IMS Global Learning...

76 FR 18797 - Notice Pursuant to the National Cooperative Research and Production Act of 1993-IMS Global...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-05

... Production Act of 1993--IMS Global Learning Consortium, Inc. Notice is hereby given that, on March 3, 2011... seq. (``the Act''), IMS Global Learning Consortium, Inc. has filed written notifications... research project. Membership in this group research project remains open, and IMS Global Learning...

77 FR 54611 - Notice Pursuant to the National Cooperative Research and Production Act of 1993-IMS Global...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-05

... Production Act of 1993--IMS Global Learning Consortium, Inc. Notice is hereby given that, on July 16, 2012... seq. (``the Act''), IMS Global Learning Consortium, Inc. has filed written notifications.... Membership in this group research project remains open, and IMS Global Learning Consortium, Inc. intends to...

Methods of Learning in Statistical Education: A Randomized Trial of Public Health Graduate Students

ERIC Educational Resources Information Center

Enders, Felicity Boyd; Diener-West, Marie

2006-01-01

A randomized trial of 265 consenting students was conducted within an introductory biostatistics course: 69 received eight small group cooperative learning sessions; 97 accessed internet learning sessions; 96 received no intervention. Effect on examination score (95% CI) was assessed by intent-to-treat analysis and by incorporating reported…

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…

Customized Assessment Group Initiative: A Complementary Approach to Students' Learning

ERIC Educational Resources Information Center

Akindayomi, Akinloye

2015-01-01

This study, conducted in a US setting, examines the importance of group dynamics that emphasize cooperative team building through the proposed grouping strategy called Customized Assessment Group Initiative (CAGI). CAGI is a student grouping strategy designed to operationalize the mutual accountability concept central to the definition of teams by…

How Much Structuring Is Beneficial with Regard to Examination Scores? A Prospective Study of Three Forms of Active Learning

ERIC Educational Resources Information Center

Reinhardt, Claus H.; Rosen, Evelyne N.

2012-01-01

Many studies have demonstrated a superiority of active learning forms compared with traditional lecture. However, there is still debate as to what degree structuring is necessary with regard to high exam outcomes. Seventy-five students from a premedical school were randomly attributed to an active lecture group, a cooperative group, or a…

The Effect of Cooperative Gaming Techniques on Teacher Confidence toward At-Risk Students.

ERIC Educational Resources Information Center

Barrington, Kyle D.

1995-01-01

Three groups of secondary school teachers received different types of training with regard to teaching at-risk students. Teachers who learned techniques of experiential cooperative gaming for use with at-risk students demonstrated an increase in self-confidence in dealing with at-risk students, while teachers who received only information…

Creating Cooperative Classrooms: Effects of a Two-Year Staff Development Program

ERIC Educational Resources Information Center

Krol, Karen; Sleegers, Peter; Veenman, Simon; Voeten, Marinus

2008-01-01

In this study, the implementation effects of a staff development program on cooperative learning (CL) for Dutch elementary school teachers were studied. A pre-test-post-test non-equivalent control group design was used to investigate program effects on the instructional behaviours of teachers. Based on observations of teacher behaviour during…

Problem Solving in Social Studies: Concepts and Critiques.

ERIC Educational Resources Information Center

Van Sickle, Ronald L.; Hoge, John D.

Recent developments in the field of cognitive psychology, particularly in the area of information processing, have shed light on the way people think in order to make decisions and solve problems. In addition, cooperative learning research has provided evidence of the effectiveness of cooperatively structured group work aimed at problem solving.…

Children's Cooperative and Competitive Interactions in Limited Resource Situations: A Literature Review

ERIC Educational Resources Information Center

Green, Vanessa A.; Rechis, Ruth

2006-01-01

The ability to balance cooperative and competitive behaviors has important implications for a child's overall development. While socially competent children appear to learn highly successful strategies for entering peer groups and negotiating access to limited resources, the development of this level of social competence can be challenging for…

Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology

PubMed Central

Connell, Georgianne L.; Donovan, Deborah A.; Chambers, Timothy G.

2016-01-01

Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately student-centered manner (fewer active-learning pedagogies, less formative assessment, without groups; the Moderate section) in a large-enrollment course. One instructor taught both sections of Biology 101 during the same quarter, covering the same material. Students in the Extensive section had significantly higher mean scores on course exams. They also scored significantly higher on a content postassessment when accounting for preassessment score and student demographics. Item response theory analysis supported these results. Students in the Extensive section had greater changes in postinstruction abilities compared with students in the Moderate section. Finally, students in the Extensive section exhibited a statistically greater expert shift in their views about biology and learning biology. We suggest our results are explained by the greater number of active-learning pedagogies experienced by students in cooperative groups, the consistent use of formative assessment, and the frequent use of explicit metacognition in the Extensive section. PMID:26865643

Team Packs: Addressing Human Sexuality Issues.

ERIC Educational Resources Information Center

Florida Univ., Gainesville. Inst. for Child Health Policy.

This kit provides materials that teach about Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS), sexually transmitted diseases (STDs), and pregnancy using group instructional methodology to actively engage students in the learning process. Using cooperative learning materials and videotape recordings, the program stresses…

Our Deming Users' Group.

ERIC Educational Resources Information Center

Dinklocker, Christina

1992-01-01

After training in the Total Quality Management concept, a suburban Ohio school district created a Deming Users' Group to link agencies, individuals, and ideas. The group has facilitated ongoing school/business collaboration, networking among individuals from diverse school systems, mentoring and cooperative learning activities, and resource…

The effects of team-based learning techniques on nursing students' perception of the psycho-social climate of the classroom.

PubMed

Koohestani, Hamid Reza; Baghcheghi, Nayereh

2016-01-01

Background: Team-based learning is a structured type of cooperative learning that is becoming increasingly more popular in nursing education. This study compares levels of nursing students' perception of the psychosocial climate of the classroom between conventional lecture group and team-based learning group. Methods: In a quasi-experimental study with pretest-posttest design 38 nursing students of second year participated. One half of the 16 sessions of cardiovascular disease nursing course sessions was taught by lectures and the second half with team-based learning. The modified college and university classroom environment inventory (CUCEI) was used to measure the perception of classroom environment. This was completed after the final lecture and TBL sessions. Results: Results revealed a significant difference in the mean scores of psycho-social climate for the TBL method (Mean (SD): 179.8(8.27)) versus the mean score for the lecture method (Mean (SD): 154.213.44)). Also, the results showed significant differences between the two groups in the innovation (p<0.001), student cohesiveness (p=0.01), cooperation (p<0.001) and equity (p= 0.03) sub-scales scores (p<0.05). Conclusion: This study provides evidence that team-based learning does have a positive effect on nursing students' perceptions of their psycho-social climate of the classroom.

Teaching Chemical Equilibrium with the Jigsaw Technique

NASA Astrophysics Data System (ADS)

Doymus, Kemal

2008-03-01

This study investigates the effect of cooperative learning (jigsaw) versus individual learning methods on students’ understanding of chemical equilibrium in a first-year general chemistry course. This study was carried out in two different classes in the department of primary science education during the 2005-2006 academic year. One of the classes was randomly assigned as the non-jigsaw group (control) and other as the jigsaw group (cooperative). Students participating in the jigsaw group were divided into four “home groups” since the topic chemical equilibrium is divided into four subtopics (Modules A, B, C and D). Each of these home groups contained four students. The groups were as follows: (1) Home Group A (HGA), representin g the equilibrium state and quantitative aspects of equilibrium (Module A), (2) Home Group B (HGB), representing the equilibrium constant and relationships involving equilibrium constants (Module B), (3) Home Group C (HGC), representing Altering Equilibrium Conditions: Le Chatelier’s principle (Module C), and (4) Home Group D (HGD), representing calculations with equilibrium constants (Module D). The home groups then broke apart, like pieces of a jigsaw puzzle, and the students moved into jigsaw groups consisting of members from the other home groups who were assigned the same portion of the material. The jigsaw groups were then in charge of teaching their specific subtopic to the rest of the students in their learning group. The main data collection tool was a Chemical Equilibrium Achievement Test (CEAT), which was applied to both the jigsaw and non-jigsaw groups The results indicated that the jigsaw group was more successful than the non-jigsaw group (individual learning method).

The implementation of equitable teaching strategies by high school biology student teachers

NASA Astrophysics Data System (ADS)

Scantlebury, Kate; Butler Kahle, Jane

Teachers can perpetuate stereotypic cultural beliefs regarding girls' ability in, aptitude for, and suitability for science by their teaching practices and behaviors. As teachers have a major influence on girls' career choices their equitable teaching practices in the classroom are important to encourage all students, but especially girls, to continue with science. Researchers have studied science classrooms and have defined common strategies and practices that can help create an equitable classroom environment. The purpose of this study was to determine if high school biology student teachers could transfer learned equitable teaching strategies to actual teaching and the support conditions necessary for that transfer. Two support conditions were assessed: cooperating teacher and peer group support. Seven preservice teachers were placed into three groups. One group had both support conditions, the second group had only one condition (peer support), and the third group did not have either support condition. Both qualitative and quantitative data sources were collected. Results showed that preservice teachers could transfer learned equitable teaching into actual teaching practice. However, they were more successful in achieving the transfer if they were supervised by cooperating teachers who are sensitized to the issue of gender equity in education. Being involved in a peer support group was not as crucial to using the strategies as having a supportive cooperative teacher.

Emotionalized learning experiences: Tapping into the affective domain.

PubMed

Green, Zane Asher; Batool, Sadia

2017-06-01

The experimental study was undertaken to examine the effect of emotionalized learning experiences on the academic achievement of students at Preston University. The major objectives of the study were to identify the effect of teaching methods on students' academic achievement and to evaluate the relationship between affective learning conditions and students' academic achievement. Based on four intact semesters, the population of the study comprised 140 students from the Bachelors of Business Administration Program. The whole population was considered as the sample. The control group (28 students) was taught through the interactive lecture method, whereas, the experimental group 1 (35 students), experimental group 2 (46 students) and experimental group 3 (31 students) were taught through the activity method, reflective learning method and cooperative learning method respectively. Results indicated a significant difference between the pretest and posttest scores obtained in the achievement test as a result of the effect of teaching methods used for offering the emotionalized learning experiences. There was also a significant relationship between affective leaning conditions and students' academic achievement. Furthermore, it was found that students' academic achievement in the affective domain was highest with regard to workshops 1, 2 and 3. It was concluded that the emotionalized learning experiences offered to the students via the four teaching methods helped students in enhancing their knowledge, changing their attitudes and developing their skills with regard to living a happy, healthy and meaningful life. However, the reflective learning method proved to be the most suitable followed by the interactive lecture method, the cooperative learning method and the activity method. Copyright © 2017 Elsevier Ltd. All rights reserved.

Effects of conformism on the cultural evolution of social behaviour.

PubMed

Molleman, Lucas; Pen, Ido; Weissing, Franz J

2013-01-01

Models of cultural evolution study how the distribution of cultural traits changes over time. The dynamics of cultural evolution strongly depends on the way these traits are transmitted between individuals by social learning. Two prominent forms of social learning are payoff-based learning (imitating others that have higher payoffs) and conformist learning (imitating locally common behaviours). How payoff-based and conformist learning affect the cultural evolution of cooperation is currently a matter of lively debate, but few studies systematically analyse the interplay of these forms of social learning. Here we perform such a study by investigating how the interaction of payoff-based and conformist learning affects the outcome of cultural evolution in three social contexts. First, we develop a simple argument that provides insights into how the outcome of cultural evolution will change when more and more conformist learning is added to payoff-based learning. In a social dilemma (e.g. a Prisoner's Dilemma), conformism can turn cooperation into a stable equilibrium; in an evasion game (e.g. a Hawk-Dove game or a Snowdrift game) conformism tends to destabilize the polymorphic equilibrium; and in a coordination game (e.g. a Stag Hunt game), conformism changes the basin of attraction of the two equilibria. Second, we analyse a stochastic event-based model, revealing that conformism increases the speed of cultural evolution towards pure equilibria. Individual-based simulations as well as the analysis of the diffusion approximation of the stochastic model by and large confirm our findings. Third, we investigate the effect of an increasing degree of conformism on cultural group selection in a group-structured population. We conclude that, in contrast to statements in the literature, conformism hinders rather than promotes the evolution of cooperation.

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…

Evaluation of the learning experiences afforded through multipractice learning in primary care: a project in the development of a multiprofessional learning organisation.

PubMed

Layzell, Sarah

2012-11-01

This mixed methods study used questionnaires and focus groups to evaluate a multiprofessional learning environment in which undergraduate pharmacy students were attached to general practices to learn alongside general practice specialist trainees (GPSTRs). All 27 of the first cohort of third-year undergraduate pharmacists elected to take part in the study. Mean Interdisciplinary Education Perception Scale (IEPS) scores showed little change between pre- and post-attachment questionnaires in the four domains: competency and autonomy; perceived need for cooperation; perception of actual cooperation and understanding of others' values. Individual paired tests showed an increase in understanding the values of others, which did not achieve statistical significance. The questionnaires further identified issues of trainee pharmacists' perceived low status, and feeling undervalued. Focus groups increased understanding of the perceptions and identified what the trainees saw as the unique learning experiences of their attachements: opportunities to practice their professional roles; to explore professional boundaries; and to achieve a better understanding of the organisation of primary care. However, full participation in interprofessional learning was limited by the interactions of powerplay between doctors and other team members and the perceived differences in professional standing.

Assessing the Effectiveness of New Mexico's K-3 plus Summer Learning Initiative

ERIC Educational Resources Information Center

Cann, Damon; Karakaplan, Mustafa; Lubke, Margaret; Rowland, Cyndi

2014-01-01

Students' basic reading and math skills can decline significantly during the summer months. Most attribute this to the prolonged period during which young students are outside of a structured learning environment (Cooper et al 1996). While summer learning loss occurs among all income groups, the effects are more pronounced for those from…

Empowering Mobile Assisted Social E-Learning: "Students' Expectations and Perceptions"

ERIC Educational Resources Information Center

Wang, Jenny; Yu, Wei-Chieh Wayne; Wu, Emily

2013-01-01

The aim of the present study was to empower mobile assisted social e-learning (eMASE) module that was designed based on social constructivism theory in higher education settings. This study reports findings from a group of undergraduates' expectations and perceptions of e-cooperative learning using mobile social networking apps. The eMASE module…

Student nurse dyads create a community of learning: proposing a holistic clinical education theory.

