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.

Democratic Teachers Mentoring Novice Teachers: Enacting Democratic Practices and Pedagogy in Teacher Education

ERIC Educational Resources Information Center

Payne, Katherina A.

2018-01-01

Much like preservice teachers, who cite cooperating teachers as influential to the learning-to-teach process, this study and its findings center the work of cooperating teachers as essential to teacher education for democratic education. The mentoring practices of cooperating teachers often reflect their teaching practices with students in their…

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…

Team-Based Learning Practices and Principles in Comparison with Cooperative Learning and Problem-Based Learning

ERIC Educational Resources Information Center

Michaelsen, Larry K.; Davidson, Neil; Major, Claire Howell

2014-01-01

The authors address three questions: (1) What are the foundational practices of team-based learning (TBL)? (2) What are the fundamental principles underlying TBL's foundational practices? and (3) In what ways are TBL's foundational practices similar to and/or different from the practices employed by problem-based learning (PBL) and…

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…

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…

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 Using Jigsaw Method Based on Cooperative Learning Model in the Undergraduate Science Laboratory Practices

ERIC Educational Resources Information Center

Karacop, Ataman

2017-01-01

The main aim of the present study is to determine the influence of a Jigsaw method based on cooperative learning and a confirmatory laboratory method on prospective science teachers' achievements of physics in science teaching laboratory practice courses. The sample of this study consisted of 33 female and 15 male third-grade prospective science…

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…

Experiences of Practice-Based Learning in Phenomenographic Perspective

ERIC Educational Resources Information Center

Rovio-Johansson, Airi

2018-01-01

Purpose: The paper aims to examine, within the context of professional practice and learning, how designers collaboratively working in international teams experience practice-based learning and how such occasions contribute to professional development. Design/methodology/approach: The paper introduces the cooperation project between Tibro Training…

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…

School Physics Teacher Class Management, Laboratory Practice, Student Engagement, Critical Thinking, Cooperative Learning and Use of Simulations Effects on Student Performance

ERIC Educational Resources Information Center

Riaz, Muhammad

2015-01-01

The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary…

Cooperative Learning for Fostering Knowledge Construction in Japanese High School

ERIC Educational Resources Information Center

Mizuno, Masao

2011-01-01

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

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…

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…

"ELIP-MARC" Activities via TPS of Cooperative Learning to Improve Student's Mathematical Reasoning

ERIC Educational Resources Information Center

Ulya, Wisulah Titah; Purwanto; Parta, I. Nengah; Mulyati, Sri

2017-01-01

The purpose of this study is to describe and generate interaction model of learning through "Elip-Marc" activity via "TPS" cooperative learning in order to improve student's mathematical reasoning who have valid, practical and effective criteria. "Elip-Marc" is an acronym of eliciting, inserting, pressing,…

The Plot Thickens: Supporting Pre-Service Teachers in Authentic Use of Cooperative Learning through the Storypath Instructional Approach

ERIC Educational Resources Information Center

Stevahn, Laurie; McGuire, Margit E.

2017-01-01

Pre-service teachers typically find it challenging to implement cooperative learning authentically in schools given the complexities of classroom environments. Curriculum integration also is demanding because it requires combining research-informed pedagogies and best practices to promote academic and social learning. This article describes how…

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.

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

ERIC Educational Resources Information Center

Wallestad, Chizuko Konishi

2010-01-01

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

ACCA College English Teaching Mode

ERIC Educational Resources Information Center

Ding, Renlun

2008-01-01

This paper elucidates a new college English teaching mode--"ACCA" (Autonomous Cooperative Class-teaching All-round College English Teaching Mode). Integrated theories such as autonomous learning and cooperative learning into one teaching mode, "ACCA", which is being developed and advanced in practice as well, is the achievement…

A Safe Place to Stay Sharp: Action Learning Meets Cooperative Inquiry in the Service of NHS OD Capacity Building

ERIC Educational Resources Information Center

Traeger, James; Norgate, Carolyn

2015-01-01

This is an account of practice. It explores the meeting point between action learning and action research, as a way of doing capacity building in organisational development (OD) in the NHS in the UK. The authors were part of a short cooperative inquiry (Heron, J. 1996. "Co-operative Inquiry: Research into the Human Condition." London:…

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.

A cooperative inquiry into action learning and praxis development in a community nursing module.

PubMed

Jenkins, Emrys R; Mabbett, Gaynor M; Surridge, Andrea G; Warring, Joanna; Gwynn, Elizabeth D

2009-09-01

As nurse lecturers we investigated practice development and action learning approaches aimed at enabling postregistration bachelor's- and master's-level nursing students (Community Health Studies, Nursing in the Home) to advance practice in the context of policy and professional developments. A patchwork text was used to assess summatively what students achieved (practice change/development) and how this was informed critically, via an extended epistemology. First-person inquiry supplemented by cooperative inquiry postcourse completion (including reflective discussions with 16 students and 16 practice mentors) were used to assist coresearcher constructions of meaning. A relational, tripartite approach to learning and assessment (students', teachers', and practice mentors' collective contributions) depends on continuing reflective attention. Action learning enhances interrelation of experience with dialectic thinking. The patchwork text functions to promote creative writing, evaluative thinking, and praxis development. Role modeling by all, being genuine and not just "talking" genuine, is challenging yet crucial if people are to function as mutual resources for learning.

Learning to teach in a coteaching community of practice

NASA Astrophysics Data System (ADS)

Gallo-Fox, Jennifer

2009-12-01

As a result of the standards and accountability reforms of the past two decades, heightened attention has been focused upon student learning in the K-12 classrooms, classroom teacher practice, and teacher preparation. This has led to the acknowledgement of limitations of traditional field practicum and that these learning experiences are not well understood (Bullough et al., 2003; Clift & Brady, 2005). Alternative models for student teaching, including those that foster social learning experiences, have been developed. However, research is necessary to understand the implications of these models for preservice teacher learning. Drawing on sociocultural theoretical frameworks and ethnographic perspectives (Gee and Green, 1998), this qualitative research study examined the learning experiences of a cohort of eight undergraduate preservice secondary science teachers who cotaught with eight cooperating teachers for their full practicum semester. In this model, interns planned and taught alongside multiple cooperating teachers and other interns. This study centers on the social and cultural learning that occurred within this networked model and the ways that the interns developed as high school science teachers within a coteaching community of practice (Wenger, 1998). This study utilized the following data sources: Intern and cooperating teachers interviews, field observations, meeting recordings, and program documentation. Analysis focused on community and interpersonal planes of development (Rogoff, 1995) in order understand of the nature of the learning experiences and the learning that was afforded through participant interactions. Several conclusions were made after the data were analyzed. On a daily basis, the interns participated in a wide range of cultural practices and in the activities of the community. The coteaching model challenged the idiosyncratic nature of traditional student teaching models by creating opportunities to learn across various classroom contexts. In different classrooms, there were markedly different constructions of teacher practice and participant roles. The implementation of the coteaching model also resulted in the creation of an interconnected network of colleagues. In the resulting learning community, coteachers supported one another's developing practice and critically examined their shared practice.

Cooperative Learning and Second Language Acquisition in First-Year Composition: Opportunities for Authentic Communication among English Language Learners

ERIC Educational Resources Information Center

Mason, Katherine

2006-01-01

In an environment, in which English is a second or other language for every student, fear and anxiety affect students' learning and engagement. Yet, in spite of these concerns, students welcomed the chance to practice their spoken English in cooperative structures while learning about and engaging in their composing processes. English language…

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…

Cooperative learning using simulation to achieve mastery of nasogastric tube insertion.

PubMed

Cason, Melanie Leigh; Gilbert, Gregory E; Schmoll, Heidi H; Dolinar, Susan M; Anderson, Jane; Nickles, Barbara Marshburn; Pufpaff, Laurie A; Henderson, Ruth; Lee, Frances Wickham; Schaefer, John J

2015-03-01

Traditionally, psychomotor skills training for nursing students involves didactic instruction followed by procedural review and practice with a task trainer, manikin, or classmates. This article describes a novel method of teaching psychomotor skills to associate degree and baccalaureate nursing students, Cooperative Learning Simulation Skills Training (CLSST), in the context of nasogastric tube insertion using a deliberate practice-to-mastery learning model. Student dyads served as operator and student learner. Automatic scoring was recorded in the debriefing log. Student pairs alternated roles until they achieved mastery, after which they were assessed individually. Median checklist scores of 100% were achieved by students in both programs after one practice session and through evaluation. Students and faculty provided positive feedback regarding this educational innovation. CLSST in a deliberate practice-to-mastery learning paradigm offers a novel way to teach psychomotor skills in nursing curricula and decreases the instructor-to-student ratio. Copyright 2015, SLACK Incorporated.

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.

Exploration and practice in-class practice teaching mode

NASA Astrophysics Data System (ADS)

Zang, Xue-Ping; Wu, Wei-Feng

2017-08-01

According to the opto-electronic information science and engineering professional course characteristics and cultivate students' learning initiative, raised the teaching of photoelectric professional course introduce In-class practice teaching mode. By designing different In-class practice teaching content, the students' learning interest and learning initiative are improved, deepen students' understanding of course content and enhanced students' team cooperation ability. In-class practice teaching mode in the course of the opto-electronic professional teaching practice, the teaching effect is remarkable.

Cooperative Learning in Science: Follow-up from primary to high school

NASA Astrophysics Data System (ADS)

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

2010-03-01

This paper reports a two-year longitudinal study of the effects of cooperative learning on science attainment, attitudes towards science, and social connectedness during transition from primary to high school. A previous project on cooperative learning in primary schools observed gains in science understanding and in social aspects of school life. This project followed 204 children involved in the previous project and 440 comparison children who were not as they undertook transition from 24 primary schools to 16 high schools. Cognitive, affective, and social gains observed in the original project survived transition. The implications improving the effectiveness of school transition by using cooperative learning initiatives are explored. Possibilities for future research and the implications for practice and policy are discussed.