PubMed

Ruth-Sahd, Lisa A

2011-11-01

This paper is a report of a qualitative study of students' experiences of cooperative learning in the clinical setting. Although cooperative learning is often used successfully in the classroom, it has not been documented in the clinical setting with sophomore nursing students being paired with other sophomore nursing students. Using a grounded theory methodology a sample of 64 participants (32 student nurse dyads, eight clinical groups, in two different acute care institutions) were observed on their first day in the clinical setting while working as cooperative partners. Interviews were also conducted with students, patients and staff preceptors. Data were collected in the fall of 2008, spring and fall of 2009 and the spring of 2010 using semi-structured interviews and reflective surveys. Data were analysed using the constant comparative method. A holistic clinical education theory for student nurses was identified from the data. This theory includes a reciprocal relationship among five categories relevant to a community of learning: supportive clinical experience; improved transition into practice; enhanced socialization into the profession; increased accountability and responsibility; and emergence of self-confidence as a beginning student nurse. The use of student dyads creates a supportive learning environment while students were able to meet the clinical learning objectives. Cooperative learning in the clinical setting creates a community of learning while instilling very early in the education process the importance of teamwork. This approach to clinical instruction eases the transition from the classroom to the clinical learning environment, and improves patient outcomes. © 2011 Blackwell Publishing Ltd.

Comulang: towards a collaborative e-learning system that supports student group modeling.

PubMed

Troussas, Christos; Virvou, Maria; Alepis, Efthimios

2013-01-01

This paper describes an e-learning system that is expected to further enhance the educational process in computer-based tutoring systems by incorporating collaboration between students and work in groups. The resulting system is called "Comulang" while as a test bed for its effectiveness a multiple language learning system is used. Collaboration is supported by a user modeling module that is responsible for the initial creation of student clusters, where, as a next step, working groups of students are created. A machine learning clustering algorithm works towards group formatting, so that co-operations between students from different clusters are attained. One of the resulting system's basic aims is to provide efficient student groups whose limitations and capabilities are well balanced.

Art of Analysis: A Cooperative Program between a Museum and Medicine

ERIC Educational Resources Information Center

Jacques, Andrew; Trinkley, Rachel; Stone, Linda; Tang, Richard; Hudson, William Andy; Khandelwal, Sorabh

2012-01-01

Art of Analysis (AoA) is a cooperative effort of the Ohio State University College of Medicine (OSUCOM) and Columbus Museum of Art (CMA) aimed at medical students who are participating in learning communities, groups formed in pre-clinical medical student education to emotionally support and encourage students through the arduous process of…

Teaching E-Commerce Web Page Evaluation and Design: A Pilot Study Using Tourism Destination Sites

ERIC Educational Resources Information Center

Susser, Bernard; Ariga, Taeko

2006-01-01

This study explores a teaching method for improving business students' skills in e-commerce page evaluation and making Web design majors aware of business content issues through cooperative learning. Two groups of female students at a Japanese university studying either tourism or Web page design were assigned tasks that required cooperation to…

An Empirical Assessment of Cooperative Groups in Large, Time-Compressed, Introductory Courses

ERIC Educational Resources Information Center

Vreven, Dawn; McFadden, Susan

2007-01-01

We measured student knowledge and motivation at the beginning and end of a three-week general psychology course. Two large lecture sections (N = 215 and N = 154) were compared; one used a cooperative learning process, and one did not. Student knowledge significantly improved in both sections, but there was no additional benefit derived from using…

A Pilot Study of Cooperative Programming Learning Behavior and Its Relationship with Students' Learning Performance

ERIC Educational Resources Information Center

Hwang, Wu-Yuin; Shadiev, Rustam; Wang, Chin-Yu; Huang, Zhi-Hua

2012-01-01

In this study we proposed a web-based programming assisted system for cooperation (WPASC) and we also designed one learning activity for facilitating students' cooperative programming learning. The aim of this study was to investigate cooperative programming learning behavior of students and its relationship with learning performance. Students'…

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. © 2014 D. L. Linton et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Smart Training, Smart Learning: The Role of Cooperative Learning in Training for Youth Services.

ERIC Educational Resources Information Center

Doll, Carol A.

1997-01-01

Examines cooperative learning in youth services and adult education. Discusses characteristics of cooperative learning techniques; specific cooperative learning techniques (brainstorming, mini-lecture, roundtable technique, send-a-problem problem solving, talking chips technique, and three-step interview); and the role of the trainer. (AEF)

Knowledge of Social Affiliations Biases Economic Decisions

PubMed Central

Martinez, Joel E.; Mack, Michael L.; Gelman, Bernard D.; Preston, Alison R.

2016-01-01

An individual’s reputation and group membership can produce automatic judgments and behaviors toward that individual. Whether an individual’s social reputation impacts interactions with affiliates has yet to be demonstrated. We tested the hypothesis that during initial encounters with others, existing knowledge of their social network guides behavior toward them. Participants learned reputations (cooperate, defect, or equal mix) for virtual players through an iterated economic game (EG). Then, participants learned one novel friend for each player. The critical question was how participants treated the friends in a single-shot EG after the friend-learning phase. Participants tended to cooperate with friends of cooperators and defect on friends of defectors, indicative of a decision making bias based on memory for social affiliations. Interestingly, participants’ explicit predictions of the friends’ future behavior showed no such bias. Moreover, the bias to defect on friends of defectors was enhanced when affiliations were learned in a social context; participants who learned to associate novel faces with player faces during reinforcement learning did not show reputation-based bias for associates of defectors during single-shot EG. These data indicate that when faced with risky social decisions, memories of social connections influence behavior implicitly. PMID:27441563

Reciprocity Outperforms Conformity to Promote Cooperation.

PubMed

Romano, Angelo; Balliet, Daniel

2017-10-01

Evolutionary psychologists have proposed two processes that could give rise to the pervasiveness of human cooperation observed among individuals who are not genetically related: reciprocity and conformity. We tested whether reciprocity outperformed conformity in promoting cooperation, especially when these psychological processes would promote a different cooperative or noncooperative response. To do so, across three studies, we observed participants' cooperation with a partner after learning (a) that their partner had behaved cooperatively (or not) on several previous trials and (b) that their group members had behaved cooperatively (or not) on several previous trials with that same partner. Although we found that people both reciprocate and conform, reciprocity has a stronger influence on cooperation. Moreover, we found that conformity can be partly explained by a concern about one's reputation-a finding that supports a reciprocity framework.

How Partner Gender Influences Female Students' Problem Solving in Physics Education

NASA Astrophysics Data System (ADS)

Ding, N.; Harskamp, E.

2006-12-01

Research has shown that female students cannot profit as much as male students can from cooperative learning in physics, especially in mixed-gender dyads. This study has explored the influence of partner gender on female students' learning achievement, interaction and the problem-solving process during cooperative learning. In Shanghai, a total of 50 students (26 females and 24 males), drawn from two classes of a high school, took part in the study. Students were randomly paired, and there were three research groups: mixed-gender dyads (MG), female-female dyads (FF) and male-male dyads (MM). Analysis of students' pre- and post-test performances revealed that female students in the single-gender condition solved physics problems more effectively than did those in the mixed-gender condition, while the same was not the case for male students. We further explored the differences between female and male communication styles, and content among the three research groups. It showed that the females' interaction content and problem-solving processes were more sensitive to partner gender than were those for males. This might explain why mixed-gender cooperation in physics disadvantages females in high schools.

Classifying Academically At-Risk First Graders into Engagement Types: Association with Long-Term Achievement Trajectories

PubMed Central

Hughes, Jan N.; Liew, Jeffrey; Kwok, Oiman

2008-01-01

Based on a sample of 480 academically at-risk first graders, we used a cluster analysis involving multimethod assessment (i.e., teacher-report, peer-evaluation, and self-report) of behavioral and psychological engagement to identify subtypes of academic engagement. Four theoretically and practically meaningful clusters were identified and labeled as cooperative (n = 95), resistive (n =96), enthusiastic (n = 188), and disaffected (n = 101). The four types did not differ in IQ measured with the Universal Nonverbal Intelligence Test. The cooperative group consisted of more female and Hispanic students, whereas the resistive group consisted of more male and African American students. The cooperative group was the most popular among peers, followed by the enthusiastic group. The disaffected and resistive groups had more emotional symptoms than the cooperative and enthusiastic groups. Academic engagement types also differed in growth trajectories of academic achievement measured with Woodcock Johnson III Tests of Achievement from second to fourth grade. For reading, the cooperative and enthusiastic groups outperformed the resistive and disaffected groups at the beginning. However, the growth rate was similar across engagement types. For math, the engagement types did not differ at the beginning. However, the cooperative group developed at a faster rate and had higher math achievement by fourth grade than the other types. The findings support the importance of teaching temperament-based regulatory skills and of providing a positive psychological climate for children's academic learning. PMID:19343104

Using group learning to promote integration and cooperative learning between Asian and Australian second-year veterinary science students.

PubMed

Mills, Paul C; Woodall, Peter F; Bellingham, Mark; Noad, Michael; Lloyd, Shan

2007-01-01

There is a tendency for students from different nationalities to remain within groups of similar cultural backgrounds. The study reported here used group project work to encourage integration and cooperative learning between Australian students and Asian (Southeast Asian) international students in the second year of a veterinary science program. The group project involved an oral presentation during a second-year course (Structure and Function), with group formation engineered to include very high, high, moderate, and low achievers (based on previous grades). One Asian student and three Australian students were placed in each group. Student perceptions of group dynamics were analyzed through a self-report survey completed at the end of the presentations and through group student interviews. Results from the survey were analyzed by chi-square to compare the responses between Asian and Australian students, with statistical significance accepted at p < 0.05. There were too few Asian students for statistical analysis from a single year; therefore, the results from two successive years, 2004 (N = 104; 26% Asian) and 2005 (N = 105; 20% Asian), were analyzed. All participating students indicated in the interviews that the project was worthwhile and a good learning experience. Asian students expressed a greater preference for working in a group than for working alone (p = 0.001) and reported more frequently than Australian students that teamwork produces better results (p = 0.01). Australian students were more likely than Asian students to voice their opinion in a team setting (p = 0.001), while Asian students were more likely to depend on the lecturer for directions (p = 0.001). The results also showed that group project work appeared to create an environment that supported learning and was a successful strategy to achieve acceptance of cultural differences.

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…

Cooperative learning: An inside story

NASA Astrophysics Data System (ADS)

Andre, Kathleen M.

1999-09-01

Cooperative learning is one innovative technique used in an engineering physics course at Ohio State. Student opinions on the cooperative element were solicited near the end of the course. These comments provide useful insight into why students believe cooperative learning is helpful in learning physics.

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,…

Blending Individual and Group Assessment: A Model for Measuring Student Performance

ERIC Educational Resources Information Center

Reiser, Elana

2017-01-01

Two sections of a college discrete mathematics class were taught using cooperative learning techniques throughout the semester. The 33 students attending these sections were randomly assigned into groups of three. Their final examination consisted of an individual and group blended examination where students worked in their groups and discussed…

Some Factors Relevant to Group Activities in Language Teaching

ERIC Educational Resources Information Center

Mugglestone, Patricia

1975-01-01

Discusses the handling of groups. The teacher should be aware of variables: size of group, composition (by ability, needs, etc.), seating arrangement, group structure, etc. Cooperative, competitive or individual work should be used, depending on the learning goal. The teacher must be perceptive, flexible, and must have good organizing ability.…

Working with Group-Tasks and Group Cohesiveness

ERIC Educational Resources Information Center

Anwar, Khoirul

2016-01-01

This study aimed at exploring the connection between the use of group task and group cohesiveness. This study is very important because the nature of the learner's success is largely determined by the values of cooperation, interaction, and understanding of the learning objectives together. Subjects of this study are 28 students on the course…

Cooperative Learning: Professional's Guide.

ERIC Educational Resources Information Center

Grisham, Dana L.; Molinelli, Paul M.

Noting that since the 1970s cooperative learning has been widely investigated regarding its implementation and efficacy, this booklet is designed to introduce the teaching strategy of cooperative learning to classroom teachers. The booklet first provides an overview and supplies a context for cooperative learning and then defines cooperative…

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…

Leadership for Learning: An Action Theory of School Change.

ERIC Educational Resources Information Center

Wagner, Tony

2001-01-01

Common factors contributing to teachers' resistance include risk aversion, craft expertise, and autonomy and isolation. Leaders' problem is to create ownership, not buy-in. Principals cannot make change alone or by edict, but must nurture engagement and commitment and motivate groups to learn and solve problems cooperatively. (MLH)

Managing Students' Learning in Classrooms: Reframing Classroom Research.

ERIC Educational Resources Information Center

Fawns, Rod; Salder, Jo

1996-01-01

Analyzes Australian students' public and private statements to themselves and their peers collected in the course of a multiyear study of teacher management of communication in cooperative learning groups. Data reflect how students perceived and responded to subtle features in the public enactment of the curriculum, the task, and the setting…

Using Independent Research Projects to Foster Learning in the Comparative Vertebrate Anatomy Laboratory

ERIC Educational Resources Information Center

Ghedotti, Michael J.; Fielitz, Christopher; Leonard, Daniel J.

2005-01-01

This paper presents a teaching methodology involving an independent research project component for use in undergraduate Comparative Vertebrate Anatomy laboratory courses. The proposed project introduces cooperative, active learning in a research context to comparative vertebrate anatomy. This project involves pairs or groups of three students…

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.

The Nexus between the Above-Average Effect and Cooperative Learning in the Classroom

ERIC Educational Resources Information Center

Breneiser, Jennifer E.; Monetti, David M.; Adams, Katharine S.

2012-01-01

The present study examines the above-average effect (Chambers & Windschitl, 2004; Moore & Small, 2007) in assessments of task performance. Participants completed self-estimates of performance and group estimates of performance, before and after completing a task. Participants completed a task individually and in groups. Groups were…

Interactions between Learner Characteristics and Optimal Instruction. Report No. 75-17.

ERIC Educational Resources Information Center

Brophy, Jere E.

Possible implications of individual and group differences for educational research and practice are discussed. Differences include preference for cooperative versus competitive tasks; for working alone versus in a group; for structured versus unstructured learning situations; or for individual versus group reward contingencies; social class and…

Comparing Productive Online Dialogue in Two Group Styles: Cooperative and Collaborative

ERIC Educational Resources Information Center

Rose, Mary Annette

2004-01-01

This study examined the influence of group structures upon six groups of distributed graduate students as they pursued a six-week problem-based learning activity by communicating in an asynchronous computer conference. Henri and Rigault's (1996) content analysis framework and Howell-Richardson and Mellar's (1996) guidelines for interconnectedness…

Partnerships: Developing Teamwork at the Computer.

ERIC Educational Resources Information Center

Anderson, Mary A.

This manual on developing teamwork at the computer provides cooperative learning activities for grades K-10 which promote the development of academic, computer, and social skills. The manual is divided into three sections: (1) "Getting To Know Each Other"; (2) "Group Cohesion"; and (3) "Group Problem Solving." The first group includes 10…

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…

Cooperative learning with role play in Chinese pharmacology education.

PubMed

Wang, Jun; Hu, Xiamin; Xi, Jinglei

2012-03-01

Cooperative learning (CL) and role play are both efficient educational tools for enhancing Chinese student active learning and communication skills. This study was designed to obtain student feedback on the format of CL together with role play in the study of pharmacology in Chinese pharmaceutical undergraduates. CL was used in the self-study of new drugs used clinically but neglected in textbook and class teaching, so that groups of students were assigned to become "specialists" in one area of new drugs. Then, these "specialists" taught their new-found knowledge to other groups in role play approach involving an interaction between the pharmacist and a patient. Student perceptions of CL together with role play were examined using an eight-item survey instrument. Students were satisfied with CL together with role play. Majority of the students believed this teaching method enhanced their learning experience, made them gain more pharmacological expertise, increased the awareness of their career in future and self-educational abilities, and fostered their cooperation spirit and confidence. The materials on CL and role play were also believed pertinent. Only 63.4-76.5% and 63.1-37.3% of the students thought "CL and role-play were very funny" and "I felt very relaxed during CL together with role-play", respectively. CL together with role play is an efficient educational tool for enhancing student active-learning and communication skills. But Chinese students will take some time to adapt to this new teaching method.

Student attitudes towards socially acceptable and unacceptable group working practices.

PubMed

Underwood, Jean D M

2003-08-01

While there is much support for co-operative learning among learning theorists, not all learners exhibit the same enthusiasm for groupwork. A number of factors such as sex, group size and ability mix, subject domain, task type and organization have been shown to influence the effectiveness of co-operative and collaborative learning. This study established learners' attitudes to various shared working scenarios. In this mixed design, 140 post-graduate teacher trainees were asked to imagine their responses to seven groupwork scenarios presented as a series of short vignettes. The vignettes varied on the degree of co-operation required; the sex of the prospective co-worker(s) including single and mixed-sex groups; type of assessment, including no assessment at all; and on academically acceptable and unacceptable 'shared' working practices. Anticipated attitudinal and behavioural responses of the students were assessed by questionnaire. On the whole, students were cautiously willing to be involved in groupwork. There were caveats, however. Factors such as the characteristics of the group members, the level and type of assessment procedures in operation, and individual differences, including sex and self-reported social deviance, also governed their responses. There was very limited agreement to be involved in socially undesirable collaborative group activities at a personal level or to condone such activities by others. Those students who showed a tendency towards mild anti-social behaviour were more willing to take direct punitive action against non-contributors than their peers. Female students were more willing to invoke the help of the tutor than their male counterparts, but only if the anti-social behaviour impacted on them personally.

Low-dimensional dynamical characterization of human performance of cancer patients using motion data.

PubMed

Hasnain, Zaki; Li, Ming; Dorff, Tanya; Quinn, David; Ueno, Naoto T; Yennu, Sriram; Kolatkar, Anand; Shahabi, Cyrus; Nocera, Luciano; Nieva, Jorge; Kuhn, Peter; Newton, Paul K

2018-05-18

Biomechanical characterization of human performance with respect to fatigue and fitness is relevant in many settings, however is usually limited to either fully qualitative assessments or invasive methods which require a significant experimental setup consisting of numerous sensors, force plates, and motion detectors. Qualitative assessments are difficult to standardize due to their intrinsic subjective nature, on the other hand, invasive methods provide reliable metrics but are not feasible for large scale applications. Presented here is a dynamical toolset for detecting performance groups using a non-invasive system based on the Microsoft Kinect motion capture sensor, and a case study of 37 cancer patients performing two clinically monitored tasks before and after therapy regimens. Dynamical features are extracted from the motion time series data and evaluated based on their ability to i) cluster patients into coherent fitness groups using unsupervised learning algorithms and to ii) predict Eastern Cooperative Oncology Group performance status via supervised learning. The unsupervised patient clustering is comparable to clustering based on physician assigned Eastern Cooperative Oncology Group status in that they both have similar concordance with change in weight before and after therapy as well as unexpected hospitalizations throughout the study. The extracted dynamical features can predict physician, coordinator, and patient Eastern Cooperative Oncology Group status with an accuracy of approximately 80%. The non-invasive Microsoft Kinect sensor and the proposed dynamical toolset comprised of data preprocessing, feature extraction, dimensionality reduction, and machine learning offers a low-cost and general method for performance segregation and can complement existing qualitative clinical assessments. Copyright © 2018 Elsevier Ltd. All rights reserved.

77 FR 24725 - Fogarty International Center; Notice of Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-25

... plan and new priorities including emerging technologies such as distance learning and mHealth. Place....168, International Cooperative Biodiversity Groups Program; 93.934, Fogarty International Research...

Using assistive technology adaptations to include students with learning disabilities in cooperative learning activities.

PubMed

Bryant, D P; Bryant, B R

1998-01-01

Cooperative learning (CL) is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without learning disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with LD may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with LD compensate for their specific learning difficulties so that they can engage more readily in cooperative learning activities. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness. The article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have learning disabilities.

The effects of team-based learning techniques on nursing students’ perception of the psycho-social climate of the classroom

PubMed Central

Koohestani, Hamid Reza; Baghcheghi, Nayereh

2016-01-01

Background: Team-based learning is a structured type of cooperative learning that is becoming increasingly more popular in nursing education. This study compares levels of nursing students’ perception of the psychosocial climate of the classroom between conventional lecture group and team-based learning group. Methods: In a quasi-experimental study with pretest-posttest design 38 nursing students of second year participated. One half of the 16 sessions of cardiovascular disease nursing course sessions was taught by lectures and the second half with team-based learning. The modified college and university classroom environment inventory (CUCEI) was used to measure the perception of classroom environment. This was completed after the final lecture and TBL sessions. Results: Results revealed a significant difference in the mean scores of psycho-social climate for the TBL method (Mean (SD): 179.8(8.27)) versus the mean score for the lecture method (Mean (SD): 154.213.44)). Also, the results showed significant differences between the two groups in the innovation (p<0.001), student cohesiveness (p=0.01), cooperation (p<0.001) and equity (p= 0.03) sub-scales scores (p<0.05). Conclusion: This study provides evidence that team-based learning does have a positive effect on nursing students’ perceptions of their psycho-social climate of the classroom. PMID:28210602

Using Cooperative Learning To Improve Reading and Writing in Science.

ERIC Educational Resources Information Center

Nesbit, Catherine R.; Rogers, Cynthia A.

1997-01-01

Presents several cooperative learning lessons that integrate science, reading and writing. Notes that sample lessons involve six methods of cooperative learning drawn from four prominent developers and researchers, David Johnson, Roger Johnson, Robert Slavin, and Spencer Kagan. Describes the cooperative learning method to illustrate how to use it…

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…

Implementing Cooperative Learning with Secondary School Students

ERIC Educational Resources Information Center

Wee, Sheila E.; Jacobs, George M.

2006-01-01

In this chapter, I describe my use of cooperative learning in the mid-1990s when I was teaching English to students in their final year at a secondary school in Singapore. I will first discuss how I came to learn about cooperative learning. Then, I will illustrate how I set up the classroom for cooperative learning and how I used it in the…

Students as teachers in an anatomy dissection course.

PubMed

Salomäki, Tiina; Laakkonen, Juha; Ruohoniemi, Mirja

2014-01-01

One way to improve students' learning outcomes and well-being is to change teaching practices to allow students to become more active participants. We used an anatomy dissection course to test a cooperative group work method in which first-year veterinary students took turns leading their peer group and were each responsible for teaching the anatomy of a particular topographic region. The important blood vessels, lymphatic system, and nerves of each region of the body were covered. Students felt that exploration of the entire topographic region helped them to acquire a comprehensive understanding of the respiratory apparatus and the cardiovascular and nervous systems. Assigning individual tasks to each group member resulted in sharing the workload equally. Open-ended comments revealed that support from other group members was important for the students' learning experience, but the results also offered insight into a lack of constructive criticism. While teaching was considered challenging, and even a stress factor that hindered learning for some students, group work was generally held to be supportive of learning. The results suggest that more thorough instruction of students in their group work and in their individual tasks is required. Some students experienced difficulty in expressing their concerns openly and in seeking guidance from teachers, demonstrating the need for further investigation regarding students' self-regulation skills. Comments from the open-ended responses suggest that use of a cooperative learning method in anatomy dissection courses not only deepens student understanding of a subject but also offers first-year students an opportunity to practice the generic skills that will be needed in their future profession.

ROVs in a Bucket: Contagious, Experiential Learning by Building Inexpensive, Underwater Robots

DTIC Science & Technology

2007-01-01

R., “Toward an applied theory of experiential learning ,” in C. Cooper (ed.) Theories of Group Process, London: John Wiley. (1975) [8] C. Beard, JP...ROVs in a Bucket” Contagious, Experiential Learning by Building Inexpensive, Underwater Robots Douglas R. Levin Krista Trono Christine...Contagious, Experiential Learning by Building Inexpensive, Underwater Robots 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S

'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 and understanding of WindShare's role in sustainable energy. WindShare Co-operative provided the structure whereby members felt a part of the solution in terms of sustainable energy development. Policies and practices at all levels of government should encourage the advancement of green energy co-operatives to support Canada's efforts at public involvement in combating climate change and pollution.

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…

Cooperative Education Is a Superior Strategy for Using Basic Learning Processes.

ERIC Educational Resources Information Center

Reed, V. Gerald

Cooperative education is a learning strategy that fits very well with basic laws of learning. In fact, several basic important learning processes are far better adapted to the cooperative education strategy than to methods that lean entirely on classroom instruction. For instance, cooperative education affords more opportunities for reinforcement,…

Combining Cooperative Learning with Reading Aloud by Teachers

ERIC Educational Resources Information Center

Jacobs, George; Hannah, Dan

2004-01-01

This article begins with a section that describes cooperative learning and explains eight cooperative learning principles. The second section discusses the interface between cooperative learning and language pedagogy. Next is a section about the why and how of reading aloud by teachers. The heart of the article resides in the last and longest…

Cooperative Learning and Middle Schools: What Would It Take to Really Do It Right?

ERIC Educational Resources Information Center

Sapon-Shevin, Mara

1994-01-01

The article identifies some of the problems with current cooperative-learning strategies and implementation, links those limitations to both the wider cooperative-learning movement and the nature of middle schools, and calls for conceptualizing and structuring cooperative learning within a much larger educational, social, economic, and political…

Asian Students' Perceptions of Group Work and Group Assignments in a New Zealand Tertiary Institution

ERIC Educational Resources Information Center

Li, Mingsheng; Campbell, Jacqui

2008-01-01

This study, conducted in 2005 in a New Zealand tertiary institution, examines Asian students' perceptions of the much-promulgated cooperative learning concepts in the form of group work and group assignments. Twenty-two Asian students participated in one-hour individual face-to-face semi-structured interviews. The study found that Asian students…

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.…

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.…

Explorations in Cooperative Systems: Thinking Collectively to Learn, Learning Individually to Think

DTIC Science & Technology

1989-12-01

indicates that the CL research lacks sufficient experimental controls, as well as, fails to use current theories associated with cognitiv-e approaches...comparing/contrasting some of the differences between CL and GPS. Finally, examples of successful CL are given to show the transition from theory to...Schmuck, 1985). For example, Stodolsky (1984) differentiates peer-work groups from teacher- led groups. She suggests that there are five types of

Survival at Isle Royale.

ERIC Educational Resources Information Center

Ballone, Lena M.

2001-01-01

Describes a simulation based on the popular television show "Survivor" in which students work in groups and study physiological needs for human survival. Focuses on communication skills, problem solving, and cooperative learning. (YDS)

Influence of Web Based Cooperative Learning Strategy and Achiever Motivation on Student Study Outcome

ERIC Educational Resources Information Center

Hariadi, Bambang; Wurijanto, Tutut

2016-01-01

The research aimed at examining the effect of instructional strategy (web-based STAD and text-based STAD) and achiever motivation toward student learning outcomes. The research implied quasi-experimental design with nonequivalent control group factorial version. The subjects were undergraduate students of Information Systems of academic year…

Development and Evaluation of an Interactive Electronic Laboratory Manual for Cooperative Learning of Medical Histology

ERIC Educational Resources Information Center

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…

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…

Improving Learning in Computer-Based Instruction through Questioning and Grouping Strategies

ERIC Educational Resources Information Center

Niemczyk, Mary; Savenye, Wilhelmina

2010-01-01

This study investigated the comparative effects of adjunct questions, student self-generated questions, and note taking on learning from a multimedia database. High school students worked individually or in cooperative dyads on a computer-based multimedia unit using a study guide to answer either adjunct questions, generate self-questions, or take…

Strategy Instruction Shifts Teacher and Student Interactions during Text-Based Discussions

ERIC Educational Resources Information Center

Boardman, Alison G.; Boelé, Amy L.; Klingner, Janette K.

2018-01-01

This study examined how teacher and student interactions were influenced by a multistrategy reading model, Collaborative Strategic Reading (CSR), where students learn to apply before-, during-, and after-reading strategies in small cooperative learning groups. Five middle school English language arts teachers and their students (N = 184)…

Exploring problem-based cooperative learning in undergraduate physics labs: student perspectives

NASA Astrophysics Data System (ADS)

Bergin, S. D.; Murphy, C.; Shuilleabhain, A. Ni

2018-03-01

This study examines the potential of problem-based cooperative learning (PBCL) in expanding undergraduate physics students’ understanding of, and engagement with, the scientific process. Two groups of first-year physics students (n = 180) completed a questionnaire which compared their perceptions of learning science with their engagement in physics labs. One cohort completed a lab based on a PBCL approach, whilst the other completed the same experiment, using a more traditional, manual-based lab. Utilising a participant research approach, the questionnaire was co-constructed by researchers and student advisers from each cohort in order to improve shared meaning between researchers and participants. Analysis of students’ responses suggests that students in the PBCL cohort engaged more in higher-order problem-solving skills and evidenced a deeper understanding of the scientific process than students in the more traditional, manual-based cohort. However, the latter cohort responses placed more emphasis on accuracy and measurement in lab science than the PBCL cohort. The students in the PBCL cohort were also more positively engaged with their learning than their counterparts in the manual led group.

A Democratic Assessment Technique.

ERIC Educational Resources Information Center

Boe, Barbara L.

When one instructor began to use cooperative learning groups as a main teaching strategy in teacher education courses, she designed a large group oral exam format to take the place of traditional paper-and-pencil testing. The group oral exam format reduced text anxiety as there was no right or wrong response; it drew on both the cognitive and…

The Effects of the "Groups of Four" Program on Student Achievement.