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

ERIC Educational Resources Information Center

Cheng, Kai Wen

2011-01-01

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

Idea Sharing: Assessment in a Cooperative Learning Class

ERIC Educational Resources Information Center

Tamah, Siti Mina

2014-01-01

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

A Case Study of How Teaching Practice Process Takes Place

ERIC Educational Resources Information Center

Yalin Ucar, Meltem

2012-01-01

The process of "learning" carries an important role in the teaching practice which provides teacher candidates with professional development. Being responsible for the learning experiences in that level, cooperating teacher, teacher candidate, mentor and practice school are the important variables which determine the quality of the…

Learning "Rules" of Practice within the Context of the Practicum Triad: A Case Study of Learning to Teach

ERIC Educational Resources Information Center

Chalies, Sebastien; Escalie, Guillaume; Stefano, Bertone; Clarke, Anthony

2012-01-01

This case study sought to determine the professional development circumstances in which a preservice teacher learned rules of practice (Wittgenstein, 1996) on practicum while interacting with a cooperating teacher and university supervisor. Borrowing from a theoretical conceptualization of teacher professional development based on the postulates…

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

ERIC Educational Resources Information Center

Lee, Yeung Chung

2011-01-01

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

English Cooperative Learning Mode in a Rural Junior High School in China

ERIC Educational Resources Information Center

Zhang, Haiyan; Peng, Wen; Sun, Liuhua

2017-01-01

Cooperative learning is one of the most recognized and fruitful research areas in modern education practice. It has been widely used in many countries as an effective teaching strategy to improve class efficiency and students' comprehensive language ability since the 1990's. This paper takes JA Junior High School, a rural junior high school in…

The Effects of Cooperative Learning on Foreign Language Anxiety: A Comparative Study of Taiwanese and American Universities

ERIC Educational Resources Information Center

Duxbury, John G.; Tsai, Ling-ling

2010-01-01

This study investigated the level of foreign language anxiety in the classroom, plus the correlation between foreign language anxiety and cooperative learning attitudes and practice among university students at one university in the United States and three universities in Southern Taiwan. Two instruments (The Foreign Language Classroom Anxiety…

The Implementation of Models-Based Practice in Physical Education through Action Research

ERIC Educational Resources Information Center

Casey, Ashley; Dyson, Ben

2009-01-01

The purpose of this study was to explore the use of action research as a framework to investigate cooperative learning and tactical games as instructional models in physical education (PE). The teacher/researcher taught a tennis unit using a combination of Cooperative Learning and Teaching Games for Understanding to three classes of boys aged…

A Cooperative Learning Classroom Intervention for Increasing Peer's Acceptance of Children With ADHD.

PubMed

Capodieci, Agnese; Rivetti, Thomas; Cornoldi, Cesare

2016-08-31

The hypothesis behind this study was that trained teachers using cooperative learning procedures with children in their classroom (aged from 6 to 10 years) can influence the social skills of children with ADHD symptoms and their acceptance by their peers. The study involved 30 children with ADHD symptoms attending 12 different classes, where cooperative learning was adopted in some, and standard practices in others. ADHD children's symptoms, social skills, and cooperative behavior were assessed by means of a teacher's questionnaire, and the social preferences of the children in their class were collected. Changes emerged in teachers' assessments of the children's cooperative behavior in the experimental classes. Improvements in the sociometric status of children with ADHD symptoms were only seen in the cooperative learning classes. These results show the importance of well-structured intervention in classes that include children with ADHD symptoms. Implications of these findings for future intervention are discussed. © The Author(s) 2016.

"Practicing What We Preach: An Argument for Cooperative Learning Opportunities for Elementary and Secondary Educators"

ERIC Educational Resources Information Center

Coke, Pamela K.

2005-01-01

Van Allen (1996) supports a paradigm shift in how Americans think about education, from a view of school as hierarchy to school as continuum. While the relationship between elementary and secondary education is not always visible, teachers can model cooperative learning for students by working as a team across grade levels to solve problem,…

Towards Competence-Based Practices in Vocational Education -- What Will the Process Require from Teacher Education and Teacher Identities?

ERIC Educational Resources Information Center

Nissilä, Säde-Pirkko; Karjalainen, Asko; Koukkari, Marja; Kepanen, Pirkko

2015-01-01

Competence-based education refers to the integration of knowledge, skills, attitudes and interactivity as the intended outcomes of learning. It makes use of lifelong learning and lifelike tasks in realistic settings and requires the cooperation of teachers. This research was prompted by the desire to explain why collegial cooperation often seems…

A Case Study of Cooperative Learning in Bushenyi District in Uganda: Educational Leaders' and Teachers' Perceptions

ERIC Educational Resources Information Center

Mujuni, John Bosco

2015-01-01

In 2003-2007, the government of Uganda through the Ministry of Education and Sports (MoES), under the umbrella of UPHOLD and in Partnership with USAID, introduced cooperative learning as a "student-centered teaching approach" in some selected districts and schools in Uganda. This dissertation explored the current state and practice of…

A Comparative Study of Cooperative Education and Work-Integrated Learning in Germany, South Africa, and Namibia

ERIC Educational Resources Information Center

Reinhard, Karin; Pogrzeba, Anna; Townsend, Rosemary; Pop, Carver Albertus

2016-01-01

The Baden-Wuerttemberg Cooperative State University was the first higher education institution in Germany to combine on-the-job training and academic studies. The study model integrates theory and practice, both being components of cooperative education. The success of this university is based on its cooperation with over 10,000 companies.…

Critical Assessment Issues in Work-Integrated Learning

ERIC Educational Resources Information Center

Ferns, Sonia; Zegwaard, Karsten E.

2014-01-01

Assessment has long been a contentious issue in work-integrated learning (WIL) and cooperative education. Despite assessment being central to the integrity and accountability of a university and long-standing theories around best practice in assessment, enacting quality assessment practices has proven to be more difficult. Authors in this special…

Identification of Good Practices in the Implementation of Innovative Learning Methodologies

ERIC Educational Resources Information Center

Lincaru, Cristina; Ciuca, Vasilica; Grecu, Liliana; Atanasiu, Draga; Dragoiu, Codruta

2011-01-01

We intend to present the partial issues resulted from the development of the European Project DeInTRA "cooperation for innovative training methodologies deployment in the European Labour Market"--Stage 4: Identification of good practices in the implementation of innovative learning methodologies. This project is included into the…

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.

Peer-Assisted Learning in Mathematics: An Observational Study of Student Success

ERIC Educational Resources Information Center

Cheng, Dorothy; Walters, Matthew

2009-01-01

The Peer-Assisted Learning (PAL) program at the University of Minnesota has drawn from the best practices of Supplemental Instruction, Peer-Led Team Learning, Structured Learning Assistance, the Emerging Scholars Program, and other successful postsecondary peer cooperative learning models to establish guiding principles for structuring learning…

Making Work and Learning More Visible by Reflective Practice

ERIC Educational Resources Information Center

Tikkamäki, Kati; Hilden, Sanna

2014-01-01

Several characteristics are necessary to have a flourishing workplace: one is organisational learning. Modern workplaces call for individual responsibility, ability, and willingness to share expertise, as well as continuous learning. However, critical elements of the process of organisational learning -- participating, knowing, cooperating and…

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.

School physics teacher class management, laboratory practice, student engagement, critical thinking, cooperative learning and use of simulations effects on student performance

NASA Astrophysics Data System (ADS)

Riaz, Muhammad

The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary school physics classes. The target population consisted of secondary school physics teachers who were members of Science Technology, Engineeering and,Mathematics Teachers of New York City (STEMteachersNYC) and American Modeling Teachers Association (AMTA). They used simulations in their physics classes in the 2013 and 2014 school years. Subjects for this study were volunteers. A survey was constructed based on a literature review. Eighty-two physics teachers completed the survey about instructional practice in physics. All respondents were anonymous. Classroom management was the only predictor of the percent of students achieving a grade point average of B or higher in high school physics class. Cooperative learning, use of simulations, and student engagement were predictors of teacher's views of student academic performance in high school physics class. All other variables -- class management, laboratory practice, critical thinking, and teacher self-efficacy -- were not predictors of teacher's views of student academic performance in high school physics class. The implications of these findings were discussed and recommendations for physics teachers to improve student learning were presented.

Intelligent cooperation: A framework of pedagogic practice in the operating room.

PubMed

Sutkin, Gary; Littleton, Eliza B; Kanter, Steven L

2018-04-01

Surgeons who work with trainees must address their learning needs without compromising patient safety. We used a constructivist grounded theory approach to examine videos of five teaching surgeries. Attending surgeons were interviewed afterward while watching cued videos of their cases. Codes were iteratively refined into major themes, and then constructed into a larger framework. We present a novel framework, Intelligent Cooperation, which accounts for the highly adaptive, iterative features of surgical teaching in the operating room. Specifically, we define Intelligent Cooperation as a sequence of coordinated exchanges between attending and trainee that accomplishes small surgical steps while simultaneously uncovering the trainee's learning needs. Intelligent Cooperation requires the attending to accurately determine learning needs, perform real-time needs assessment, provide critical scaffolding, and work with the learner to accomplish the next step in the surgery. This is achieved through intense, coordinated verbal and physical cooperation. Copyright © 2017 Elsevier Inc. All rights reserved.

Autonomy in Language Learning.

ERIC Educational Resources Information Center

Gathercole, Ian, Ed.

Ten papers from a January 1990 conference in Britain on the meaning and implications of autonomy for school learners of second languages address theoretical and practical issues in independent study, learner-controlled instruction, cooperative learning, teacher-student relationship, learner responsibility, students with learning difficulties, and…

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.

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)

Learning to Teach as Situated Learning: An Examination of Student Teachers as Legitimate Peripheral Participants in Cooperating Teachers' Classrooms

NASA Astrophysics Data System (ADS)

McDonald, Eric J.

Learning to teach science well is a complex endeavor and student teaching provides a time for emerging teachers to learn how to reason in this uncertain landscape. Many pre-service teachers have rated student teaching as a very important part of their teacher education program (Koerner, Rust, & Baumgartner, 2002; Levine, 2006) and there is little doubt that this aspect of teacher preparation has a great impact (Wilson, Floden, Ferrinin-Mundy, 2001). It is surprising, therefore, that the interaction between the cooperating teacher and student teacher represents a gap in the literature (Cochran-Smith & Zeichner, 2005). In fact, little effort has been made in science education "to understand the contributions of cooperating teachers and teacher educators" (p. 322). Research is needed into not only how teacher preparation programs can help pre-service teachers make this transition from student teacher to effective teacher but also how the expertise of the cooperating teacher can be a better articulated part of the development of the student teacher. This instrumental case study examines the nature and substance of the cooperating teacher/student teacher conversations and the changes in those conversations over time. Using the theoretical framework of situated learning (Lave & Wenger, 1991; Lave, 1996) the movement of the student teacher from their position on the periphery of practice toward a more central role is examined. Three cooperating teacher/student teacher pairs provided insight into this important time with case data coming from pre and post interviews, baseline surveys, weekly update surveys, and recorded conversations from the pair during their time together. Four major themes emerged from the cases and from cross case comparisons with implications for student teachers regarding how they react to greater responsibility, cooperating teachers regarding how they give access to the community of practice, and the teacher preparation community regarding the role it plays in helping to facilitate this process.

The Collaborative Dimensions of Learning.

ERIC Educational Resources Information Center

Hamm, Mary; Adams, Dennis

This book describes issues, trends, and practical teaching concerns that surround cooperative learning. It puts forward specific organizational plans and content area lessons for teachers who would like to become more familiar with active team learning in the classroom. Major themes include collaborative approaches to multicultural education,…

Grouped to Achieve: Are There Benefits to Assigning Students to Heterogeneous Cooperative Learning Groups Based on Pre-Test Scores?