ERIC Educational Resources Information Center

Johnson, Lizbeth Champagne

The objective of this study was to evaluate the effectiveness of the "Groups of Four" program, examining the impact of the cooperative learning strategy on students' achievement in mathematical problem solving. Effects of three specific independent variables in the program were examined in terms of gender, group assignment, and ability,…

Longitudinal Study of a Cooperation-Driven, Socio-Scientific Issue Intervention on Promoting Students' Critical Thinking and Self-Regulation in Learning Science

ERIC Educational Resources Information Center

Wang, Hsin-Hui; Chen, Hsiang-Ting; Lin, Huann-shyang; Huang, Yu-Ning; Hong, Zuway-R

2017-01-01

This longitudinal study explored the effects of a Cooperation-driven Socioscientific Issue (CDSSI) intervention on junior high school students' perceptions of critical thinking (CT) and self-regulation (SR) in Taiwan. Forty-nine grade 7 students were randomly selected as an experimental group (EG) to attend a 3-semester 72-hour intervention; while…

The Influence of Cooperative Problem Solving on Gender Differences in Achievement, Self-Efficacy, and Attitudes toward Mathematics in Gifted Students.

ERIC Educational Resources Information Center

Garduno, Edna Leticia Hernandez

2001-01-01

Examination of gender differences in self-efficacy, attitudes toward mathematics, and achievement of 48 gifted 7th and 8th grade students after participating in a 2-week course on probability and statistics found no differences in achievement or self-efficacy between cooperative learning mixed gender or single gender groups. Differences in…

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)…

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…

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…

Improving the Achievement of Second Year Natural Resource Management Students of Madawalabu University through Cooperative Learning

ERIC Educational Resources Information Center

Abdulahi, Mohammed Mussa; Hashim, Hakim; Kawo, Mohammed

2017-01-01

The purpose of this action research is to improve the achievement of students in general and, to examine the perception of students and teachers about cooperative learning, to identify major factors affecting the implementation of cooperative learning and to identify the possible strategies used to improve cooperative learning in Madawalabu…

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.…

Program History

Cancer.gov

Learn how the National Cancer Institute transitioned the former Cooperative Groups Program to the National Clinical Trials Network (NCTN) program. The NCTN gives funds and other support to cancer research organizations to conduct cancer clinical trials.

Measuring for enhancing high school students’ cooperative attitude and responsibilities in learning closed electrical circuits through STEM approach

NASA Astrophysics Data System (ADS)

Rusnayati, H.; Masripah, I.; Suwarma, I. R.

2018-05-01

This study conducted by the finding of the lack of students’ cooperative attitude that gained 35.29% and the students’ responsibility 29.41%. It also looks at the preliminary study that conducted by the observation group obtained the students’ cooperative attitude (34%) and student’s responsibility (30%). The purpose of this study to determine students’ cooperative attitude and responsibility at the time of learning a closed electrical circuit through STEM approach. This research method is the descriptive study with the pre-experimental design and the paradigm of one shot case study. The population of this study is the tenth-grade high school students with a sample size of 40 students that consist of 24 female and 16 male. The data collection techniques that utilized is the attitude rubric and the attitude measurement format. The result of this study showed that the percentage of students’ cooperative attitude in the first and second meeting is 83% and 81% with very high criteria. Meanwhile, the attitude of responsibility answerable for the first and second meeting was 81% and 79% with very high and high criteria. This indicates that the STEM approach can improve students’ cooperative attitude and responsibility.

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…

Cooperative inference: Features, objects, and collections.

PubMed

Searcy, Sophia Ray; Shafto, Patrick

2016-10-01

Cooperation plays a central role in theories of development, learning, cultural evolution, and education. We argue that existing models of learning from cooperative informants have fundamental limitations that prevent them from explaining how cooperation benefits learning. First, existing models are shown to be computationally intractable, suggesting that they cannot apply to realistic learning problems. Second, existing models assume a priori agreement about which concepts are favored in learning, which leads to a conundrum: Learning fails without precise agreement on bias yet there is no single rational choice. We introduce cooperative inference, a novel framework for cooperation in concept learning, which resolves these limitations. Cooperative inference generalizes the notion of cooperation used in previous models from omission of labeled objects to the omission values of features, labels for objects, and labels for collections of objects. The result is an approach that is computationally tractable, does not require a priori agreement about biases, applies to both Boolean and first-order concepts, and begins to approximate the richness of real-world concept learning problems. We conclude by discussing relations to and implications for existing theories of cognition, cognitive development, and cultural evolution. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Teaching Economics: A Cooperative Learning Model.

ERIC Educational Resources Information Center

Caropreso, Edward J.; Haggerty, Mark

2000-01-01

Describes an alternative approach to introductory economics based on a cooperative learning model, "Learning Together." Discussion of issues in economics education and cooperative learning in higher education leads to explanation of how to adapt the Learning Together Model to lesson planning in economics. A flow chart illustrates the process for a…

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…

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.…

Tuning-AHELO Conceptual Framework of Expected and Desired Learning Outcomes in Economics. OECD Education Working Papers No. 59

ERIC Educational Resources Information Center

OECD Publishing (NJ1), 2011

2011-01-01

The Organisation for Economic Cooperation and Development (OECD) Secretariat, at the invitation of the AHELO Group of National Experts, contracted the Tuning Association to undertake initial development work on learning outcomes to be used for valid and reliable assessments of students from diverse institutions and countries. The two disciplines…

Assessing the Viability of Team Learning with Remedial Students in a Lecture Based Japanese Higher Education Culture

ERIC Educational Resources Information Center

Duncan, Brent

2013-01-01

Despite a culture with cooperation as a core value, (Nagao, Takashi, & Okuda, 2011) Japanese higher education generally uses rigid lecture-test teaching models that neither support nor condone small-group learning methods in the classroom. As a result, Japanese college students usually work outside the classroom to develop the collaborative…

Fostering Cooperative Learning with Scrum in a Semi-Capstone Systems Analysis and Design Course

ERIC Educational Resources Information Center

Magana, Alejandra J.; Seah, Ying Ying; Thomas, Paul

2018-01-01

Agile methods such as Scrum that emphasize technical, communication, and teamwork skills have been practiced by IT professionals to effectively deliver software products of good quality. The same methods combined with pedagogies of engagement can potentially be used in the setting of higher education to promote effective group learning in software…

Students' Perception of Relationship Skills during an Adventure-Based Learning Unit within Physical Education

ERIC Educational Resources Information Center

Stuhr, Paul T.; Sutherland, Sue; Ressler, James; Ortiz-Stuhr, Esther M.

2015-01-01

Adventure-based learning (ABL) is a sequenced curriculum using structured physical and team building activities that create the space for participants to work on group communication, cooperation, trust, and problem solving. Reflection (i.e., debriefing) is an essential aspect of the ABL curriculum (Cosgriff, 2000). A debrief in ABL is the…

Social Interaction and Cooperative Activities: Drawing Plans as a Means of Increasing Engagement for Children with ASD

ERIC Educational Resources Information Center

Peters, Brenda; Forlin, Chris; McInerney, Dennis; Maclean, Rupert

2013-01-01

A substantial amount of learning in schools takes place within social contexts and class-based group activities; however, social learning situations, communication and social cognition development for children with ASD can be a challenge for the children and their teachers. This paper explores what happens when children with ASD draw…

Understanding Collaborative Language Learning in Novice-Level Foreign Language Classrooms: Perceptions of Teachers and Students

ERIC Educational Resources Information Center

Sun, Peijian; Yuan, Rui

2018-01-01

This study explored the congruence and disparities among three groups of foreign language (Chinese, French, and German) students' and teachers' perceptions of collaborative/cooperative language learning (CLL) strategies in novice-level classroom contexts. A total of 168 participants from a university in the USA took part in this mixed-method…

An Evaluation of a Course That Introduces Undergraduate Students to Authentic Aerospace Engineering Research

ERIC Educational Resources Information Center

Mena, Irene B.; Schmitz, Sven; McLaughlin, Dennis

2015-01-01

This paper describes the implementation and assessment of an aerospace engineering course in which undergraduate students worked on research projects with graduate research mentors. The course was created using the principles from cooperative learning and project-based learning, and consisted of students working in small groups on a complex,…

Introverts Can Succeed with Cooperative Learning

ERIC Educational Resources Information Center

Jacobs, George

2014-01-01

I was interested in reviewing Susan Cain's (2013) "Quiet: The Power of Introverts in a World That Can't Stop Talking" for two reasons. First, as an introvert I wanted to learn more about myself. Second, I wanted to explore Cain and others' criticism that group activities in the workplace and in education are unfair to introverts. This…

Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology

ERIC Educational Resources Information Center

Connell, Georgianne L.; Donovan, Deborah A.; Chambers, Timothy G.

2016-01-01

Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately…

Cooperation Support in Computer-Aided Authoring and Learning.

ERIC Educational Resources Information Center

Muhlhauser, Max; Rudebusch, Tom

This paper discusses the use of Computer Supported Cooperative Work (CSCW) techniques for computer-aided learning (CAL); the work was started in the context of project Nestor, a joint effort of German universities about cooperative multimedia authoring/learning environments. There are four major categories of cooperation for CAL: author/author,…

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…

Circle Justice: A Creative Arts Approach to Conflict Resolution in the Classroom

ERIC Educational Resources Information Center

Gibbons, Karen

2010-01-01

This brief report describes a cooperative classroom art therapy intervention in a public elementary school that provided conflict resolution education, social learning, and group cohesion among sixth-grade students. The organizing framework of a "circle justice" group explored the roles of fictional characters in conflict, including…

Factors Influencing Students' Peer Evaluation in Cooperative Learning.

ERIC Educational Resources Information Center

Persons, Obeua S.

1998-01-01

In an accounting class in which 25% of grades were derived from group work, students completed peer evaluations. Regression analyses revealed that accounting majors and students with higher grade point averages received higher peer evaluations. Higher group homework and class participation grades were associated with higher peer evaluations. (SK)

Rote or Raft? Science and Adventure at a Summer Camp.

ERIC Educational Resources Information Center

Martin, Jenni

1997-01-01

Describes the group dynamics, science discovery processes, and activities involved in building a raft at camp. The project used recycled products and required group cooperation; critical thinking about density, buoyancy, and balance; use of familiar resources in creative ways; and application of previously learned facts. (SAS)

Tutoring with Alphie: Evaluation Report and Executive Summary

ERIC Educational Resources Information Center

Biggart, Andy; O'Hare, Liam; Miller, Sarah

2015-01-01

Tutoring with Alphie is a computer-assisted programme that aims to improve the literacy skills of struggling readers. The programme combines elements of collaborative (or 'cooperative') learning, computer-assisted instruction and small group support. Participating pupils are grouped in pairs and follow a series of activities that seek to improve…

"Earthquake!"--A Cooperative Learning Experience.

ERIC Educational Resources Information Center

Hodder, A. Peter W.

2001-01-01

Presents an exercise designed as a team building experience for managers that can be used to demonstrate to science students the potential benefit of group decision-making. Involves the ranking of options for surviving a large earthquake. Yields quantitative measures of individual student knowledge and how well the groups function. (Author/YDS)

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,…

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…

Evaluating change in attitude towards mathematics using the 'then-now' procedure in a cooperative learning programme.

PubMed

Townsend, Michael; Wilton, Keri

2003-12-01

Tertiary students' attitudes to mathematics are frequently negative and resistant to change, reflecting low self-efficacy. Some educators believe that greater use should be made of small group, collaborative teaching. However, the results of such interventions should be subject to assessments of bias caused by a shift in the frame of reference used by students in reporting their attitudes. This study was designed to assess whether traditional pretest-post-test procedures would indicate positive changes in mathematics attitude during a programme of cooperative learning, and whether an examination of any attitudinal change using the 'then-now' procedure would indicate bias in the results due to a shift in the internal standards for expressing attitude. Participants were 141 undergraduate students enrolled in a 12-week statistics and research design component of a course in educational psychology. Using multivariate procedures, pretest, post-test, and then-test measures of mathematics self-concept and anxiety were examined in conjunction with a cooperative learning approach to teaching. Significant positive changes between pretest and post-test were found for both mathematics self-concept and mathematics anxiety. There were no significant differences between the actual pretest and retrospective pretest measures of attitude. The results were not moderated by prior level of mathematics study. Conclusions about the apparent effectiveness of a cooperative learning programme were strengthened by the use of the retrospective pretest procedure.

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…

The Effect of Cooperative Learning Model of Teams Games Tournament (TGT) and Students' Motivation toward Physics Learning Outcome

ERIC Educational Resources Information Center

Nadrah; Tolla, Ismail; Ali, Muhammad Sidin; Muris

2017-01-01

This research aims at describing the effect of cooperative learning model of Teams Games Tournament (TGT) and motivation toward physics learning outcome. This research was a quasi-experimental research with a factorial design conducted at SMAN 2 Makassar. Independent variables were learning models. They were cooperative learning model of TGT and…

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…

Cooperative learning effects on teamwork attitudes in clinical laboratory science students.

PubMed

Laatsch, Linda; Britton, Lynda; Keating, Susan; Kirchner, Phyllis; Lehman, Don; Madsen-Myers, Karen; Milson, Linda; Otto, Catherine; Spence, Libby

2005-01-01

To evaluate clinical laboratory science (CLS) student attitudes toward teamwork when using cooperative learning (CL) as compared to individual learning (IL) in a course and to determine if learning method affects student attitudes toward the course itself. This was a multi-institutional study involving eight classrooms in seven states. The effects of CL and IL on student attitudes were compared for 216 student participants. One group of students learned the course material through a CL approach while a second group of students learned via a traditional IL approach. For each course, the instructor, class material, and examination content was identical for the CL and IL students; the only variable was learning method. Student attitudes toward teamwork and toward the course were evaluated with a 35-item Attitude Questionnaire administered as a posttest. Mean scores for the CL and IL groups were compared using the Student t-test for independent samples. No significant difference was seen between the CL and IL students when assessing the first 30 questions on student attitudes toward teamwork (means = 98.42 and 98.22, respectively) when all institutions were combined. Comparable results were seen for each of the eight institutions. For the five questions comparing attitudes toward the course itself, there usually was no significant difference in attitude between CL and IL students. The only classrooms where CL students had more positive attitudes were those with instructors who had more than 10 years experience with CL. Results suggest that CL produces similar student attitudes toward teamwork and toward a CLS course as does IL.

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.)

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…

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…

A Scale Development for Teacher Competencies on Cooperative Learning Method

ERIC Educational Resources Information Center

Kocabas, Ayfer; Erbil, Deniz Gokce

2017-01-01

Cooperative learning method is a learning method studied both in Turkey and in the world for long years as an active learning method. Although cooperative learning method takes place in training programs, it cannot be implemented completely in the direction of its principles. The results of the researches point out that teachers have problems with…

A Jigsaw Lesson for Operations of Complex Numbers.

ERIC Educational Resources Information Center

Lucas, Carol A.