NASA Astrophysics Data System (ADS)

Werth, Arman Karl

Cooperative learning has been one of the most widely used instructional practices around the world since the early 1980's. Small learning groups have been in existence since the beginning of the human race. These groups have grown in their variance and complexity overtime. Classrooms are getting more diverse every year and instructors need a way to take advantage of this diversity to improve learning. The purpose of this study was to see if heterogeneous cooperative learning groups based on student achievement can be used as a differentiated instructional strategy to increase students' ability to demonstrate knowledge of science concepts and ability to do engineering design. This study includes two different groups made up of two different middle school science classrooms of 25-30 students. These students were given an engineering design problem to solve within cooperative learning groups. One class was put into heterogeneous cooperative learning groups based on student's pre-test scores. The other class was grouped based on random assignment. The study measured the difference between each class's pre-post gains, student's responses to a group interaction form and interview questions addressing their perceptions of the makeup of their groups. The findings of the study were that there was no significant difference between learning gains for the treatment and comparison groups. There was a significant difference between the treatment and comparison groups in student perceptions of their group's ability to stay on task and manage their time efficiently. Both the comparison and treatment groups had a positive perception of the composition of their cooperative learning groups.

Clinical Environment as a Learning Environment: Student Nurses' Perceptions Concerning Clinical Learning Experiences.

ERIC Educational Resources Information Center

Papp, Inkeri; Markkanen, Marjatta; von Bonsdorff, Mikaela

2003-01-01

Finnish student nurses (n=16) described their clinical learning experiences. Several themes were identified: feeling appreciated and supported, the quality of mentoring and patient care, and self-directedness. School and clinical staff cooperation helped create a good learning environment in which theory and practice complemented each other.…

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

ERIC Educational Resources Information Center

Kubatova, Slava

2012-01-01

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

How Learning in an Inverted Classroom Influences Cooperation, Innovation and Task Orientation

ERIC Educational Resources Information Center

Strayer, Jeremy F.

2012-01-01

Recent technological developments have given rise to blended learning classrooms. An inverted (or flipped) classroom is a specific type of blended learning design that uses technology to move lectures outside the classroom and uses learning activities to move practice with concepts inside the classroom. This article compares the learning…

'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.

A cross-sectional study of paramedics' readiness for interprofessional learning and cooperation: results from five universities.

PubMed

Williams, Brett; Boyle, Malcolm; Brightwell, Richard; McCall, Michael; McMullen, Paula; Munro, Graham; O'Meara, Peter; Webb, Vanessa

2013-11-01

Healthcare systems are evolving to feature the promotion of interprofessional practice more prominently. The development of successful and functional interprofessional practice is best achieved through interprofessional learning. Given that most paramedic programmes take an isolative uni-professional educational approach to their healthcare undergraduate courses, serious questions must be raised as to whether students are being adequately prepared for the interprofessional healthcare workplace. The objective of this study was to assess the attitudes of paramedic students towards interprofessional learning across five Australian universities. Using a convenience sample of paramedic student attitudes towards interprofessional learning and cooperation were measured using two standardised self-reporting instruments: Readiness for Interprofessional Learning Scale (RIPLS) and Interdisciplinary Education Perception Scale (IEPS). Students' readiness for interprofessional learning did not appear to be significantly influenced by their gender nor the type of paramedic degree they were undertaking. As students progressed through their degrees their appreciation for collaborative teamwork and their understanding of paramedic identity grew, however this appeared to negatively affect their willingness to engage in interprofessional learning with other healthcare students. The tertiary institute attended also appeared to influence students' preparedness and attitudes to shared learning. This study has found no compelling evidence that students' readiness for interprofessional learning is significantly affected by either their gender or the type of degree undertaken. By contrast it was seen that the tertiary institutions involved in this study produced students at different levels of preparedness for IPL and cooperation. Copyright © 2012 Elsevier Ltd. All rights reserved.

Developing a Cooperative Online Degree Programs--The Practical Mechanics.

ERIC Educational Resources Information Center

Runyon, Darla; Von Holzen, Roger

Three Missouri state institutions (Lincoln University, Northwest Missouri State University, and Southeast Missouri State University) have joined forces to develop a cooperative online Masters in Education in Teaching and Learning: Elementary degree. This presentation focuses on the mechanics behind the development and delivery of this unique…

Cooperative Education: Characteristics and Effectiveness. ERIC Digest No. 91.

ERIC Educational Resources Information Center

Kerka, Sandra

Cooperative education can enhance classroom instruction by providing practical work experience that is relevant to students' career goals. Among co-op's benefits to students are increased relevance of learning and motivation for study; improved self-reliance, self-confidence, and responsibility; contacts with potential employers; and higher…

Business Action Learning Tasmania (BALT)--An Account of Practice

ERIC Educational Resources Information Center

Cother, Genevieve; Cother, Robert F.

2017-01-01

Business Action Learning Tasmania's (BALT) mission is self-reliant industry development, with diverse companies co-operating to improve their profitability, develop their people and grow the local economy. This is achieved through collaborative action learning, with companies working together on projects of vital importance and sharing the…

Cooperative Inquiry for Learning and Connectedness

ERIC Educational Resources Information Center

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

2008-01-01

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

Special Section--Industry-University Cooperation: Getting beyond the Barriers.

ERIC Educational Resources Information Center

Engineering Education, 1989

1989-01-01

This special section includes 15 articles which examine trends in cooperative research, compare Japanese practices to see what the U.S. can learn from economic competition, and review an innovative trans-national continuing education effort in Europe. Several model programs involving companies, universities, and government agencies are discussed.…

Revitalizing Society: Practicing Human Resource Development through the Lifespan.

ERIC Educational Resources Information Center

Carter, Phillip Dean

1988-01-01

It is time to practice sound principles of human resources development in learning environments and to promote a cooperative, creative, collaboative, and participative leadership style in education as well as in industry, business, and government. (JOW)

Use of learning miniprojects in a chemistry laboratory for engineering

NASA Astrophysics Data System (ADS)

Cancela, Angeles; Maceiras, Rocio; Sánchez, Angel; Izquierdo, Milagros; Urréjola, Santiago

2016-01-01

The aim of this paper is to describe the design of chemical engineering laboratory sessions in order to focus them on the learning company approach. This is an activity carried out in the classroom similar to the activities that exist in real companies. This could lead classroom practice to a more cooperative learning and a different style of experimentation. The stated goal is to make a design that seeks to motivate students in a cooperative manner to perform their experiments self-directed and self-organised. The teaching organisation and development of participatory action research are described.

Cooper-Harper Experience Report for Spacecraft Handling Qualities Applications

NASA Technical Reports Server (NTRS)

Bailey, Randall E.; Jackson, E. Bruce; Bilimoria, Karl D.; Mueller, Eric R.; Frost, Chad R.; Alderete, Thomas S.

2009-01-01

A synopsis of experience from the fixed-wing and rotary-wing aircraft communities in handling qualities development and the use of the Cooper-Harper pilot rating scale is presented as background for spacecraft handling qualities research, development, test, and evaluation (RDT&E). In addition, handling qualities experiences and lessons-learned from previous United States (US) spacecraft developments are reviewed. This report is intended to provide a central location for references, best practices, and lessons-learned to guide current and future spacecraft handling qualities RDT&E.

Integrating experiential learning into a double degree masters program in nursing and health informatics.

PubMed

Borycki, Elizabeth M; Frisch, Noreen; Kushniruk, Andre W; McIntyre, Marjorie; Hutchinson, David

2012-01-01

In Canada there are few nurses who have advanced practice competencies in nursing informatics. This is a significant issue for regional health authorities, governments and electronic health record vendors in Canada who are implementing electronic health records. Few Schools of Nursing provide formalized opportunities for nurses to develop informatics competencies. Many of these opportunities take the form of post-baccalaureate certificate programs or individual undergraduate or graduate level courses in nursing. The purpose of this paper will be to: (1) describe the health and human resource issues in this area in Canada, (2) provide a brief overview of the design and development of a new, innovative double degree program at the intersection of nursing and health informatics that interleaves cooperative learning, (3) describe the integration of cooperative learning into this new program, and (4) outline the lessons learned in integrating cooperative education into such a graduate program.

The Relevance of Workplace Learning in Guiding Student and Curriculum Development

ERIC Educational Resources Information Center

Nduna, N. J.

2012-01-01

In an attempt to demonstrate the relevance of workplace learning (previously known as "cooperative education") in guiding student and curriculum development, this article presents findings from a research project on the current practice of workplace learning, drawn from an analysis of evaluation reports in a university of technology.…

Innovative Learning Environments and New Materialism: A Conjunctural Analysis of Pedagogic Spaces

ERIC Educational Resources Information Center

Charteris, Jennifer; Smardon, Dianne; Nelson, Emily

2017-01-01

An Organisation for Economic Cooperation and Development research priority, innovative learning environments (ILEs) have been translated into policy and practice in 25 countries around the world. In Aotearoa/New Zealand, learning spaces are being reconceptualised in relation to this policy work by school leaders who are confronted by an impetus to…

Gifted Learners: The Boomerang Kids of Middle School?

ERIC Educational Resources Information Center

Tomlinson, Carol Ann

1994-01-01

A variety of beliefs and practices central to middle schools may cause special difficulties for gifted learners. Such practices often focus on potentially competing goals of student competencies versus student excellence and include such practices as heterogeneous grouping, cooperative learning, and an absence of clearly defined middle school…

Learning through inter- and intradisciplinary problem solving: using cognitive apprenticeship to analyse doctor-to-doctor consultation.

PubMed

Pimmer, Christoph; Pachler, Norbert; Nierle, Julia; Genewein, Urs

2012-12-01

Today's healthcare can be characterised by the increasing importance of specialisation that requires cooperation across disciplines and specialities. In view of the number of educational programmes for interdisciplinary cooperation, surprisingly little is known on how learning arises from interdisciplinary work. In order to analyse the learning and teaching practices of interdisciplinary cooperation, a multiple case study research focused on how consults, i.e., doctor-to-doctor consultations between medical doctors from different disciplines were carried out: semi-structured interviews with doctors of all levels of seniority from two hospital sites in Switzerland were conducted. Starting with a priori constructs based on the 'methods' underpinning cognitive apprenticeship (CA), the transcribed interviews were analysed according to the principles of qualitative content analysis. The research contributes to three debates: (1) socio-cognitive and situated learning, (2) intra- and interdisciplinary learning in clinical settings, and (3), more generally, to cooperation and problem solving. Patient cases, which necessitate the cooperation of doctors in consults across boundaries of clinical specialisms, trigger intra- as well as interdisciplinary learning and offer numerous and varied opportunities for learning by requesting doctors as well as for on-call doctors, in particular those in residence. The relevance of consults for learning can also be verified from the perspective of CA which is commonly used by experts, albeit in varying forms, degrees of frequency and quality, and valued by learners. Through data analysis a model for collaborative problem-solving and help-seeking was developed which shows the interplay of pedagogical 'methods' of CA in informal clinical learning contexts.

Practical Theory in Correctional Education.

ERIC Educational Resources Information Center

Semmens, Robert A.

1989-01-01

Argues for learner motivation emphasis in teaching practice, application of school organization and classroom climate findings to prisoner education program development, and a cooperative administrative approach. Urges implementation of a social interaction learning model to achieve state educational aims for all students. (LAM)

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.

Doctors' Stories on Teaching and Mentoring. Fastback 369.

ERIC Educational Resources Information Center

Dollase, Richard H.

This pamphlet presents the thoughts of six physician mentors in family practice and their third-year medical students, as they reflect on their practice and on their teaching or learning of clinical skills. An examination of the role of the family-practice physician as mentor may help teacher educators and cooperating teachers gain a valuable…

Collaborative Strategic Reading (CSR): Improving Secondary Students' Reading Comprehension Skills. Research to Practice Brief: Improving Secondary Education and Transition Services through Research.