2000-01-01

Explains the cooperative learning technique of jigsaw. Details the use of a jigsaw lesson for explaining complex numbers to intermediate algebra students. Includes copies of the handouts given to the expert groups. (Author/ASK)

SISL and SIRL: Two knowledge dissemination models with leader nodes on cooperative learning networks

NASA Astrophysics Data System (ADS)

Li, Jingjing; Zhang, Yumei; Man, Jiayu; Zhou, Yun; Wu, Xiaojun

2017-02-01

Cooperative learning is one of the most effective teaching methods, which has been widely used. Students' mutual contact forms a cooperative learning network in this process. Our previous research demonstrated that the cooperative learning network has complex characteristics. This study aims to investigating the dynamic spreading process of the knowledge in the cooperative learning network and the inspiration of leaders in this process. To this end, complex network transmission dynamics theory is utilized to construct the knowledge dissemination model of a cooperative learning network. Based on the existing epidemic models, we propose a new susceptible-infected-susceptible-leader (SISL) model that considers both students' forgetting and leaders' inspiration, and a susceptible-infected-removed-leader (SIRL) model that considers students' interest in spreading and leaders' inspiration. The spreading threshold λcand its impact factors are analyzed. Then, numerical simulation and analysis are delivered to reveal the dynamic transmission mechanism of knowledge and leaders' role. This work is of great significance to cooperative learning theory and teaching practice. It also enriches the theory of complex network transmission dynamics.

Impact of SCALE-UP on science teaching self-efficacy of students in general education science courses

NASA Astrophysics Data System (ADS)

Cassani, Mary Kay Kuhr

The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument - B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the courses. The large enrollment SCALE-UP model as implemented at the host university did not increase science teaching self-efficacy of non-science majors, as hypothesized. This was likely due to limited modification of standard cooperative activities according to the inquiry-guided SCALE-UP model. It was also found that larger SCALE-UP enrollments did not decrease science teaching self-efficacy when standard cooperative activities were used in the larger class.

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…

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…

Emotional Multiagent Reinforcement Learning in Spatial Social Dilemmas.

PubMed

Yu, Chao; Zhang, Minjie; Ren, Fenghui; Tan, Guozhen

2015-12-01

Social dilemmas have attracted extensive interest in the research of multiagent systems in order to study the emergence of cooperative behaviors among selfish agents. Understanding how agents can achieve cooperation in social dilemmas through learning from local experience is a critical problem that has motivated researchers for decades. This paper investigates the possibility of exploiting emotions in agent learning in order to facilitate the emergence of cooperation in social dilemmas. In particular, the spatial version of social dilemmas is considered to study the impact of local interactions on the emergence of cooperation in the whole system. A double-layered emotional multiagent reinforcement learning framework is proposed to endow agents with internal cognitive and emotional capabilities that can drive these agents to learn cooperative behaviors. Experimental results reveal that various network topologies and agent heterogeneities have significant impacts on agent learning behaviors in the proposed framework, and under certain circumstances, high levels of cooperation can be achieved among the agents.

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.…

The Effect of Using Cooperative Learning Method on Tenth Grade Students' Learning Achievement and Attitude towards Biology

ERIC Educational Resources Information Center

Rabgay, Tshewang

2018-01-01

The study investigated the effect of using cooperative learning method on tenth grade students' learning achievement in biology and their attitude towards the subject in a Higher Secondary School in Bhutan. The study used a mixed method approach. The quantitative component included an experimental design where cooperative learning was the…

Cooperative Learning and Dyadic Interactions: Two Modes of Knowledge Construction in Socio-Constructivist Settings for Team-Sport Teaching

ERIC Educational Resources Information Center

Darnis, Florence; Lafont, Lucile

2015-01-01

Background: Within a socio-constructivist perspective, this study is situated at the crossroads of three theoretical approaches. First, it is based upon team sport and the tactical act model in games teaching. Second, it took place in dyadic or small group learning conditions with verbal interaction. Furthermore, these interventions were based on…

Cooperative and Context-Based Learning on Eletrochemical Cells in Lower Secondary Chemistry: A Project of Participatory Action Research

ERIC Educational Resources Information Center

Markic, Silvija; Eilks, Ingo

2006-01-01

This paper discusses a project of Participatory Action Research (PAR) on lower secondary chemistry education. In this ongoing project, practicing teachers and university researchers in chemical education jointly carry out projects for developing and evaluating new lesson plans. The focus of the PAR group is to develop teaching/learning activities…

The Effects of Single-Sex Mathematics Classrooms on African American Males in the Ninth Grade

ERIC Educational Resources Information Center

Faulkner-Simmons, Denise

2012-01-01

Research indicated that educators must consider socio-ecological accommodations because not all students learn in cooperative groups. Students must be taught how to discover the process of learning and to apply knowledge to real life situations. Gurian and Ballew (2003) identified differences in the male and female brain and the differences in how…

The Effects of Gender on Group Work Process and Achievement: An Analysis through Self- and Peer-Assessment

ERIC Educational Resources Information Center

Takeda, Sachiko; Homberg, Fabian

2014-01-01

The importance of teamwork skills as part of employability has been widely acknowledged and accompanied by active research on successful cooperative learning. However, relatively few studies have focused on the effects of gender on students' group work, and only a limited number of empirical studies exist that examine students' group work process…

Group Work at University: Significance of Personal Goals in the Regulation Strategies of Students with Positive and Negative Appraisals

ERIC Educational Resources Information Center

Volet, Simone; Mansfield, Caroline

2006-01-01

This paper examines the mediating role of students' goals in group work at university. Research on cooperative and collaborative learning has provided empirical support for the cognitive, motivational and social benefits of group work but the antecedents of motivation and ongoing management of emerging motivational and socio-emotional issues have…

Multiple effect of social influence on cooperation in interdependent network games.

PubMed

Jiang, Luo-Luo; Li, Wen-Jing; Wang, Zhen

2015-10-01

The social influence exists widely in the human society, where individual decision-making process (from congressional election to electronic commerce) may be affected by the attitude and behavior of others belonging to different social networks. Here, we couple the snowdrift (SD) game and the prisoner's dilemma (PD) game on two interdependent networks, where strategies in both games are associated by social influence to mimick the majority rule. More accurately, individuals' strategies updating refers to social learning (based on payoff difference) and above-mentioned social influence (related with environment of interdependent group), which is controlled by social influence strength s. Setting s = 0 decouples the networks and returns the traditional network game; while its increase involves the interactions between networks. By means of numerous Monte Carlo simulations, we find that such a mechanism brings multiple influence to the evolution of cooperation. Small s leads to unequal cooperation level in both games, because social learning is still the main updating rule for most players. Though intermediate and large s guarantees the synchronized evolution of strategy pairs, cooperation finally dies out and reaches a completely dominance in both cases. Interestingly, these observations are attributed to the expansion of cooperation clusters. Our work may provide a new understanding to the emergence of cooperation in intercorrelated social systems.

Multiple effect of social influence on cooperation in interdependent network games

NASA Astrophysics Data System (ADS)

Jiang, Luo-Luo; Li, Wen-Jing; Wang, Zhen

2015-10-01

The social influence exists widely in the human society, where individual decision-making process (from congressional election to electronic commerce) may be affected by the attitude and behavior of others belonging to different social networks. Here, we couple the snowdrift (SD) game and the prisoner’s dilemma (PD) game on two interdependent networks, where strategies in both games are associated by social influence to mimick the majority rule. More accurately, individuals’ strategies updating refers to social learning (based on payoff difference) and above-mentioned social influence (related with environment of interdependent group), which is controlled by social influence strength s. Setting s = 0 decouples the networks and returns the traditional network game; while its increase involves the interactions between networks. By means of numerous Monte Carlo simulations, we find that such a mechanism brings multiple influence to the evolution of cooperation. Small s leads to unequal cooperation level in both games, because social learning is still the main updating rule for most players. Though intermediate and large s guarantees the synchronized evolution of strategy pairs, cooperation finally dies out and reaches a completely dominance in both cases. Interestingly, these observations are attributed to the expansion of cooperation clusters. Our work may provide a new understanding to the emergence of cooperation in intercorrelated social systems.

Towards tailored teaching: using participatory action research to enhance the learning experience of Longitudinal Integrated Clerkship students in a South African rural district hospital.

PubMed

von Pressentin, Klaus B; Waggie, Firdouza; Conradie, Hoffie

2016-03-08

The introduction of Stellenbosch University's Longitudinal Integrated Clerkship (LIC) model as part of the undergraduate medical curriculum offers a unique and exciting training model to develop generalist doctors for the changing South African health landscape. At one of these LIC sites, the need for an improvement of the local learning experience became evident. This paper explores how to identify and implement a tailored teaching and learning intervention to improve workplace-based learning for LIC students. A participatory action research approach was used in a co-operative inquiry group (ten participants), consisting of the students, clinician educators and researchers, who met over a period of 5 months. Through a cyclical process of action and reflection this group identified a teaching intervention. The results demonstrate the gaps and challenges identified when implementing a LIC model of medical education. A structured learning programme for the final 6 weeks of the students' placement at the district hospital was designed by the co-operative inquiry group as an agreed intervention. The post-intervention group reflection highlighted a need to create a structured programme in the spirit of local collaboration and learning across disciplines. The results also enhance our understanding of both students and clinician educators' perceptions of this new model of workplace-based training. This paper provides practical strategies to enhance teaching and learning in a new educational context. These strategies illuminate three paradigm shifts: (1) from the traditional medical education approach towards a transformative learning approach advocated for the 21(st) century health professional; (2) from the teaching hospital context to the district hospital context; and (3) from block-based teaching towards a longitudinal integrated learning model. A programme based on balancing structured and tailored learning activities is recommended in order to address the local learning needs of students in the LIC model. We recommend that action learning sets should be developed at these LIC sites, where the relevant aspects of work-place based learning are negotiated.

Crossing the Communication Barrier: Facilitating Communication in Mixed Groups of Deaf and Hearing Students

ERIC Educational Resources Information Center

Marchetti, Carol; Foster, Susan; Long, Gary; Stinson, Michael

2012-01-01

Teachers of introductory technical courses such as statistics face numerous challenges in the classroom, including student motivation and mathematical background, and difficulties in interpreting numerical results in context. Cooperative learning through small groups addresses many such challenges, but students for whom spoken English is not their…

Cooperative learning in third graders' jigsaw groups for mathematics and science with and without questioning training.

PubMed

Souvignier, Elmar; Kronenberger, Julia

2007-12-01

There is much support for using cooperative methods, since important instructional aspects, such as elaboration of new information, can easily be realized by methods like 'jigsaw'. However, the impact of providing students with additional help like a questioning training and potential limitations of the method concerning the (minimum) age of the students have rarely been investigated. The study investigated the effects of cooperative methods at elementary school level. Three conditions of instruction were compared: jigsaw, jigsaw with a supplementary questioning training and teacher-guided instruction. Nine third grade classes from three schools with 208 students participated in the study. In each school, all the three instructional conditions were realized in three different classes. All classes studied three units on geometry and one unit on astronomy using the assigned instructional method. Each learning unit comprised six lessons. For each unit, an achievement test was administered as pre-test, post-test and delayed test. In the math units, no differences between the three conditions could be detected. In the astronomy unit, students benefited more from teacher-guided instruction. Differential analyses revealed that 'experts' learned more than students in teacher-guided instruction, whereas 'novices' were outperformed by the students in the control classes. Even third graders used the jigsaw method with satisfactory learning results. The modest impact of the questioning training and the low learning gains of the cooperative classes in the astronomy unit as well as high discrepancies between learning outcomes of experts and novices show that explicit instruction of explaining skills in combination with well-structured material are key issues in using the jigsaw method with younger students.

Cooperative Learning: The Benefits of Participatory Examinations in Principles of Marketing Classes.

ERIC Educational Resources Information Center

Graham, Reginald A.; And Others

1997-01-01

Describes procedures for participatory examinations, a method for achieving student collaboration in marketing education. Suggests that the method teaches students group process, persuasion, teamwork, and other skills needed in the contemporary workplace. (SK)

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…

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…

Using the jigsaw cooperative learning method to teach medical students about long-term and postacute care.

PubMed

Buhr, Gwendolen T; Heflin, Mitchell T; White, Heidi K; Pinheiro, Sandro O

2014-06-01

Since many of the frailest and most vulnerable Americans reside in nursing homes, medical students need focused education and training pertaining to this setting. A unique cooperative learning experience utilizing the jigsaw method was developed to engage and expose students to the institutional long-term and postacute care (LTPAC) setting and the roles of personnel there. To accomplish these goals, small groups of medical students interviewed LTPAC personnel about their role, generally, and in relation to a specific patient case. These groups were then rearranged into new groups containing 1 student from each of the original groups plus a faculty facilitator. Each student in the new groups taught about the role of the LTPAC professional they interviewed. To assess the effectiveness of this learning experience, students and LTPAC personnel provided written feedback and rated the activity using a 5-point Likert scale (1 = worst; 5 = best). Students also took a knowledge test. The activity received ratings from students of 3.65 to 4.12 (mean = 3.91). The knowledge test results indicated that students understood the roles of the LTPAC personnel. In general, the jigsaw exercise was well-received by participants and provided an effective means of introducing medical students to the nursing home environment. Copyright © 2014 American Medical Directors Association, Inc. Published by Elsevier Inc. All rights reserved.

Effects of cooperative learning strategy on undergraduate kinesiology students' learning styles.

PubMed

Meeuwsen, Harry J; King, George A; Pederson, Rockie

2005-10-01

A growing body of research supports cooperative learning as an effective teaching strategy. A specific cooperative learning strategy, Team-based Learning, was applied to a convenience sample of four undergraduate sophomore-level motor behavior courses over four semesters from Fall 2002 to Spring 2004 to examine whether this strategy would affect students' learning styles. The data from the Grasha-Reichmann Student Learning Style Scales indicated that this teaching strategy was associated with a significant decrease in the negative Avoidant and Dependent learning styles and an improvement in the positive Participant learning style.

Cooperative Activities for the Home: Parents Working with Teachers to Support Cooperative Learning.

ERIC Educational Resources Information Center

Holm, Audray; And Others

A collection of activities is presented for use at home to foster cooperative attitudes and build social skills. The activities are aimed at strengthening the cooperative bond in a family and giving family members practice in the skills needed to cooperate effectively. This handbook explains the cooperative learning concept, outlines the rules for…

The Development of Cooperative Learning Model Based on Local Wisdom of Bali for Physical Education, Sport and Health Subject in Junior High School

NASA Astrophysics Data System (ADS)

Yoda, I. K.