ERIC Educational Resources Information Center

Bremer, Christine D.; Vaughn, Sharon; Clapper, Ann T.; Kim, Ae-Hwa

This brief introduces a research-based practice, Collaborative Strategic Reading (CSR). This reading comprehension practice, designed to improve secondary students reading comprehension skills, combines two instructional elements: modified reciprocal teaching and cooperative learning or student pairing. In reciprocal teaching, teachers and…

Cooperation enhanced by indirect reciprocity in spatial prisoner's dilemma games for social P2P systems

NASA Astrophysics Data System (ADS)

Tian, Lin-Lin; Li, Ming-Chu; Wang, Zhen

2016-11-01

With the growing interest in social Peer-to-Peer (P2P) applications, relationships of individuals are further exploited to improve the performances of reputation systems. It is an on-going challenge to investigate how spatial reciprocity aids indirect reciprocity in sustaining cooperation in practical P2P environments. This paper describes the construction of an extended prisoner's dilemma game on square lattice networks with three strategies, i.e., defection, unconditional cooperation, and reciprocal cooperation. Reciprocators discriminate partners according to their reputations based on image scoring, where mistakes in judgment of reputations may occur. The independent structures of interaction and learning neighborhood are discussed, with respect to the situation in which learning environments differ from interaction networks. The simulation results have indicated that the incentive mechanism enhances cooperation better in structured peers than among a well-mixed population. Given the realistic condition of inaccurate reputation scores, defection is still successfully held down when the players interact and learn within the unified neighborhoods. Extensive simulations have further confirmed the positive impact of spatial structure on cooperation with different sizes of lattice neighborhoods. And similar conclusions can also be drawn on regular random networks and scale-free networks. Moreover, for the separated structures of the neighborhoods, the interaction network has a critical effect on the evolution dynamics of cooperation and learning environments only have weaker impacts on the process. Our findings further provide some insights concerning the evolution of collective behaviors in social systems.

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…

Redesigning Vocational Education: The Possibilities of Design-Based Research

ERIC Educational Resources Information Center

Leeman, Yvonne; Wardekker, Willem

2011-01-01

This article describes and reflects our experiences as researchers in a design-based research project on a curriculum innovation focused on meaningful, co-operative learning in vocational education in the Netherlands. The project was successful in gaining insights in possible practices for workplace learning but did only partly realize the…

Combining Instructionist and Constructionist Learning in a Virtual Biotech Lab.

ERIC Educational Resources Information Center

Dawabi, Peter; Wessner, Martin

The background of this paper is an internal research project at the German National Research Center for Information Technology, Integrated Publication and Information Systems Institute, (GMD-IPSI) dealing with software engineering, computer-supported cooperative learning (CSCL) and practical biotech knowledge. The project goal is to develop a…

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.

Use of Learning Miniprojects in a Chemistry Laboratory for Engineering

ERIC Educational Resources Information Center

Cancela, Angeles; Maceiras, Rocio; Sánchez, Angel; Izquierdo, Milagros; Urréjola, Santiago

2016-01-01

The aim of this paper is to describe the design of chemical engineering laboratory sessions in order to focus them on the learning company approach. This is an activity carried out in the classroom similar to the activities that exist in real companies. This could lead classroom practice to a more cooperative learning and a different style of…

An Analysis of Program Issues Perceived by Cooperative Education Coordinators in Pennsylvania Secondary Schools and Career and Technology Centers

ERIC Educational Resources Information Center

Richard, Elizabeth D.; Clark, Robert W.; Welch, Steven M.

2011-01-01

Cooperative education has been a long-standing component of career and technical education. The practice embodies many established theories of learning and is a premier delivery model for the school-to-work connections espoused by modern legislation. Yet in this era of high-stakes testing and academic accountability, allocated time for cooperative…

Developing the Teaching Material Using ATV Cooperated with Student on Manufacturing Practice

NASA Astrophysics Data System (ADS)

Tsukamoto, Kimihide; Yamamoto, Keiichiro; Ueno, Takayuki; Imazato, Tatsunari; Sakamoto, Hidetoshi

Recently, a number of students have entered the college of technology with no experience of dismantling and assembling of even an easy machine (including toys) . It is necessary to study the correct usage of tools for lower grade students as a base of the technical education for dismantling and assembling of the machine. However, enough understanding has not been obtained though the usage of the tool is trained for first grade students. So, we executed the development on the teaching text and material of student practice curriculum, which is attractive subject of all-terrain vehicle [ATV]‧s dismantling and assembling for lower grade students. This practice make the student learn both how to use the tools and the steer mechanism of car through the dismantling and assembling of ATV. The text book and sub-teaching materials of this practice curriculum were created in cooperation with fifth grade students as graduation research. As a result, an effective teaching and learning text and sub-teaching materials in manufacturing practice could be developed from student‧s point of view.

Social learning in the Anthropocene: Novel challenges, shadow networks, and ethical practices.

PubMed

Schmidt, Jeremy J

2017-05-15

The Anthropocene presents novel challenges for environmental management. This paper considers the challenges that the Anthropocene poses for social learning techniques in adaptive management. It situates these challenges with respect to how anthropogenic forcing on the Earth system affects the conditions required for: (1) The cooperative exercises of social learning; (2) The techniques used for assessing the fit of institutions to social-ecological systems; and, (3) The strategies employed for identifying management targets that are transformed by human action. In view of these challenges, the paper then examines how the practices of shadow networks may provide paths for incorporating a broader, more robust suite of social learning practices in the Anthropocene. The paper emphasizes how novel challenges in the Anthropocene demand increased attention to ethical practices, particularly those that establish center-periphery relationships between social learning communities and shadow networks. Copyright © 2017 Elsevier Ltd. All rights reserved.

From boring to scoring - a collaborative serious game for learning and practicing mathematical logic for computer science education

NASA Astrophysics Data System (ADS)

Schäfer, Andreas; Holz, Jan; Leonhardt, Thiemo; Schroeder, Ulrik; Brauner, Philipp; Ziefle, Martina

2013-06-01

In this study, we address the problem of low retention and high dropout rates of computer science university students in early semesters of the studies. Complex and high abstract mathematical learning materials have been identified as one reason for the dropout rate. In order to support the understanding and practicing of core mathematical concepts, we developed a game-based multitouch learning environment in which the need for a suitable learning environment for mathematical logic was combined with the ability to train cooperation and collaboration in a learning scenario. As application domain, the field of mathematical logic had been chosen. The development process was accomplished along three steps: First, ethnographic interviews were run with 12 students of computer science revealing typical problems with mathematical logic. Second, a multitouch learning environment was developed. The game consists of multiple learning and playing modes in which teams of students can collaborate or compete against each other. Finally, a twofold evaluation of the environment was carried out (user study and cognitive walk-through). Overall, the evaluation showed that the game environment was easy to use and rated as helpful: The chosen approach of a multiplayer game supporting competition, collaboration, and cooperation is perceived as motivating and "fun."

A national evaluation of a dissemination and implementation initiative to enhance primary care practice capacity and improve cardiovascular disease care: the ESCALATES study protocol.

PubMed

Cohen, Deborah J; Balasubramanian, Bijal A; Gordon, Leah; Marino, Miguel; Ono, Sarah; Solberg, Leif I; Crabtree, Benjamin F; Stange, Kurt C; Davis, Melinda; Miller, William L; Damschroder, Laura J; McConnell, K John; Creswell, John

2016-06-29

The Agency for Healthcare Research and Quality (AHRQ) launched the EvidenceNOW Initiative to rapidly disseminate and implement evidence-based cardiovascular disease (CVD) preventive care in smaller primary care practices. AHRQ funded eight grantees (seven regional Cooperatives and one independent national evaluation) to participate in EvidenceNOW. The national evaluation examines quality improvement efforts and outcomes for more than 1500 small primary care practices (restricted to those with fewer than ten physicians per clinic). Examples of external support include practice facilitation, expert consultation, performance feedback, and educational materials and activities. This paper describes the study protocol for the EvidenceNOW national evaluation, which is called Evaluating System Change to Advance Learning and Take Evidence to Scale (ESCALATES). This prospective observational study will examine the portfolio of EvidenceNOW Cooperatives using both qualitative and quantitative data. Qualitative data include: online implementation diaries, observation and interviews at Cooperatives and practices, and systematic assessment of context from the perspective of Cooperative team members. Quantitative data include: practice-level performance on clinical quality measures (aspirin prescribing, blood pressure and cholesterol control, and smoking cessation; ABCS) collected by Cooperatives from electronic health records (EHRs); practice and practice member surveys to assess practice capacity and other organizational and structural characteristics; and systematic tracking of intervention delivery. Quantitative, qualitative, and mixed methods analyses will be conducted to examine how Cooperatives organize to provide external support to practices, to compare effectiveness of the dissemination and implementation approaches they implement, and to examine how regional variations and other organization and contextual factors influence implementation and effectiveness. ESCALATES is a national evaluation of an ambitious large-scale dissemination and implementation effort focused on transforming smaller primary care practices. Insights will help to inform the design of national health care practice extension systems aimed at supporting practice transformation efforts in the USA. NCT02560428 (09/21/15).

The Importance of Strategies of Social Language Learning and Cooperative Learning in the Process of Teaching Turkish as a Foreign Language

ERIC Educational Resources Information Center

Varisoglu, Mehmet Celal

2016-01-01

In order to implement the teaching of a foreign language at a desired level and quality, and to offer some practical arrangements, which stand for to the best use of time, efforts, and cost, there is a need for a road map. The road map in teaching is a learning strategy. This article shows how strategies of social language learning and cooperative…

The Varieties of Adult Civic Engagement in Adult Learning

ERIC Educational Resources Information Center

Munoz, Linda; Wrigley, Heide Spruck

2012-01-01

Civic engagement, or the practice of democratic deliberation in adult education and learning, asks that adults use their experiences to cooperatively build solutions to the difficult social, economic, and political problems that affect their lives and communities now and into the future. The articles presented in this issue look at the…

Approximately adaptive neural cooperative control for nonlinear multiagent systems with performance guarantee

NASA Astrophysics Data System (ADS)

Wang, Jing; Yang, Tianyu; Staskevich, Gennady; Abbe, Brian

2017-04-01

This paper studies the cooperative control problem for a class of multiagent dynamical systems with partially unknown nonlinear system dynamics. In particular, the control objective is to solve the state consensus problem for multiagent systems based on the minimisation of certain cost functions for individual agents. Under the assumption that there exist admissible cooperative controls for such class of multiagent systems, the formulated problem is solved through finding the optimal cooperative control using the approximate dynamic programming and reinforcement learning approach. With the aid of neural network parameterisation and online adaptive learning, our method renders a practically implementable approximately adaptive neural cooperative control for multiagent systems. Specifically, based on the Bellman's principle of optimality, the Hamilton-Jacobi-Bellman (HJB) equation for multiagent systems is first derived. We then propose an approximately adaptive policy iteration algorithm for multiagent cooperative control based on neural network approximation of the value functions. The convergence of the proposed algorithm is rigorously proved using the contraction mapping method. The simulation results are included to validate the effectiveness of the proposed algorithm.