2017-03-01

The purpose of this research is to develop a cooperative learning model based on local wisdom (PKBKL) of Bali (Tri Pramana’s concept), for physical education, sport, and health learning in VII grade of Junior High School in Singaraja-Buleleng Bali. This research is the development research of the development design chosen refers to the development proposed by Dick and Carey. The development of model and learning devices was conducted through four stages, namely: (1) identification and needs analysis stage (2) the development of design and draft of PKBKL and RPP models, (3) testing stage (expert review, try out, and implementation). Small group try out was conducted on VII-3 grade of Undiksha Laboratory Junior High School in the academic year 2013/2014, large group try out was conducted on VIIb of Santo Paulus Junior High School Singaraja in the academic year 2014/2015, and the implementation of the model was conducted on three (3) schools namely SMPN 2 Singaraja, SMPN 3 Singaraja, and Undiksha laboratory Junior High School in the academic year 2014/2015. Data were collected using documentation, testing, non-testing, questionnaire, and observation. The data were analyzed descriptively. The findings of this research indicate that: (1) PKBKL model has met the criteria of the operation of a learning model namely: syntax, social system, principles of reaction, support system, as well as instructional and nurturing effects, (2) PKBKL model is a valid, practical, and effective model, (3) the practicality of the learning devices (RPP), is at the high category. Based on the research results, there are two things recommended: (1) in order that learning stages (syntax) of PKBKL model can be performed well, then teachers need to have an understanding of the cooperative learning model of Student Team Achievement Division (STAD) type and the concepts of scientifically approach well, (2) PKBKL model can be performed well on physical education, sport and health learning, if the teachers understand the concept of Tri Pramana, therefore if the physical education, sport and health teachers want to apply this PKBKL model, they must first learn and master the concept of Tri Pramana well.

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

PubMed

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

2008-04-09

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.

Culture and the evolution of human cooperation

PubMed Central

Boyd, Robert; Richerson, Peter J.

2009-01-01

The scale of human cooperation is an evolutionary puzzle. All of the available evidence suggests that the societies of our Pliocene ancestors were like those of other social primates, and this means that human psychology has changed in ways that support larger, more cooperative societies that characterize modern humans. In this paper, we argue that cultural adaptation is a key factor in these changes. Over the last million years or so, people evolved the ability to learn from each other, creating the possibility of cumulative, cultural evolution. Rapid cultural adaptation also leads to persistent differences between local social groups, and then competition between groups leads to the spread of behaviours that enhance their competitive ability. Then, in such culturally evolved cooperative social environments, natural selection within groups favoured genes that gave rise to new, more pro-social motives. Moral systems enforced by systems of sanctions and rewards increased the reproductive success of individuals who functioned well in such environments, and this in turn led to the evolution of other regarding motives like empathy and social emotions like shame. PMID:19805434

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…

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…

The Impact of Cooperative Learning on CHC Students' Achievements and Its Changes over the Past Decade

ERIC Educational Resources Information Center

Chen, Qiuxian; Liu, Yuan

2017-01-01

Informed by emergent learning theories and multiple evidenced benefits, cooperative learning has developed into a widely accepted organization mode of class in the Western context. For the same reason, cooperative learning is transferred, during the past decade, into classrooms of Confucian Heritage Culture (CHC) contexts. Concerns, however, are…

Road to Victory: Building the Ho Chi Minh Trail.

ERIC Educational Resources Information Center

Kenney, Marianne

1993-01-01

Presents a secondary school lesson on the building of the Ho Chi Minh Trail during the Vietnam War. Helps students link history and geographical skills through cooperative group learning. Includes maps, diagrams, and three student readings. (CFR)

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…

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.…

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)

Process-oriented guided-inquiry learning: a natural fit for occupational therapy education.

PubMed

Jaffe, Lynn; Gibson, Robert; D'Amico, Mariana

2015-04-01

After a brief review of the major group cooperative learning strategies, this article presents the format and use of Process-Oriented Guided-Inquiry Learning (POGIL) as a recommended teaching strategy for occupational therapy classes. This recommendation is based upon evidence of effectiveness of this strategy for enhancing critical thinking, content retention, and teamwork. Strategies for learning the process and suggestions for its use are based upon literature evidence and the authors' experiences with this strategy over 4 years in a class on evidence-based practice.

The Effects of Two Strategic and Meta-Cognitive Questioning Approaches on Children's Explanatory Behaviour, Problem-Solving, and Learning during Cooperative, Inquiry-Based Science

ERIC Educational Resources Information Center

Gillies, Robyn M.; Nichols, Kim; Burgh, Gilbert; Haynes, Michele

2012-01-01

Teaching students to ask and answer questions is critically important if they are to engage in reasoned argumentation, problem-solving, and learning. This study involved 35 groups of grade 6 children from 18 classrooms in three conditions (cognitive questioning condition, community of inquiry condition, and the comparison condition) who were…

How Effective Is the Jigsaw Method when Used to Introduce New Science Curricula in Middle School Science?

ERIC Educational Resources Information Center

Dollard, Mark W.; Mahoney, Kate

2010-01-01

The purpose of this study was to determine the effects of the Jigsaw method, a cooperative learning tool, on content knowledge and attitude toward learning science. A group of 64 students in an 8th grade physical science class located in rural western New York participated in this study. As an intervention for this action research study, science…

The Use of Structured Social Interaction with the Culture-General Assimilator To Increase Cognitive Problem Solving about Intercultural Interactions in an Ethnically Diverse Population.

ERIC Educational Resources Information Center

Ilola, Lisa Marie

This study describes an intercultural learning program combining cooperative learning with critical incidents drawn from the culture-general assimilator developed by Brislin. The training program was adapted to school teachers, a population already identified as a high-risk group because of the frequency and unpredictability of the intercultural…

Cooperate to Validate: OBSERVAL-NET Experts' Report on Validation of Non-Formal and Informal Learning (VNIL) 2013

ERIC Educational Resources Information Center

Weber Guisan, Saskia; Voit, Janine; Lengauer, Sonja; Proinger, Eva; Duvekot, Ruud; Aagaard, Kirsten

2014-01-01

The present publication is one of the outcomes of the OBSERVAL-NET project (follow-up of the OBSERVAL project). The main aim of OBSERVAL-NET was to set up a stakeholder-centric network of organisations supporting the validation of non-formal and informal learning in Europe based on the formation of national working groups in the 8 participating…

Cooperate to Validate. Observal-Net Experts' Report on Validation of Non-Formal and Informal Learning (VNIL) 2013

ERIC Educational Resources Information Center

Weber Guisan, Saskia; Voit, Janine; Lengauer, Sonja; Proinger, Eva; Duvekot, Ruud; Aagaard, Kirsten

2014-01-01

The present publication is one of the outcomes of the OBSERVAL-NET project (followup of the OBSERVAL project). The main aim of OBSERVAL-NET was to set up a stakeholder centric network of organisations supporting the validation of non-formal and informal learning in Europe based on the formation of national working groups in the 8 participating…

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.…

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…

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…

Motivational Change Realized by Cooperative Learning Applied in Thermodynamics

ERIC Educational Resources Information Center

Coca, David Méndez

2012-01-01

A teacher of a secondary school explained to two groups of 14 and 15-year-old students the thermodynamic correspondent to the curriculum of physics and chemistry. This is an obligatory subject for all the students. They followed two different methods: one group followed the traditional methodology and other one the strategy of the cooperative…

Status Problem and Expectations of Competence: A Challenging Path for Teachers

ERIC Educational Resources Information Center

Pescarmona, Isabella

2015-01-01

Complex Instruction (CI) is a cooperative learning approach, which aims at improving the equal status interaction among students working in groups who may be at different academic and social levels. Based on an ethnographic research, the article examines how a group of Italian primary school teachers understand the status problem and how the…

Pilot test of cooperative learning format for training mental health researchers and black community leaders in partnership skills.

PubMed

Laborde, Danielle J; Brannock, Kristen; Breland-Noble, Alfiee; Parrish, Theodore

2007-12-01

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.

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…

Cooperative Learning Principles Enhance Online Interaction

ERIC Educational Resources Information Center

Jacobs, George; Seow, Peter

2014-01-01

This paper describes eight principles that can be used to promote cooperative interactions among students working in online environments. The principles derive from a well-established approach to education, known variously as cooperative learning and collaborative learning. Each principle is explained as to what it means, why it is important and…

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,…

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…

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…

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…

Analysis of a Constellation Lab Cooperative Learning Activity

NASA Astrophysics Data System (ADS)

Gauthier, A. J.

2001-12-01

A cooperative learning activity was designed for use in the undergraduate laboratory course Introduction to Astronomical Observation. This group exercise enhances the student's learning of constellations and will hopefully increase retention of the material throughout the semester. It also serves as an "ice-breaker" during the first week of lab, promoting student involvement and vested interest in the course. To gain some insight into the student mind, a survey was conducted to evaluate the usefulness and overall opinion of this method. The students who completed the survey had previously been enrolled in a pre-requisite astronomy course that also required a constellation lab. In this previous course they "learned" the constellations from an instructor and a flashlight beam, studied them on their own, and then promptly took a quiz. Both methods are analyzed from an instructional designer's point of view and suggestions for future activities are presented. The preliminary results and accompanying activity will be discussed in poster and hand-out medium.

Consensus-based distributed cooperative learning from closed-loop neural control systems.

PubMed

Chen, Weisheng; Hua, Shaoyong; Zhang, Huaguang

2015-02-01

In this paper, the neural tracking problem is addressed for a group of uncertain nonlinear systems where the system structures are identical but the reference signals are different. This paper focuses on studying the learning capability of neural networks (NNs) during the control process. First, we propose a novel control scheme called distributed cooperative learning (DCL) control scheme, by establishing the communication topology among adaptive laws of NN weights to share their learned knowledge online. It is further proved that if the communication topology is undirected and connected, all estimated weights of NNs can converge to small neighborhoods around their optimal values over a domain consisting of the union of all state orbits. Second, as a corollary it is shown that the conclusion on the deterministic learning still holds in the decentralized adaptive neural control scheme where, however, the estimated weights of NNs just converge to small neighborhoods of the optimal values along their own state orbits. Thus, the learned controllers obtained by DCL scheme have the better generalization capability than ones obtained by decentralized learning method. A simulation example is provided to verify the effectiveness and advantages of the control schemes proposed in this paper.

The Impact of Cooperative and Traditional Learning on the Academic Achievement of Third Grade Students in Selected Rural School Districts in Northeast, South Carolina

ERIC Educational Resources Information Center

Johnson, Shawn Lamont L.

2013-01-01

This study examined the impact that cooperative learning and traditional learning have on the academic performance of elementary school students in rural school districts. Cooperative learning is considered a typical model that can maximize the effectiveness of constructivism. Slavin (1991, p. 71) completed a synthesis of research on cooperative…

Using Large Data to Analyze the Effect of Learning Attitude for Cooperative Learning between the High Achievement Students and the Low Achievement Students

ERIC Educational Resources Information Center

Chia-Ling, Hsu; Ya-Fung, Chang

2017-01-01

This study is to investigate the effect of the cooperation learning between the high achievement students and the low achievement students. Nowadays, the influences of the flipped classroom are all over the world in the secondary school education. Therefore, the cooperative learning becomes hot teaching strategies again. However, the learning…

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…

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,…

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…

Teachers' Reflections on Cooperative Learning: Issues of Implementation

ERIC Educational Resources Information Center

Gillies, Robyn M.; Boyle, Michael

2010-01-01

Cooperative learning (CL) is a well documented pedagogical practice that promotes academic achievement and socialization, yet many teachers struggle with implementing it in their classes. This study reports on the perceptions of 10, middle-year teachers who implemented cooperative learning in a unit of work across two school terms. Data from the…

Networking for English Literature Class: Cooperative Learning in Chinese Context

ERIC Educational Resources Information Center

Li, Huiyin

2017-01-01

This action research was conducted to investigate the efficacy of networking, an adjusted cooperative learning method employed in an English literature class for non-English majors in China. Questionnaire was administered online anonymously to college students after a 14-week cooperative learning in literature class in a Chinese university, aiming…

Developing Cooperative Learning in Initial Teacher Education: Indicators for Implementation

ERIC Educational Resources Information Center

Jolliffe, Wendy; Snaith, Jessica

2017-01-01

This paper examines the impact of supporting pre-service teachers to use cooperative learning in one initial teacher education institution in England. In a context where the government requires all teacher education to be "school-led" and where school partners do not commonly use cooperative learning (Baines, Rubie-Davies, and Blatchford…

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…

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…

Effect of Cooperative Learning Strategy on Students' Acquisition and Practice of Scientific Skills in Biology

ERIC Educational Resources Information Center

Chatila, Hanadi; Al Husseiny, Fatima

2017-01-01

Recent research findings have shown that cooperative learning improves students' thinking skills as it allows them to communicate actively with each other (Johnson, Johnson and Smith, 2014). Therefore, cooperative learning has been proposed by many educators to be implemented in classrooms to produce lifelong learners and critical thinkers…

Making Thinking Audible and Visible via Cooperative Learning

ERIC Educational Resources Information Center

Jacobs, George M.; Wang, Aili; Li, Xishuang; Xie, Yongye

2008-01-01

This chapter begins with a section that describes cooperative learning and explains eight cooperative learning principles. The second section looks briefly at why making thinking audible and visible enriches students' thinking. Making thinking audible means that teachers and students speak out what is going through their minds as they do a task,…

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…

Effect of Chemistry Triangle Oriented Learning Media on Cooperative, Individual and Conventional Method on Chemistry Learning Result

NASA Astrophysics Data System (ADS)

Latisma D, L.; Kurniawan, W.; Seprima, S.; Nirbayani, E. S.; Ellizar, E.; Hardeli, H.

2018-04-01

The purpose of this study was to see which method are well used with the Chemistry Triangle-oriented learning media. This quasi experimental research involves first grade of senior high school students in six schools namely each two SMA N in Solok city, in Pasaman and two SMKN in Pariaman. The sampling technique was done by Cluster Random Sampling. Data were collected by test and analyzed by one-way anova and Kruskall Wallish test. The results showed that the high school students in Solok learning taught by cooperative method is better than the results of student learning taught by conventional and Individual methods, both for students who have high initial ability and low-ability. Research in SMK showed that the overall student learning outcomes taught by conventional method is better than the student learning outcomes taught by cooperative and individual methods. Student learning outcomes that have high initial ability taught by individual method is better than student learning outcomes that are taught by cooperative method and for students who have low initial ability, there is no difference in student learning outcomes taught by cooperative, individual and conventional methods. Learning in high school in Pasaman showed no significant difference in learning outcomes of the three methods undertaken.

Cooperation Not Competition: Bihemispheric tDCS and fMRI Show Role for Ipsilateral Hemisphere in Motor Learning.