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.

The Effectiveness of the Consistency Management & Cooperative Discipline (CMCD) Model as a Student Empowerment and Achievement Enhancer: The Experiences of Two K-12 Inner-City School Systems

ERIC Educational Resources Information Center

Opuni, Kwame A.

2006-01-01

Consistency Management and Cooperative Discipline (CMCD) is a research-based K-12 discipline management program that builds on shared responsibility for learning and classroom organization through the cultivation of democratic and participatory practices that are fair, inclusive, and caring. CMCD seeks to provide a stable and orderly learning…

Beginning with the Particular: Reimagining Professional Development as a Feminist Practice

ERIC Educational Resources Information Center

Schultz, Katherine

2011-01-01

This article analyzes the work of a long-term network of teachers, the Philadelphia Teachers Learning Cooperative, with a focus on their descriptive practices. Drawing on three years of ethnographic documentation of weekly meetings and a historical archive of meetings over 30 years, I characterize the teachers' knowledge about teaching and…

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.…

Pedagogical Approaches to Cooperative Education in South Africa: A Work-Integrated Learning Model for the Public Relations Industry

ERIC Educational Resources Information Center

Rampersad, Renitha

2010-01-01

The pedagogy relevant to work-integrated learning (WIL) has formed a significant component of most educational processes and has become a necessity for the public relations industry in South Africa. Properly planned, designed and monitored programmes expose students to professional culture and workplace practice. This paper outlines the pedagogy…

Radon Measurement Laboratories. An Educational Experience Based on School and University Cooperation

ERIC Educational Resources Information Center

De Cicco, F.; Balzano, E.; Limata, B. N.; Masullo, M. R.; Quarto, M.; Roca, V.; Sabbarese, C.; Pugliese, M.

2017-01-01

There is a growing interest in engaging students and the general public about the meaning and objectives of doing science. When it is possible students can learn by actively engaging in the practices of science, conducting investigations, sharing ideas with their peers, teachers and scientists, learning to work with measuring apparatuses, to…

University-Preschool Partnership and Workplace-Based Learning: A Collaborative "Third Space" or No Space at All?

ERIC Educational Resources Information Center

Jónsdóttir, Arna H.

2015-01-01

The article examines the aims of the workplace-based learning of prospective preschool teachers in Iceland and associated cooperative practices between the University of Iceland and preschools. A "third space" of collaboration between these two sites is considered necessary if the education of preschool student teachers is to be…

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…

Experiential and Cooperative Learning: Using a Situation Analysis Project in Principles of Marketing

ERIC Educational Resources Information Center

Munoz, Caroline; Huser, Ann

2008-01-01

In this article, the authors propose a semester-long experiential-learning project for introductory marketing students. The project requires an analysis of a product category, competition, and consumer base to support a new product proposal. The purpose is to (a) put into practice the concepts and definitions taught in an introductory marketing…

Workplace ESL: Effective Adaptations To Fill a Growing Need.

ERIC Educational Resources Information Center

Gerdes, Carla; Wilberschied, Lee

2003-01-01

Using a cooperative and situated learning approach, two vocational English-as-a-Second-Language instructors created a linguistic community of practice among nonnative speaking immigrant restaurant employees and their native speaking coworkers. (Author/VWL)

Putting Theory into Practice.

ERIC Educational Resources Information Center

Kobe, John R,

1981-01-01

Describes a new approach to adult learning: a teaching process which uses competency-based, individualized instructional materials regardless of the level of the student. Discusses business/school cooperation, the manager/teacher's role, and the teacher training program. (CT)

A study of the effect of dyad practice versus that of individual practice on simulation-based complex skills learning and of students' perceptions of how and why dyad practice contributes to learning.

PubMed

Räder, Sune B E W; Henriksen, Ann-Helen; Butrymovich, Vitalij; Sander, Mikael; Jørgensen, Erik; Lönn, Lars; Ringsted, Charlotte V

2014-09-01

The aims of this study were (1) to explore the effectiveness of dyad practice compared with individual practice on a simulator for learning a complex clinical skill and (2) to explore medical students' perceptions of how and why dyad practice on a simulator contributes to learning a complex skill. In 2011, the authors randomly assigned 84 medical students to either the dyad or the individual practice group to learn coronary angiography skills using instruction videos and a simulator. Two weeks later, participants each performed two video-recorded coronary angiographies on the simulator. Two raters used a rating scale to assess the participants' video-recorded performance. The authors then interviewed the participants in the dyad practice group. Seventy-two (86%) participants completed the study. The authors found no significant difference between the performance scores of the two groups (mean±standard deviation, 68%±13% for individual versus 63%±16% for dyad practice; P=.18). Dyad practice participants noted that several key factors contributed to their learning: being equal-level novices, the quality of the cooperation between partners, observational learning and overt communication, social aspects and motivation, and meta-cognition. Dyad practice is more efficient and thus more cost-effective than individual practice and can be used for costly virtual reality simulator training. However, dyad practice may not apply to clinical training involving real patients because learning from errors and overt communication, both keys to dyad practice, do not transfer to clinical practice.

Physician leadership: influence on practice-based learning and improvement.

PubMed

Prather, Stephen E; Jones, David N

2003-01-01

In response to the technology and information explosion, practice-based learning and improvement is emerging within the medical field to deliver systematic practice-linked improvements. However, its emergence has been inhibited by the slow acceptance of evidence-based medicine among physicians, who are reluctant to embrace proven high-performance leadership principles long established in other high-risk fields. This reluctance may be attributable to traditional medical training, which encourages controlling leadership styles that magnify the resistance common to all change efforts. To overcome this resistance, physicians must develop the same leadership skills that have proven to be critical to success in other service and high-performance industries. Skills such as self-awareness, shared authority, conflict resolution, and nonpunitive critique can emerge in practice only if they are taught. A dramatic shift away from control and blame has become a requirement for achieving success in other industries based on complex group process. This approach is so mainstream that the burden of proof that cooperative leadership is not a requirement for medical improvement falls to those institutions perpetuating the outmoded paradigm of the past. Cooperative leadership skills that have proven central to implementing change in the information era are suggested as a core cultural support for practice-based learning and improvement. Complex adaptive systems theory, long used as a way to understand evolutionary biology, and more recently computer science and economics, predicts that behavior emerging among some groups of providers will be selected for duplication by the competitive environment. A curriculum framework needed to teach leadership skills to expand the influence of practice-based learning and improvement is offered as a guide to accelerate change.

Assisting undergraduate nursing students to learn evidence-based practice through self-directed learning and workshop strategies during clinical practicum.

PubMed

Zhang, Qi; Zeng, Tieying; Chen, Ying; Li, Xiaopan

2012-07-01

To equip undergraduate nursing students with basic knowledge and skills and foster positive attitudes toward evidence-based practice (EBP), a pilot learning program during their clinical practicum was developed in a teaching hospital in China. This article describes the specific learning process through which self-directed learning and workshop strategies were used, and a pre- and post-intervention survey were conducted to evaluate the effectiveness of the learning strategies. The findings show a significant improvement in their perceptions of EBP knowledge, attitudes and beliefs, and behavior levels. Beginning competencies in EBP were achieved. Participants reported great satisfaction and have found this program helpful in promoting their analytical and problem-solving abilities, independent learning ability, and cooperative and communication abilities as well. Copyright © 2011 Elsevier Ltd. All rights reserved.

The Jigsaw Technique and Self-Efficacy of Vocational Training Students: A Practice Report

ERIC Educational Resources Information Center

Darnon, Celine; Buchs, Celine; Desbar, Delphine

2012-01-01

Can teenagers' self-efficacy be improved in a short time? Previous research has shown the positive effect of cooperative learning methods, including "jigsaw classrooms" (Aronson and Patnoe, 1997), on various outcomes (e.g., the liking of school, self-esteem, and reduction of prejudices). The present practice report investigated the effects of…

Embodying Our Values in Our Teaching Practices: Building Open and Critical Discourse through Computer Mediated Communication

ERIC Educational Resources Information Center

Geelan, David R.; Taylor, Peter C.

2004-01-01

Computer mediated communication--including web pages, email and web-based bulletin boards--was used to support the development of a cooperative learning community among students in a web-based distance education unit for practicing science and mathematics educators. The students lived in several Australian states and a number of Pacific Rim…

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…

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…

Problem Based Learning in Cooperative Situation (PBLCS) and Its Impact on Development of Personal Intelligence

ERIC Educational Resources Information Center

Talib, Ahmad; Bini Kailani, Ismail

2014-01-01

The objective of this study was focused on the observation on the practice of PBLCS learning model, and its impact on the development of personal intelligence (interpersonal and intrapersonal) students. This study used a quasi-experimental design with one factor measurement. The study population was students of class XI, IPA (Natural Science) SMAN…

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…

Promoting Collaborative Classrooms: The Impacts of Interdependent Cooperative Learning on Undergraduate Interactions and Achievement.

PubMed

Premo, Joshua; Cavagnetto, Andy; Davis, William B; Brickman, Peggy

2018-06-01

Collaboration is an important career skill and vital to student understanding of the social aspects of science, but less is known about relationships among collaborative-learning strategies, classroom climate, and student learning. We sought to increase the collaborative character of introductory undergraduate laboratory classrooms by analyzing a 9-week intervention in 10 classrooms ( n = 251) that participated in cooperative-learning modules (promoting interdependence via a modified jigsaw technique). Students in an additional 10 classrooms ( n = 232) completed the same material in an unstructured format representative of common educational practice. Results showed that, when between-class variance was controlled for, intervention students did not score higher on weekly quizzes, but science interest and prior science experience had a reduced relationship to quiz performance in intervention classrooms. Also, intervention classrooms showed increased collaborative engagement at both whole-class and individual levels (24 students at three time points), but the intervention was only one of several factors found to account for late-intervention classroom collaborative engagement (prosocial behavior and discussion practices). Taken together, findings suggest that integrating interdependence-based tasks may foster collaborative engagement at both small-group and whole-classroom levels, but by itself may not be enough to promote increased student achievement.

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 Stakeholding: Optimising Students' Educational Practice through Need-Centred Self-Determination, Connectedness with Learning Environment and Passion

ERIC Educational Resources Information Center

Ottu, Iboro F. A.

2017-01-01

The paper offers social-psychological options to solving the growing problems of educational decline in Nigeria. It takes a holistic view of educational practice in the country and asserts that quality education is achievable in Nigeria if everyone takes a position to contribute meaningfully to our presumably ailing educational system. The…

The World Wide Web as a Medium of Instruction: What Works and What Doesn't

NASA Technical Reports Server (NTRS)

McCarthy, Marianne; Grabowski, Barbara; Hernandez, Angel; Koszalka, Tiffany; Duke, Lee

1997-01-01

A conference was held on March 18-20, 1997 to investigate the lessons learned by the Aeronautics Cooperative Agreement Projects with regard to the most effective strategies for developing instruction for the World Wide Web. The conference was a collaboration among the NASA Aeronautics and Space Transportation Technology Centers (Ames, Dryden, Langley, and Lewis), NASA Headquarters, the University of Idaho and The Pennsylvania State University. The conference consisted of presentations by the Aeronautics Cooperative Agreement Teams, the University of Idaho, and working sessions in which the participants addressed teacher training and support, technology, evaluation and pedagogy. The conference was also undertaken as part of the Dryden Learning Technologies Project which is a collaboration between the Dryden Education Office and The Pennsylvania State University. The DFRC Learning Technology Project goals relevant to the conference are as follows: conducting an analysis of current teacher needs, classroom infrastructure and exemplary instructional World Wide Web sites, and developing models for Web-enhanced learning environments that optimize teaching practices and student learning.