PubMed

Waters, Sheena; Wiestler, Tobias; Diedrichsen, Jörn

2017-08-02

What is the role of ipsilateral motor and premotor areas in motor learning? One view is that ipsilateral activity suppresses contralateral motor cortex and, accordingly, that inhibiting ipsilateral regions can improve motor learning. Alternatively, the ipsilateral motor cortex may play an active role in the control and/or learning of unilateral hand movements. We approached this question by applying double-blind bihemispheric transcranial direct current stimulation (tDCS) over both contralateral and ipsilateral motor cortex in a between-group design during 4 d of unimanual explicit sequence training in human participants. Independently of whether the anode was placed over contralateral or ipsilateral motor cortex, bihemispheric stimulation yielded substantial performance gains relative to unihemispheric or sham stimulation. This performance advantage appeared to be supported by plastic changes in both hemispheres. First, we found that behavioral advantages generalized strongly to the untrained hand, suggesting that tDCS strengthened effector-independent representations. Second, functional imaging during speed-matched execution of trained sequences conducted 48 h after training revealed sustained, polarity-independent increases in activity in both motor cortices relative to the sham group. These results suggest a cooperative rather than competitive interaction of the two motor cortices during skill learning and suggest that bihemispheric brain stimulation during unimanual skill learning may be beneficial because it harnesses plasticity in the ipsilateral hemisphere. SIGNIFICANCE STATEMENT Many neurorehabilitation approaches are based on the idea that is beneficial to boost excitability in the contralateral hemisphere while attenuating that of the ipsilateral cortex to reduce interhemispheric inhibition. We observed that bihemispheric transcranial direct current stimulation (tDCS) with the excitatory anode either over contralateral or ipsilateral motor cortex facilitated motor learning nearly twice as strongly as unihemispheric tDCS. These increases in motor learning were accompanied by increases in fMRI activation in both motor cortices that outlasted the stimulation period, as well as increased generalization to the untrained hand. Collectively, our findings suggest a cooperative rather than a competitive role of the hemispheres and imply that it is most beneficial to harness plasticity in both hemispheres in neurorehabilitation of motor deficits. Copyright © 2017 Waters et al.

Netbook - A Toolset in Support of a Collaborative Learning.

DTIC Science & Technology

1997-01-30

As part of its collaborative efforts on the project Netbook - A Toolset in Support of a Collaborative and Cooperative Learning Environment, the...Interactive Multimedia Group (IMG) at Cornell University conducted a usability test of the latest version of Netbook , developed by Odyssey Research...Associates (ORA) in Ithaca, New York. Cornell’s goal was to test the concepts and current functionality of the Netbook software, which is designed to help

Defining and Assessing Learning: Exploring Competency-Based Initiatives. Report of the National Postsecondary Education Cooperative Working Group on Competency-Based Initiatives in Postsecondary Education. Brochure [and] Report.

ERIC Educational Resources Information Center

Jones, Elizabeth A.; Voorhees, Richard A.

This document includes a 3-page brochure describing the main report and the main report. The report explores competency-based models in postsecondary institutions and other learning environments. It is intended primarily as a guide for postsecondary educators who are interested in establishing such efforts at their institutions. The following…

Tempo, 1998.

ERIC Educational Resources Information Center

Cannon, Michael, Ed.

1998-01-01

The four issues of this 1998 publication on gifted and talented students address the themes of: (1) acceleration and grouping, (2) professional development, (3) core content areas, and (4) giftedness: a Texas tradition. Major articles are: "Cooperative Learning, Curriculum Access, and the Challenge of Acceleration" (Ann Robinson);…

Wilson Campus School, 1968-77.

ERIC Educational Resources Information Center

Long, Kathleen M.

1994-01-01

Describes an open-format laboratory school housed on the campus of Manakato University in Minnesota that was the antithesis of dominant schooling patterns in 1968. Wilson Campus School practiced early forms of authentic assessment, participative decision making, cooperative learning, nongraded student grouping, multicultural education, and…

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…

Effects of competitive learning tools on medical students: A case study.

PubMed

Corell, Alfredo; Regueras, Luisa M; Verdú, Elena; Verdú, María J; de Castro, Juan P

2018-01-01

Competitive learning techniques are being successfully used in courses of different disciplines. However, there is still a significant gap in analyzing their effects in medical students competing individually. The authors conducted this study to assess the effectiveness of the use of a competitive learning tool on the academic achievement and satisfaction of medical students. The authors collected data from a Human Immunology course in medical students (n = 285) and conducted a nonrandomized (quasi-experimental) control group pretest-posttest design. They used the Mann-Whitney U-test to measure the strength of the association between two variables and to compare the two student groups. The improvement and academic outcomes of the experimental group students were significantly higher than those of the control group students. The students using the competitive learning tool had better academic performance, and they were satisfied with this type of learning. The study, however, had some limitations. The authors did not make a random assignment to the control and experimental groups and the groups were not completely homogenous. The use of competitive learning techniques motivates medical students, improves their academic outcomes and may foster the cooperation among students and provide a pleasant classroom environment. The authors are planning further studies with a more complete evaluation of cognitive learning styles or incorporating chronometry as well as team-competition.

Teams Games Tournaments (TGT). Cooperative Technique for Learning Mathematics in Secondary Schools in Bangladesh

ERIC Educational Resources Information Center

Salam, Abdus; Hossain, Anwar; Rahman, Shahidur

2015-01-01

This study investigates the effects of game playing on performance and attitudes of students towards mathematics of Grade VIII. The study was undergone by implementing TGT technique for the experimental group and typical lecture-based approach for the control group. A same achievement test was employed as in both pre-test and post-test, an…

The Effect of Team Selection Method on the Occurrence and Nature of Conflict

ERIC Educational Resources Information Center

Bosco, Susan M.; Jervis, Kathryn J.; Harvey, Diane M.

2009-01-01

Cooperative learning, defined as students working in teams or groups to accomplish an objective, has had a long history as a method of instruction. The use of teams as an instructional mode in colleges of business and related areas has increased due to the expectation in most organizations that workers can be effective in teams and groups.…

The effects of age, rank and neophobia on social learning in horses.

PubMed

Krueger, Konstanze; Farmer, Kate; Heinze, Jürgen

2014-05-01

Social learning is said to meet the demands of complex environments in which individuals compete over resources and cooperate to share resources. Horses (Equus caballus) were thought to lack social learning skills because they feed on homogenously distributed resources with few reasons for conflict. However, the horse's social environment is complex, which raises the possibility that its capacity for social transfer of feeding behaviour has been underestimated. We conducted a social learning experiment using 30 socially kept horses of different ages. Five horses, one from each group, were chosen as demonstrators, and the remaining 25 horses were designated observers. Observers from each group were allowed to watch their group demonstrator opening a feeding apparatus. We found that young, low-ranking and more exploratory horses learned by observing older members of their own group, and the older the horse, the more slowly it appeared to learn. Social learning may be an adaptive specialisation to the social environment. Older animals may avoid the potential costs of acquiring complex and potentially disadvantageous feeding behaviours from younger group members. We argue that horses show social learning in the context of their social ecology and that research procedures must take such contexts into account. Misconceptions about the horse's sociality may have hampered earlier studies.

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.

Cooperation Is Not Enough—Exploring Social-Ecological Micro-Foundations for Sustainable Common-Pool Resource Use

PubMed Central

Wijermans, Nanda; Schlüter, Maja; Lindahl, Therese

2016-01-01

Cooperation amongst resource users holds the key to overcoming the social dilemma that characterizes community-based common-pool resource management. But is cooperation alone enough to achieve sustainable resource use? The short answer is no. Developing management strategies in a complex social-ecological environment also requires ecological knowledge and approaches to deal with perceived environmental uncertainty. Recent behavioral experimental research indicates variation in the degree to which a group of users can identify a sustainable exploitation level. In this paper, we identify social-ecological micro-foundations that facilitate cooperative sustainable common-pool resource use. We do so by using an agent-based model (ABM) that is informed by behavioral common-pool resource experiments. In these experiments, groups that cooperate do not necessarily manage the resource sustainably, but also over- or underexploit. By reproducing the patterns of the behavioral experiments in a qualitative way, the ABM represents a social-ecological explanation for the experimental observations. We find that the ecological knowledge of each group member cannot sufficiently explain the relationship between cooperation and sustainable resource use. Instead, the development of a sustainable exploitation level depends on the distribution of ecological knowledge among the group members, their influence on each other’s knowledge, and the environmental uncertainty the individuals perceive. The study provides insights about critical social-ecological micro-foundations underpinning collective action and sustainable resource management. These insights may inform policy-making, but also point to future research needs regarding the mechanisms of social learning, the development of shared management strategies and the interplay of social and ecological uncertainty. PMID:27556175

Cooperation Is Not Enough—Exploring Social-Ecological Micro-Foundations for Sustainable Common-Pool Resource Use [corrected].

PubMed

Schill, Caroline; Wijermans, Nanda; Schlüter, Maja; Lindahl, Therese

2016-01-01

Cooperation amongst resource users holds the key to overcoming the social dilemma that characterizes community-based common-pool resource management. But is cooperation alone enough to achieve sustainable resource use? The short answer is no. Developing management strategies in a complex social-ecological environment also requires ecological knowledge and approaches to deal with perceived environmental uncertainty. Recent behavioral experimental research indicates variation in the degree to which a group of users can identify a sustainable exploitation level. In this paper, we identify social-ecological micro-foundations that facilitate cooperative sustainable common-pool resource use. We do so by using an agent-based model (ABM) that is informed by behavioral common-pool resource experiments. In these experiments, groups that cooperate do not necessarily manage the resource sustainably, but also over- or underexploit. By reproducing the patterns of the behavioral experiments in a qualitative way, the ABM represents a social-ecological explanation for the experimental observations. We find that the ecological knowledge of each group member cannot sufficiently explain the relationship between cooperation and sustainable resource use. Instead, the development of a sustainable exploitation level depends on the distribution of ecological knowledge among the group members, their influence on each other's knowledge, and the environmental uncertainty the individuals perceive. The study provides insights about critical social-ecological micro-foundations underpinning collective action and sustainable resource management. These insights may inform policy-making, but also point to future research needs regarding the mechanisms of social learning, the development of shared management strategies and the interplay of social and ecological uncertainty.

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…

Cooperative Learning and Web 2.0: A Social Perspective on Critical Thinking

ERIC Educational Resources Information Center

Schipke, Rae Carrington

2018-01-01

This article discusses how cooperative learning as a socioinstructional approach, relates to both socially-based emerging technologies (i.e. Web 2.0) and to critical thinking with respect to co-cognition. It begins with a discussion of the importance of connecting cooperative learning, Web 2.0, and critical thinking. This is followed by the need…

Effectiveness of a Blended E-Learning Cooperative Approach in an Egyptian Teacher Education Programme

ERIC Educational Resources Information Center

EL-Deghaidy, Heba; Nouby, Ahmed

2008-01-01

This paper describes the results and implications of a study into the effectiveness of a blended e-learning cooperative approach (BeLCA) on Pre-Service Teacher's (PST) achievement, attitudes towards e-learning and cooperativeness. Quantitative and qualitative methodologies were used with participants of the study. Twenty-six science PSTs, enrolled…

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…

Cooperative Learning as a Correction and Grammar Revision Technique: Communicative Exchanges, Self-Correction Rates and Scores

ERIC Educational Resources Information Center

Servetti, Sara

2010-01-01

This paper focuses on cooperative learning (CL) used as a correction and grammar revision technique and considers the data collected in six Italian parallel classes, three of which (sample classes) corrected mistakes and revised grammar through cooperative learning, while the other three (control classes) in a traditional way. All the classes…

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…

Why Students Need to Be Prepared to Cooperate: A Cooperative Nudge in Statistics Learning at University

ERIC Educational Resources Information Center

Buchs, Céline; Gilles, Ingrid; Antonietti, Jean-Philippe; Butera, Fabrizio

2016-01-01

Despite the potential benefits of cooperative learning at university, its implementation is challenging. Here, we propose a theory-based 90-min intervention with 185 first-year psychology students in the challenging domain of statistics, consisting of an exercise phase and an individual learning post-test. We compared three conditions that…

Cooperative Learning in the Advanced Algebra and Trigonometry Mathematics High School Classroom

ERIC Educational Resources Information Center

Jozsa, Alison

2017-01-01

Over the past three decades, researchers have found cooperative learning to have positive effects on student achievement in various subject areas and levels in education. However, there are limited studies on the impact of cooperative learning on student achievement in the area of high school mathematics. This study examined the impact of…

Practitioner of Cooperative Learning as Part of Novice Teachers' Professional Identity

ERIC Educational Resources Information Center

Astuti, Puji

2016-01-01

This paper identifies challenges that English as a foreign language (EFL) novice teachers in Indonesia may face in developing a professional identity, which, in this paper, refers to becoming a practitioner of cooperative learning. Cooperative learning is a mandated teaching method both in the 2006 and 2013 Indonesian curriculum, and is under the…

Let's Cooperate! Integrating Cooperative Learning Into a Lesson on Ethics.

PubMed

Reineke, Patricia R

2017-04-01

Cooperative learning is an effective teaching strategy that promotes active participation in learning and can be used in academic, clinical practice, and professional development settings. This article describes that strategy and provides an example of its use in a lesson about ethics. J Contin Nurs Educ. 2017;48(4):154-156. Copyright 2017, SLACK Incorporated.

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…

Coupled replicator equations for the dynamics of learning in multiagent systems

NASA Astrophysics Data System (ADS)

Sato, Yuzuru; Crutchfield, James P.

2003-01-01

Starting with a group of reinforcement-learning agents we derive coupled replicator equations that describe the dynamics of collective learning in multiagent systems. We show that, although agents model their environment in a self-interested way without sharing knowledge, a game dynamics emerges naturally through environment-mediated interactions. An application to rock-scissors-paper game interactions shows that the collective learning dynamics exhibits a diversity of competitive and cooperative behaviors. These include quasiperiodicity, stable limit cycles, intermittency, and deterministic chaos—behaviors that should be expected in heterogeneous multiagent systems described by the general replicator equations we derive.

Hybrid Method for Mobile learning Cooperative: Study of Timor Leste

NASA Astrophysics Data System (ADS)

da Costa Tavares, Ofelia Cizela; Suyoto; Pranowo

2018-02-01

In the modern world today the decision support system is very useful to help in solving a problem, so this study discusses the learning process of savings and loan cooperatives in Timor Leste. The purpose of the observation is that the people of Timor Leste are still in the process of learning the use DSS for good saving and loan cooperative process. Based on existing research on the Timor Leste community on credit cooperatives, a mobile application will be built that will help the cooperative learning process in East Timorese society. The methods used for decision making are AHP (Analytical Hierarchy Process) and SAW (simple additive Weighting) method to see the result of each criterion and the weight of the value. The result of this research is mobile leaning cooperative in decision support system by using SAW and AHP method. Originality Value: Changed the two methods of mobile application development using AHP and SAW methods to help the decision support system process of a savings and credit cooperative in Timor Leste.

How cooperatively breeding birds identify relatives and avoid incest: New insights into dispersal and kin recognition.

PubMed

Riehl, Christina; Stern, Caitlin A

2015-12-01

Cooperative breeding in birds typically occurs when offspring - usually males - delay dispersal from their natal group, remaining with the family to help rear younger kin. Sex-biased dispersal is thought to have evolved in order to reduce the risk of inbreeding, resulting in low relatedness between mates and the loss of indirect fitness benefits for the dispersing sex. In this review, we discuss several recent studies showing that dispersal patterns are more variable than previously thought, often leading to complex genetic structure within cooperative avian societies. These empirical findings accord with recent theoretical models suggesting that sex- biased dispersal is neither necessary, nor always sufficient, to prevent inbreeding. The ability to recognize relatives, primarily by learning individual or group-specific vocalizations, may play a more important role in incest avoidance than currently appreciated. © 2015 WILEY Periodicals, Inc.

Creating Learning Communities in the Classroom

ERIC Educational Resources Information Center

Saville, Bryan K.; Lawrence, Natalie Kerr; Jakobsen, Krisztina V.

2012-01-01

There are many ways to construct classroom-based learning communities. Nevertheless, the emphasis is always on cooperative learning. In this article, the authors focus on three teaching methods--interteaching, team-based learning, and cooperative learning in large, lecture-based courses--that they have used successfully to create classroom-based…

Energy Underground.

ERIC Educational Resources Information Center

Wiley, Catherina L.

2003-01-01

Describes a unit to study the cycling of matter and energy through speleology using cooperative learning groups. Integrates the topic with zoology, biogeochemistry, paleontology, and meteorology. Includes a sample rubric for a salt block cave presentation, unit outline, and processes for studying matter and energy processes in caves. (Author/KHR)

Vygotsky and the Teaching of Writing.

ERIC Educational Resources Information Center

Everson, Barbara J.

1991-01-01

Describes the writing theories of Lev Vygotsky, and how they are borne out by modern research. Asserts the Vygotsky's ideas show why cooperative learning strategies such as peer response groups fit into the beginning stages of the composing process. Discusses Vygotsky's zone of proximal development. (PRA)

Read to Eat: A Teaching Strategy.

ERIC Educational Resources Information Center

Eshelman, Martha

1988-01-01

Teachers may use classroom cooking projects to encourage students to read. While developing basic reading skills, students also learn to follow directions and to cooperate in a group project. Three sample recipes are given. The article outlines steps to successfully complete a classroom cooking project. (JL)

Including the kids across the hall: collaborative instruction of hearing, deaf, and hard-of-hearing students.

PubMed

Gaustad, M

1999-01-01

This study follows graduate interns and their cooperating teachers through a collaborative student teaching experience in D/HH and hearing classrooms at the same grade level. Teacher teams, enrolled in a graduate course on collaboration, designed and conducted collaborative instruction (K-junior high school level), which focused on cooperative learning activities. Measures included student evaluations and separate intern and teacher evaluations of student performance, the integrated instructional units, and professional collaboration. Student evaluations included positive responses to integrated instruction by both groups, though there was more trepidation expressed by some D/HH students. Teachers reported very positive outcomes for all students including increased motivation to learn about and to interact with the other group and, for D/HH students, an increase in socially and academically appropriate behaviors. Specific student needs for training prior to integrated experiences were noted. Teachers stressed the importance of topic selections that would involve the expertise of all participants equally, needs for teacher in-service training and, administrative support for collaborative planning.

Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students

ERIC Educational Resources Information Center

Herpratiwi; Darsono; Sasmiati; Pujiyatli

2018-01-01

Purpose: The research objective was to compare students' learning achievement for sociable learning motivation students in social science (IPS) using cooperative learning. Research Methods: This research used a quasi-experimental method with a pre-test/post-test design involving 35 fifth-grade students. The learning process was conducted four…

Conceptual development and retention within the learning cycle

NASA Astrophysics Data System (ADS)

McWhirter, Lisa Jo

1998-12-01

This research was designed to achieve two goals: (1) examine concept development and retention within the learning cycle and (2) examine how students' concept development is mediated by classroom discussions and the students' small cooperative learning group. Forty-eight sixth-grade students and one teacher at an urban middle school participated in the study. The research utilized both quantitative and qualitative analyses. Quantitative assessments included a concept mapping technique as well as teacher generated multiple choice tests. Preliminary quantitative analysis found that students' reading levels had an effect on students' pretest scores in both the concept mapping and the multiple-choice assessment. Therefore, a covariant design was implemented for the quantitative analyses. Quantitative analysis techniques were used to examine concept development and retention, it was discovered that the students' concept knowledge increased significantly from the time of the conclusion of the term introduction phase to the conclusion of the expansion phase. These findings would indicate that all three phases of the learning cycle are necessary for conceptual development. However, quantitative analyses of concept maps indicated that this is not true for all students. Individual students showed evidence of concept development and integration at each phase. Therefore, concept development is individualized and all phases of the learning cycle are not necessary for all students. As a result, individual's assimilation, disequilibration, accommodation and organization may not correlate with the phases of the learning cycle. Quantitative analysis also indicated a significant decrease in the retention of concepts over time. Qualitative analyses were used to examine how students' concept development is mediated by classroom discussions and the students' small cooperative learning group. It was discovered that there was a correlation between teacher-student interaction and small-group interaction and concept mediation. Therefore, students who had a high level of teacher-student dialogue which utilized teacher led discussions with integrated scaffolding techniques where the same students who mediated the ideas within the small group discussions. Those students whose teacher-student interactions consisted of dialogue with little positive teacher feedback made no contributions within the small group regardless of their level of concept development.

Kin discrimination via odour in the cooperatively breeding banded mongoose.

PubMed

Mitchell, J; Kyabulima, S; Businge, R; Cant, M A; Nichols, H J

2018-03-01

Kin discrimination is often beneficial for group-living animals as it aids in inbreeding avoidance and providing nepotistic help. In mammals, the use of olfactory cues in kin discrimination is widespread and may occur through learning the scents of individuals that are likely to be relatives, or by assessing genetic relatedness directly through assessing odour similarity (phenotype matching). We use scent presentations to investigate these possibilities in a wild population of the banded mongoose Mungos mungo , a cooperative breeder in which inbreeding risk is high and females breed communally, disrupting behavioural cues to kinship. We find that adults show heightened behavioural responses to unfamiliar (extra-group) scents than to familiar (within-group) scents. Interestingly, we found that responses to familiar odours, but not unfamiliar odours, varied with relatedness. This suggests that banded mongooses are either able to use an effective behavioural rule to identify likely relatives from within their group, or that phenotype matching is used in the context of within-group kin recognition but not extra-group kin recognition. In other cooperative breeders, familiarity is used within the group and phenotype matching may be used to identify unfamiliar kin. However, for the banded mongoose this pattern may be reversed, most likely due to their unusual breeding system which disrupts within-group behavioural cues to kinship.

Improved method in distance teaching of physics

NASA Astrophysics Data System (ADS)

Gustafsson, Peter

2004-03-01

Results of introducing cooperative working methods on a distance learning course in physics are reported. This has increased the throughput of students in the course as measured in the number of ECTS points generated by the students. There is no significant indication that students more experienced in academic studies manage to complete the course more often than those with less experience. In student groups where the cooperative concept was fully realized a larger gain of knowledge was achieved, as measured by the force concept inventory test. Hence, it is important for the tutor to monitor activities in the groups by follow-up questions during the course and to stress the importance of all students participating actively.

The Effects of Cooperative, Competitive, and Individualistic Goal Structures on Computer-Assisted Instruction.

DTIC Science & Technology

1985-02-18

expected to double in each of the next five years. This growth of computer technology presents education with several challenges. One of the...provide some reassurence to educators who P worry that the group discussion will slow down the progress of students’ learning . The second issue examined...on learning from media. Review of Educational Research, 53, 445-459. Collins, A., Bruce, B., & Rubin, A. (1982). Microcomputer-based writing activities

The Effects of Training in Conflict Resolution and Cooperative Learning in an Alternative High School. Summary Report.

ERIC Educational Resources Information Center

Deutsch, Morton

This paper is a summary report of a study of the effects of training in conflict resolution and cooperative learning in an alternative high school in New York City. Three of the school's four campuses participated, with Campus A receiving conflict resolution training, Campus C receiving cooperative learning training, and Campus B receiving…

Comparative Cooperative Education: Evaluating Thai Models on Work-Integrated Learning, Using the German Duale Hochschule Baden-Wuerttemberg Model as a Benchmark

ERIC Educational Resources Information Center

Reinhard, Karin; Pogrzeba, Anna

2016-01-01

The role of industry in the higher education system is becoming more prevalent, as universities integrate a practical element into their curricula. However, the level of development of cooperative education and work-integrated learning varies from country to country. In Germany, cooperative education and work-integrated learning has a long…

The Effects of Mind Mapping with Cooperative Learning on Programming Performance, Problem Solving Skill and Metacognitive Knowledge among Computer Science Students

ERIC Educational Resources Information Center

Ismail, Mohd Nasir; Ngah, Nor Azilah; Umar, Irfan Naufal

2010-01-01

The purpose of the study is to investigate the effects of mind mapping with cooperative learning (MMCL) and cooperative learning (CL) on: (a) programming performance; (b) problem solving skill; and (c) metacognitive knowledge among computer science students in Malaysia. The moderating variable is the students' logical thinking level with two…

A Comparative Study on Cooperative Learning in Multimedia and Network Environment Used by English Majors between China Mainland and Taiwan

ERIC Educational Resources Information Center

Xue, Gong; Lingling, Liu

2018-01-01

This paper first based on the theory of cooperative learning research. It analyses the characteristics and advantages of cooperative learning under the multimedia network environment. And then take China Three Gorges University and Taiwan I-Shou University English major students for example, using questionnaires and interviews to investigate the…

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 study's…

Cooperative Learning for Distributed In-Network Traffic Classification

NASA Astrophysics Data System (ADS)

Joseph, S. B.; Loo, H. R.; Ismail, I.; Andromeda, T.; Marsono, M. N.

2017-04-01

Inspired by the concept of autonomic distributed/decentralized network management schemes, we consider the issue of information exchange among distributed network nodes to network performance and promote scalability for in-network monitoring. In this paper, we propose a cooperative learning algorithm for propagation and synchronization of network information among autonomic distributed network nodes for online traffic classification. The results show that network nodes with sharing capability perform better with a higher average accuracy of 89.21% (sharing data) and 88.37% (sharing clusters) compared to 88.06% for nodes without cooperative learning capability. The overall performance indicates that cooperative learning is promising for distributed in-network traffic classification.

What could infant and young child nutrition learn from sweatshops?

PubMed Central

2011-01-01

Background Adequate infant and young child nutrition demands high rates of breastfeeding and good access to nutrient rich complementary foods, requiring public sector action to promote breastfeeding and home based complementary feeding, and private sector action to refrain from undermining breastfeeding and to provide affordable, nutrient rich complementary foods. Unfortunately, due to a lack of trust, the public and private sectors, from both the North and the South, do not work well together in achieving optimal infant and young child nutrition. Discussion As the current debate in infant and young child nutrition is reminiscent of the "sweatshop" debate fifteen years ago, we argue that lessons from the sweatshops debate regarding cooperation between public and private sectors - and specific organizational experiences such as the Ethical Trading Initiative in which companies, trade unions, and civil society organizations work together to enhance implementation of labour standards and address alleged allegations - could serve as a model for improving cooperation and trust between public, civil society and private groups, and ultimately health, in infant and young child nutrition. Summary Lessons from the sweatshops debate could serve as a model to promote cooperation and trust between public and private groups, such that they learn to work together towards their common goal of improving infant and young child nutrition. PMID:21545745

What could infant and young child nutrition learn from sweatshops?

PubMed

Singer, Peter A; Ansett, Sean; Sagoe-Moses, Isabella

2011-05-05

Adequate infant and young child nutrition demands high rates of breastfeeding and good access to nutrient rich complementary foods, requiring public sector action to promote breastfeeding and home based complementary feeding, and private sector action to refrain from undermining breastfeeding and to provide affordable, nutrient rich complementary foods. Unfortunately, due to a lack of trust, the public and private sectors, from both the North and the South, do not work well together in achieving optimal infant and young child nutrition. As the current debate in infant and young child nutrition is reminiscent of the "sweatshop" debate fifteen years ago, we argue that lessons from the sweatshops debate regarding cooperation between public and private sectors - and specific organizational experiences such as the Ethical Trading Initiative in which companies, trade unions, and civil society organizations work together to enhance implementation of labour standards and address alleged allegations - could serve as a model for improving cooperation and trust between public, civil society and private groups, and ultimately health, in infant and young child nutrition. Lessons from the sweatshops debate could serve as a model to promote cooperation and trust between public and private groups, such that they learn to work together towards their common goal of improving infant and young child nutrition.

An investigation of components of the studio model and supplemental online materials, on student achievement and attitudes in science at the high school level

NASA Astrophysics Data System (ADS)

Faro, Salvatore T.

With the increase of the student population, and meeting the demands driven by society public schools are scrambling to find ways to enhance learning and improve student achievement (Lee, 1993). Schools are examining and investing more time in the development of new approaches needed to strengthen, reach, and spark the interest of students both in and outside of classroom. One direction public schools are taking is to incorporate technology and more peer-directed group activities into instruction. Technological advancements today have enhanced the learning process by providing alternatives that stimulate the interest of the learner. Having these technology options available, allows the student to move at his or her own pace giving them time to reflect and make connections between what they already know and what they have learned in class. Using the conceptual framework of the Studio Model, which was developed in the 1980s at Rensselaer Polytechnic Institute for undergraduate and graduate level science courses, this study investigated the nature and extent to which the components in the Studio Model (cooperative collaboration and online materials) can be extended to the high school science level. A quasi-experimental, pretest-posttest design was selected for this study. Classes were randomly assigned to one of the four treatment groups, an experimental "Studio Model" condition in which students worked cooperatively and had access to online materials, an "Augmented Only" condition in which students had access to online materials only, a "Cooperative Only" condition in which students worked in cooperative groups only, and a "Control" condition in which students neither had access to online materials nor worked cooperatively. The data was collected for this study using 77 ninth-grade students studying Earth Science. Students were trained for a period of 20 weeks in the procedures of their particular treatment. To determine the effects of each treatment on student achievement three separate tests (aptitude, pretest and posttest) were administered over a seven-month period. Twelve interviews were also carried out at the end of the eight weeks to determine whether the students' attitude about science had changed since the beginning of the year. This study provides evidence supporting the usage of the Studio Model to raise student achievement and student attitudes about science at the high school level.

Virtual collaboration in the online educational setting: a concept analysis.

PubMed

Breen, Henny

2013-01-01

This study was designed to explore the concept of virtual collaboration within the context of an online learning environment in an academic setting. Rodgers' method of evolutionary concept analysis was used to provide a contextual view of the concept to identify attributes, antecedents, and consequences of virtual collaboration. Commonly used terms to describe virtual collaboration are collaborative and cooperative learning, group work, group interaction, group learning, and teamwork. A constructivist pedagogy, group-based process with a shared purpose, support, and web-based technology is required for virtual collaboration to take place. Consequences of virtual collaboration are higher order thinking and learning to work with others. A comprehensive definition of virtual collaboration is offered as an outcome of this analysis. Clarification of virtual collaboration prior to using it as a pedagogical tool in the online learning environment will enhance nursing education with the changes in nursing curriculum being implemented today. Further research is recommended to describe the developmental stages of the collaborative process among nursing students in online education and how virtual collaboration facilitates collaboration in practice. © 2013 Wiley Periodicals, Inc.