The Role of Cooperative Learning Type Team Assisted Individualization to Improve the Students' Mathematics Communication Ability in the Subject of Probability Theory

ERIC Educational Resources Information Center

Tinungki, Georgina Maria

2015-01-01

The importance of learning mathematics can not be separated from its role in all aspects of life. Communicating ideas by using mathematics language is even more practical, systematic, and efficient. In order to overcome the difficulties of students who have insufficient understanding of mathematics material, good communications should be built in…

Reflect and learn together - when two supervisors interact in the learning support process of nurse education.

PubMed

Berglund, Mia; Sjögren, Reet; Ekebergh, Margaretha

2012-03-01

To describe the importance of supervisors working together in supporting the learning process of nurse students through reflective caring science supervision. A supervision model has been developed in order to meet the need for interweaving theory and practice. The model is characterized by learning reflection in caring science. A unique aspect of the present project was that the student groups were led by a teacher and a nurse. Data were collected through interviews with the supervisors. The analysis was performed with a phenomenological approach. The results showed that theory and practice can be made more tangible and interwoven by using two supervisors in a dual supervision. The essential structure is built on the constituents 'Reflection as Learning Support', 'Interweaving Caring Science with the Patient's Narrative', 'The Student as a Learning Subject' and 'The Learning Environment of Supervision'. The study concludes that supervision in pairs provides unique possibilities for interweaving and developing theory and practice. The supervision model offers unique opportunities for cooperation, for the development of theory and practice and for the development of the professional roll of nurses and teachers. © 2012 Blackwell Publishing Ltd.

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 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.

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…

Cooperative Learning and Second-Language Teaching: Frequently-Asked Questions.

ERIC Educational Resources Information Center

Jacobs, George M.; Gilbert, Charles C.; Lopriore, Lucilla; Goldstein, Sue; Thiyagarajali, Rosy

1998-01-01

Summarizes a discussion about cooperative learning in second-language teaching by 45 teachers, highlighting six issues: how to cover the syllabus, how long cooperative groups should stay together, how cooperative learning is affected by competition in society, using cooperative learning with low language proficiency students, using cooperative…

Cooperative Learning in Elementary Schools

ERIC Educational Resources Information Center

Slavin, Robert E.

2015-01-01

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

The ACCEND program: a combined BS and MS program in environmental engineering that includes co-operative work experience.

PubMed

Bishop, P L; Keener, T C; Kukreti, A R; Kowel, S T

2004-01-01

Environmental engineering education has rapidly expanded in recent years and new teaching methods are needed. Many professionals and educators believe that a MS degree in environmental engineering should be the minimum in order to practice the profession, along with practical training. This paper describes an innovative program being offered at the University of Cincinnati that combines an integrated BS in civil engineering and an MS in environmental engineering with extensive practical co-operative education (co-op) experience, all within a five-year period. The program includes distance learning opportunities during the co-op periods. The result is a well-trained graduate who will receive higher pay and more challenging career opportunities, and who will have developed professionalism and maturity beyond that from traditional engineering programs.

What impact did the creation of Local Health Care Co-operatives have on indicators of practice resources and activity?

PubMed

McLean, Gary; Sutton, Matt

2008-05-16

The creation of Local Health Care Cooperatives (LHCCs) in Scotland in 1999 was typical of attempts to encourage voluntary integration and co-operation between health care providers. One of the three stated objectives of their introduction was to tackle inequalities and improve access to care. We used administrative data on all general practices in 1999 and 2003 to examine whether LHCCs had any measurable impact on six indicators of practice resources and activity. We compare three groups (participant, non-participant, and ineligible practices) through regression analysis of changes over time in group means and within-group inequality (measured using Gini coefficients). In addition, for participants we measure changes in the variation between and within LHCCs. Despite having similar registered populations to participants, non-participants had lower levels of resources at the start of the period and this differential widened over time. The changes over time in the activity indicators were similar across the three groups. There was little evidence that inequality between LHCC practices narrowed more than in the other two groups. Practices within LHCCs appear to be become more homogenous while variation increased between LHCCs. The mixed messages from our examination of resources and activity indicators demonstrates that there are likely to be important lessons to be learned from the brief experiment with LHCCs. Clear objectives that are evaluated using a battery of simple performance indicators may help to ensure demonstrable change in future initiatives to foster integration and co-operation.

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…

Co-Operative Learning and Development Networks.

ERIC Educational Resources Information Center

Hodgson, V.; McConnell, D.

1995-01-01

Discusses the theory, nature, and benefits of cooperative learning. Considers the Cooperative Learning and Development Network (CLDN) trial in the JITOL (Just in Time Open Learning) project and examines the relationship between theories about cooperative learning and the reality of a group of professionals participating in a virtual cooperative…

Health Promotion Practice and Interprofessional Education in Aging: Senior Wellness Fairs.

PubMed

Diwan, Sadhna; Perdue, Megan; Lee, Sang E; Grossman, Brian R

2016-01-01

Senior wellness fairs (SWFs) offer a unique opportunity for community health promotion and interprofessional education (IPE). The authors describe and evaluate the impact of a 3-year, university-community SWF collaboration on interprofessional competencies among students across multiple professional programs. Participation in the SWF enhanced student knowledge and skills in providing health promotion information to older adults in an interprofessional, collaborative setting as indicated by mean scores on the Perceived Learning Outcomes Survey, an instrument developed for this project. Open-ended data highlighted aspects of the SWF that students found most useful (interaction with seniors, community resources, interprofessional learning, and self-awareness) and most challenging (communication barriers, limited opportunity for interaction, and physical environment). Pre- and posttest scores on the Multidisciplinary SWF Practice Learning Quiz, another instrument developed for this project, illustrated improvement in student understanding of other professions and the importance of interprofessional cooperation to promote and maintain healthy aging. Implications and suggestions for structuring learning opportunities that combine community health promotion practice and interprofessional learning are discussed.

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'…

Cooperative Learning in the Thinking Classroom: Research and Theoretical Perspectives.

ERIC Educational Resources Information Center

Lee, Christine; And Others

As a classroom organization and instructional method, cooperative learning merits serious consideration for use in thinking classrooms. Cooperative learning is more than just groupwork. In traditional group learning, students work in groups with no attention paid to group functioning, whereas in cooperative learning, group work is carefully…

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)

Enhancing Teachers' Technological Knowledge and Assessment Practices to Enhance Student Learning in Technology: A Two-year Classroom Study

NASA Astrophysics Data System (ADS)

Moreland, Judy; Jones, Alister; Northover, Ann

2001-02-01

This paper reports on a two-year classroom investigation of primary school (Years 1-8) technology education. The first year of the project explored emerging classroom practices in technology. In the second year intervention strategies were developed to enhance teaching, learning and assessment practices. Findings from the first year revealed that assessment was often seen in terms of social and managerial aspects, such as teamwork, turn taking and co-operative skills, rather than procedural and conceptual technological aspects. Existing formative interactions with students distorted the learning away from the procedural and conceptual aspects of the subject. The second year explored the development of teachers' technological knowledge in order to enhance formative assessment practices in technology, to inform classroom practice in technology, and to enhance student learning. Intervention strategies were designed to enhance the development of procedural, conceptual, societal and technical aspects of technology for teachers and students. The results from this intervention were very positive. This paper highlights the importance of developing teacher expertise pertaining to broad concepts of technology, detailed concepts in different technological areas and general pedagogical knowledge. The findings from this research therefore have implications for thinking about teaching, learning and assessment in technology.

The Development of Geometri Teaching Materials Based on Constructivism to Improve the Students' Mathematic Reasoning Ability through Cooperative Learing Jigsaw at the Class VIII of SMP Negeri 3 Padangsidimpuan

ERIC Educational Resources Information Center

Dewi, Izwita; Harahap, Muhammad Syahri

2016-01-01

The purposes of this research were to know the validity, practicality, and effectivity of geometrical learning material based on the constructivism to Increase students' mathematic reasoning ability and increasing students' mathematic reasoning ability by using learning material at the grade VIII of SMP Negeri 3 Padangsidimpuan. Type of the…

Getting Along with Others: An Activity Book. Charts and Tips To Help You Teach Social Skills to Children and Reward Their Good Behavior. Grades Pre K-6.

ERIC Educational Resources Information Center

Herron, Ron

Noting that children need to learn to cooperate with peers, older children, adults, and parents, this activity book presents 30 charts to help parents help their children learn and practice social skills. The illustrations, coloring activities, and rewards for parents to offer are designed to keep children entertained and motivated. The book…

The "Zurich E-Learning Certificate": A Role Model for the Acquirement of eCompetence for Academic Staff and an Example of a Practical Implementation

ERIC Educational Resources Information Center

Volk, Benno; Keller, Stefan Andreas

2010-01-01

Since 2002 the "Zurich E-Learning Certificate" offers lecturers and academic staff from the three main universities in Zurich the possibility to take part in a professional development program which supports the acquirement of eCompetence. The program is the result of a cooperation between the University of Zurich (UZH), the Swiss…

Interprofessional collaborative practice incorporating training for alcohol and drug use screening for healthcare providers in rural areas.

PubMed

Puskar, Kathy; Mitchell, Ann M; Albrecht, Susan A; Frank, Linda R; Kane, Irene; Hagle, Holly; Lindsay, Dawn; Lee, Heeyoung; Fioravanti, Marie; Talcott, Kimberly S

2016-07-01

Interprofessional collaborative practice expands resources in rural and underserved communities. This article explores the impact of an online education programme on the perceptions of healthcare providers about interprofessional care within alcohol and drug use screening for rural residents. Nurses, behavioural health counsellors, and public health professionals participated in an evidence-based practice (screening, brief intervention, and referral to treatment-SBIRT) model that targets individuals who use alcohol and other drugs in a risky manner. SBIRT is recommended by the United States Preventive Services Task Force as a universal, evidence-based screening tool. Online modules, case simulation practice, and interprofessional dialogues are used to deliver practice-based learning experiences. A quasi-experimental method with pre-tests and post-tests was utilised. Results indicate increased perceptions of professional competence, need for cooperation, actual cooperation, and role values pre-to-post training. Implications suggest that online interprofessional education is useful but the added component of professional dialogues regarding patient cases offers promise in promoting collaborative practice.

77 FR 43120 - Solicitation for a Cooperative Agreement-Dosage-Based Probation as an Effective Intervention

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-23

... principles of best practice. (2) Enhance Intrinsic Motivation--Research strongly suggests that ``motivational interviewing'' techniques, rather than persuasion tactics, effectively enhance motivation for initiating and.... c. Responsivity Principle--Be responsive to temperament, learning style, motivation, gender, and...

iPad Infuse Creativity in Solid Geometry Teaching

ERIC Educational Resources Information Center

Liu, Nelson

2013-01-01

We unveiled our plans to revolutionize the students' spatial conception development through the challenge and support of a cooperative learning of practice, the development of the profession as a whole and through sharing innovation and expertise. This encompasses cognitive consultancy, curriculum integration, solutions architecture, management…

Second-Graders Beautify for Butterflies

ERIC Educational Resources Information Center

Anderson, Andrea E.; Meier, Jessica A.

2016-01-01

This practical article presents activities that support previous research suggesting the integration of art with science is beneficial to the learning and cooperative processes of children. The project showcased here highlights the ability of elementary school children to collaborate with their peers for problem solving and critical thinking…

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,…

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…

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…

Promoting Student Engagement. Volume 1: Programs, Techniques and Opportunities

ERIC Educational Resources Information Center

Miller, Richard L., Ed.; Amsel, Eric, Ed.; Kowalewski, Brenda Marsteller, Ed.; Beins, Bernard C., Ed.; Keith, Kenneth D., Ed.; Peden, Blaine F., Ed.

2011-01-01

To promote student engagement, professors must actively seek to create the conditions that foster engagement. Chickering and Gamson (1987) suggest that good practices in undergraduate education are ones that: encourage student-faculty contact, develop reciprocity and cooperation among students, encourage active learning, provide students with…

Equine-Assisted Experiential Learning in Occupational Therapy Education

ERIC Educational Resources Information Center

Murphy, Lynne; Wilson, Jacqueline; Greenberg, Stacey

2017-01-01

Equine-assisted occupational therapy (EAOT) employs horse and human cooperation in activities that facilitate social, emotional, and cognitive development. The potential benefits of equine-assisted activities for students may influence the development of these types of skills in professional occupational therapy practice. This study explored the…

Moving Learning Venues Abroad--A Pilot Scheme in Germany.

ERIC Educational Resources Information Center

Gehrke, Wolfgang-Dieter; Alexander, Peter-Jorg

2002-01-01

German participants in vocational training have the opportunity to gain practical work experience abroad. The project requires close cooperation among educational institutions, companies, chambers of commerce, and European Union entities. It has the potential to enhance the German dual training system with internationally portable qualifications.…

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…

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,…

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…

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,…

"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…

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…

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.

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.…

Barriers to and Facilitators of Feminist Pedagogy in College and University Teaching. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Wakai, Sara T.

This study examined faculty characteristics and teaching environments of higher education institutions that may hinder or facilitate student-centered pedagogical practices derived from feminist theory. Feminist pedagogy generally advocates democratizing the classroom, building cooperative learning environments, legitimizing personal experiences as…

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…

Carrying Out Collaborative Action Research in a Practicum

ERIC Educational Resources Information Center

Ho, Belinda

2013-01-01

To help in-service English teachers improve their teaching practices and pupils' learning opportunities through an enquiry-oriented and cooperative approach, the author carried out collaborative action research during a practicum in a teacher education course at a university in Hong Kong. This article describes how the collaborative research…

A Kid-Built Classroom Library. Curriculum Boosters. Technology.

ERIC Educational Resources Information Center

Cooper, Laurie K.

1994-01-01

Elementary students can help turn the classroom book collection into a well-organized library using the classroom computer. In the process, they get practice in cooperative-learning groups as they work with both electronic and card catalogs. The article explains how to use computers to create an electronic catalog. (SM)

Inculcating Noble Values for Pre-Service Teachers

ERIC Educational Resources Information Center

Hasan, Anita Abu; Hamzah, Mohd Isa; Awang, Mohd Mahzan

2014-01-01

This study aims to identify the noble values that are being cultivated and practiced in the process of teaching and learning of Ethnic Relations Course for pre-service teachers. Element values investigated including the identity, loyalty, patriotism, tolerance, cooperation and pride as a Malaysian. This quantitative research employs a survey…

Using Children's Literature To Build Literacy: A Cooperative Learning Approach.

ERIC Educational Resources Information Center

Love, Fannye E.; And Others

When teaching beginning reading, the use of certain children's stories, called predictable books, can yield higher reading comprehension skills, provide excellent practice for sight words, and teach good oral reading skills. A nurturing classroom environment is an important component of an effective beginning reading curriculum. An effective…

Magnet Schools. ERIC Digest Series Number EA 26.

ERIC Educational Resources Information Center

Klauke, Amy

In order to facilitate the transition to a multiracial community and to meet the prevailing desire for academic excellence, magnet schools have arisen in urban areas throughout the country. These schools meet racial quotas through voluntary enrollment and open access, promote integration through cooperative learning practices, emphasize personal…

Practical research on the teaching of Optical Design

NASA Astrophysics Data System (ADS)

Fan, Changjiang; Ren, Zhijun; Ying, Chaofu; Peng, Baojin

2017-08-01

Optical design, together with applied optics, forms a complete system from basic theory to application theory, and it plays a very important role in professional education. In order to improve senior undergraduates' understanding of optical design, this course is divided into three parts: theoretical knowledge, software design and product processing. Through learning theoretical knowledge, students can master the aberration theory and the design principles of typical optical system. By using ZEMAX(an imaging design software), TRACEPRO(a lighting optical design software), SOLIDWORKS or PROE( mechanical design software), student can establish a complete model of optical system. Student can use carving machine located in lab or cooperative units to process the model. Through the above three parts, student can learn necessary practical knowledge and get improved in their learning and analysis abilities, thus they can also get enough practice to prompt their creative abilities, then they could gradually change from scientific theory learners to an Optics Engineers.

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.…

Evaluating an online pharmaceutical education system for pharmacy interns in critical care settings.

PubMed

Yeh, Yu-Ting; Chen, Hsiang-Yin; Cheng, Kuei-Ju; Hou, Ssu-An; Yen, Yu-Hsuan; Liu, Chien-Tsai

2014-02-01

Incorporating electronic learning (eLearning) system into professional experimental programs such as pharmacy internships is a challenge. However, none of the current systems can fully support the unique needs of clinical pharmacy internship. In this study we enhanced a commercial eLearning system for clinical pharmacy internship (The Clinical Pharmacy Internship eLearning System, CPIES). The KAP questionnaire was used to evaluate the performance of group A with the traditional teaching model and group B with the CPIES teaching model. The CPIES teaching model showed significant improvement in interns' knowledge and practice (p = 0.002 and 0.031, respectively). The traditional teaching model only demonstrated significant improvement in practice (p = 0.011). Moreover, professionalism, such as attitudes on cooperating with other health professionals, is developed by learning from a good mentor. The on-line teaching and traditional teaching methods should undoubtedly be blended in a complete teaching model in order to improve learners' professional knowledge, facilitate correct attitude, and influence good practice. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

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…

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.

Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-service Teacher Preparation Intervention

NASA Astrophysics Data System (ADS)

Shaw, Jerome M.; Lyon, Edward G.; Stoddart, Trish; Mosqueda, Eduardo; Menon, Preetha

2014-08-01

This paper present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. To study the project's impact on student learning, we administered a pre and post assessment to students (N = 191) of nine first year elementary teachers (grades 3 through 6) who experienced the intervention and who taught a common science unit. Preliminary results indicate that (1) student learning improved across all categories (science concepts, writing, and vocabulary)—although the effect varied by category, and (2) English Language Learner (ELL) learning gains were on par with non-ELLs, with differences across proficiency levels for vocabulary gain scores. These results warrant further analyses to understand the extent to which the intervention improved teacher practice and student learning. This study confirms the findings of previous research that the integration of science language and literacy practices can improve ELL achievement in science concepts, writing and vocabulary. In addition, the study indicates that it is possible to begin to link the practices taught in pre-service teacher preparation to novice teacher practice and student learning outcomes.

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).

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.

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…

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

ERIC Educational Resources Information Center

Ahern, Aoife

2007-01-01

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

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.…

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…

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…

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…

Classroom Practice--Pilots and Copilots for Better Reading

ERIC Educational Resources Information Center

Herring, Alice

2005-01-01

A cooperative project between middle-schoolers and elementary students makes clever use of a flight theme, and, as the author reports in this article, students' learning soars. In this project, the pilots are enthusiastic members of Ms. Herring's eighth-grade English class at Hampton Roads Academy (HRA) in Newport News, Virginia. The copilots are…

Mentoring Matters: Finding the Golden Mean--Mentors and Student Teachers Working for Success

ERIC Educational Resources Information Center

Spangler, Susan

2012-01-01

The cooperating teachers who make the greatest positive impact on interns allow student teachers to make mistakes and learn from them, offer constructive feedback, invest in their student teachers' success, practice current pedagogy in their own classrooms, and remain positive throughout the experience. In this article, the author suggests that…

Adopting a Models-Based Approach to Teaching Physical Education

ERIC Educational Resources Information Center

Casey, Ashley; MacPhail, Ann

2018-01-01

Background: The popularised notion of models-based practice (MBP) is one that focuses on the delivery of a model, e.g. Cooperative Learning, Sport Education, Teaching Personal and Social Responsibility, Teaching Games for Understanding. Indeed, while an abundance of research studies have examined the delivery of a single model and some have…

Differentiating Instruction: Providing the Right Kinds of Worked Examples for Individual Students

ERIC Educational Resources Information Center

Booth, Julie L.; Koedinger, Kenneth R.; Newton, Kristie J.; Lange, Karin E.

2013-01-01

A plethora of laboratory studies have shown that including the study of worked examples during problem-solving practice improves learning (Sweller, 1999; Sweller & Cooper, 1985). While most worked-example research focuses on the use of correct examples, recent work suggests that asking children to explain a combination of correct and incorrect…

Going Global: Science Issues for the Junior High.

ERIC Educational Resources Information Center

Cronkhite, Louella; And Others

This book contains a unit on science and global education that is designed to enable students to gain a practical understanding of the world they live in and the confidence to take appropriate action as responsible global citizens. This unit emphasizes cooperative learning that is experiential and participatory. Teachers and students are…

Professional Development: Building Effective Virtual Communities through Cooperative Learning.

ERIC Educational Resources Information Center

Meyers, Robert; Davis, Hilarie; Botti, James

A web site for an online graduate course in Earth systems science for middle school teachers was designed to affect teachers' knowledge about Earth systems science and resources and their use of constructivist teaching practices, particularly collaboration, rubrics and the use of journals. In the 16-week course 44 teachers experienced…

Videotaping EST/ESP Student Projects: "Real World" Research Projects for Professional and Academic Preparation.

ERIC Educational Resources Information Center

Gallowich, Kay

Descriptive information and supporting documents for courses taught in the language center of a school of mines are presented here. The first is a four-semester engineering practices introductory course sequence that incorporates professional-level technical problem-solving, cooperative learning, and the preparation of written and oral…

Communities of Practice and PISA for Schools: Comparative Learning or a Mode of Educational Governance?

ERIC Educational Resources Information Center

Lewis, Steven

2017-01-01

This paper examines the Organization for Economic Cooperation and Development's (OECD) "PISA for Schools," a new variant of the Programme for International Student Assessment (PISA) that compares school-level performance on reading, math and science with international schooling systems (e.g., Shanghai-China, Finland). Specifically, I…

Reciprocal Teaching: Analyzing Interactive Dynamics in the Co-Construction of a Text's Meaning

ERIC Educational Resources Information Center

Tarchi, Christian; Pinto, Giuliana

2016-01-01

Reciprocal teaching is one of the most successfully implemented cooperative learning practices, yet many aspects of the process it follows are still unclear. The authors' aim was two-fold: To analyze whether reciprocal teaching activates diversity in discourse moves, communicative functions, and interaction sequences; and to determine whether…

Investigating the Effects of Culturally Relevant Texts on African American Struggling Readers' Progress

ERIC Educational Resources Information Center

Clark, Kathleen F.

2017-01-01

Background/Context: In a recent review of culturally relevant instruction and reading comprehension, Fairbanks, Cooper, Masterson, and Webb (2009) highlighted the paucity of research available to support the widespread claim in the literacy field that "students' social and cultural practices are deeply intertwined with literacy learning"…

Using Cooperative Education and Work-Integrated Education to Provide Career Clarification

ERIC Educational Resources Information Center

Zegwaard, Karsten E.; Coll, Richard K.

2011-01-01

When students commence university studies they typically choose subjects that are of interest to them, and hold only vague notions of intended career paths. However, some universities offer work-integrated learning degrees (WIL), programs that require students to undertake relevant practical work experience by way of work placements, internships…

How Many Brains Does It Take to Build a New Light: Knowledge Management Challenges of a Transdisciplinary Project

ERIC Educational Resources Information Center

della Chiesa, Bruno; Christoph, Vanessa; Hinton, Christina

2009-01-01

The Organization for Economic Cooperation and Development's (OECD) Center for Educational Research and Innovation (CERI) carried out the "Learning Sciences and Brain Research" project (1999-2007) to investigate how neuroscience research can inform education policy and practice. This transdisciplinary project brought many challenges. Within the…

[Postgraduate training program in laboratory medicine at a clinical teaching hospital].

PubMed

Matsuo, Shuji

2003-04-01

The Tenri Hospital resident system was introduced in 1976 and the training program for laboratory medicine began in 1982. Thus, the author proposes goals for the the future on the basis of experience. It is appropriate that trainees study emergency tests, blood transfusion and microbiology(particularly Gram's stain and sputum culture) as practical matters, and in addition to these, learn how to reply to consultations from physicians, learn the laboratory flow(so-called laboratory system), and announce interpretations of laboratory data at reversed clinical pathological conference(R-CPC). The objectives of these training programs are to gain skills for appropriate laboratory utilization and interpretation, and develop communications and consultations with clinical pathologists and medical technologists. The key points of success in the training are close cooperation of the laboratory and teaching divisions. Particularly, cooperation with medical technologists is necessary, and it is essential medical practice for trainees because they will have to work with them in future. Finally it should be emphasized that there training has a limited effect because of the short duration. It is thus important to communicate and discuss clinical matters regularly in medicine.

Virtues in participatory design: cooperation, curiosity, creativity, empowerment and reflexivity.

PubMed

Steen, Marc

2013-09-01

In this essay several virtues are discussed that are needed in people who work in participatory design (PD). The term PD is used here to refer specifically to an approach in designing information systems with its roots in Scandinavia in the 1970s and 1980s. Through the lens of virtue ethics and based on key texts in PD, the virtues of cooperation, curiosity, creativity, empowerment and reflexivity are discussed. Cooperation helps people in PD projects to engage in cooperative curiosity and cooperative creativity. Curiosity helps them to empathize with others and their experiences, and to engage in joint learning. Creativity helps them to envision, try out and materialize ideas, and to jointly create new products and services. Empowerment helps them to share power and to enable other people to flourish. Moreover, reflexivity helps them to perceive and to modify their own thoughts, feelings and actions. In the spirit of virtue ethics-which focuses on specific people in concrete situations-several examples from one PD project are provided. Virtue ethics is likely to appeal to people in PD projects because it is practice-oriented, provides room for exploration and experimentation, and promotes professional and personal development. In closing, some ideas for practical application, for education and for further research are discussed.

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…

Group in-course assessment promotes cooperative learning and increases performance.

PubMed

Pratten, Margaret K; Merrick, Deborah; Burr, Steven A

2014-01-01

The authors describe and evaluate a method to motivate medical students to maximize the effectiveness of dissection opportunities by using In-Course-Assessments (ICAs) to encourage teamwork. A student's final mark was derived by combining the group dissection mark, group mark for questions, and their individual question mark. An analysis of the impact of the ICA was performed by comparing end of module practical summative marks in student cohorts who had, or had not, participated in the ICAs. Summative marks were compared by two-way ANOVA followed by Dunnets test, or by repeated measures ANOVA, as appropriate. A cohort of medical students was selected that had experienced both practical classes without (year one) and with the new ICA structure (year two). Comparison of summative year one and year two marks illustrated an increased improvement in year two performance in this cohort. A significant increase was also noted when comparing this cohort with five preceding year two cohorts who had not experienced the ICAs (P <0.0001). To ensure that variation in the practical summative examination was not impacting on the data, a comparison was made between three cohorts who had performed the same summative examination. Results show that students who had undertook weekly ICAs showed significantly improved summative marks, compared with those who did not (P <0.0001). This approach to ICA promotes engagement with learning resources in an active, team-based, cooperative learning environment. © 2013 American Association of Anatomists.

Starting learning in medical practice: an evaluation of a new Introductory Clerkship.

PubMed

Jacobs, J C G; Bolhuis, S; Bulte, J A; Laan, R; Holdrinet, R S G

2005-08-01

The transition from undergraduate medical education to learning in clinical clerkships can be difficult for students. Learning in clinical practice requires awareness of learning opportunities and goals, active elaboration and reflection. Staff should provide students with guidance to learn from their experiences. A new Introductory Clerkship was designed to facilitate the start of goal-oriented, active and reflective work-based learning. This four-week clerkship is a result of the cooperation of six major specialties in the university hospital. The innovations included explicitly formulated goals, a description of the student's activities in daily practice and of the staff's role, group meetings, a logbook, a halfway formative interview and a final summative interview. The aim of this study was to investigate to what extent the innovations of the new Introductory Clerkship were implemented and how students and residents valued them. Two questionnaires were constructed: one was administered to students (n = 54) and the other to residents (n = 27). Students considered participation in daily practice very instructive, although more observations of history taking and physical examination are wanted. The interviews and group meetings promote students' learning. Use of the logbook needs improvement. Residents perceived a shortage of time and would appreciate more participation of staff members, as well as a better preparation for supervising tasks. Overall, the study demonstrates that it is possible to introduce innovations in clinical clerkships to improve the learning environment of work-based learning.

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…

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

ERIC Educational Resources Information Center

Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

2016-01-01

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

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…

Supporting clinical leadership through action: The nurse consultant role.

PubMed

Rosser, Elizabeth; Grey, Rachael; Neal, Deborah; Reeve, Julie; Smith, Caroline; Valentine, Janine

2017-12-01

To evaluate the effectiveness of an action learning set to enhance clinical leadership and extend their scope and confidence more strategically. As the most senior clinical role in most healthcare systems, the consultant nurse role is a solitary one. They are required to develop personal resilience, commitment and a belief in their ability to lead, with new consultants needing a strong support network to succeed. Following a 2-year action learning set, four nurse consultants, one therapy consultant, and a university educationalist engaged in a cooperative inquiry approach using four cycles of discussion, reflection, analysis and action over an 18-month period from March 2015-July 2016, to learn how to change and enhance their working practices. Data were analysed thematically. Four themes emerged where the action learning set (i) offered structure and support, (ii) enabled a wider influence and (iii) empowered them to lead. The cooperative inquiry helped them realise how much they had gained from their collective learning and they felt empowered to lead. Their motivation to "make a difference" remains palpable. The outcomes of the cooperative inquiry included an enhanced understanding of the importance of openness and trust and a willingness to share and learn from each other in a respectful and confidential environment with a receptiveness to change. Self-leadership has clearly been accepted and embraced, and their collaboration has improved communication across the organisation, enhanced their strategic leadership capability and given confidence to disseminate externally. The action learning set offered structure to support these clinical leaders to keep them focused across the breadth of their role. Additionally, peer review with external facilitation has enabled these clinical leaders to gain a wider influence and empowered them to lead. © 2017 John Wiley & Sons Ltd.

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.

Students' views of cooperative learning and group testing.

PubMed

Hicks, Jay

2007-01-01

Today's radiologic technology students must learn to collaborate and communicate to function as part of the health care team. Innovative educational techniques such as cooperative learning (working collectively in small groups) and group testing (collaborating on tests) can foster these skills. Assess students' familiarity with and opinions about cooperative learning and group testing before and after participation in a semester-long course incorporating these methods. Twenty-eight students enrolled in a baccalaureate-level radiologic technology program in Louisiana were surveyed at the beginning and end of the semester. Results showed that students were more knowledgeable about and more accepting of cooperative learning and group testing after participating in the course. However, some students continued to prefer independent learning. Students are open to new learning methods such as cooperative learning and group testing. These techniques can help them develop the skills they will need to function collaboratively in the workplace.

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 Effectiveness of Structured Co-Operative Teaching and Learning in Greek Primary School Classrooms

ERIC Educational Resources Information Center

Kaldi, Stavroula; Filippatou, Diamanto; Anthopoulou, Barbara

2014-01-01

This study focuses upon the effectiveness of structured co-operative group work on primary school students, aged between 8.5 and 9.5 years old, regarding their content knowledge, attitudes towards co-operative group work, experiential learning and open-ended curriculum as well as students' social and learning behaviour during co-operative group…

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…

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

NASA Astrophysics Data System (ADS)

Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

2016-05-01

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

A case-based, small-group cooperative learning course in preclinical veterinary science aimed at bridging basic science and clinical literacy.

PubMed

Schoeman, J P; van Schoor, M; van der Merwe, L L; Meintjes, R A

2009-03-01

In 1999 a dedicated problem-based learning course was introduced into the lecture-based preclinical veterinary curriculum of the University of Pretoria. The Introduction to Clinical Studies Course combines traditional lectures, practical sessions, student self-learning and guided tutorials. The self-directed component of the course utilises case-based, small-group cooperative learning as an educational vehicle to link basic science with clinical medicine. The aim of this article is to describe the objectives and structure of the course and to report the results of the assessment of the students' perceptions on some aspects of the course. Students reacted very positively to the ability of the course to equip them with problem-solving skills. Students indicated positive perceptions about the workload of the course. There were, however, significantly lower scores for the clarity of the course objectives. Although the study guide for the course is very comprehensive, the practice regarding the objectives is still uncertain. It is imperative to set clear objectives in non-traditional, student-centred courses. The objectives have to be explained at the outset and reiterated throughout the course. Tutors should also communicate the rationale behind problem-based learning as a pedagogical method to the students. Further research is needed to verify the effectiveness of this course in bridging the gap between basic science and clinical literacy in veterinary science. Ongoing feedback and assessment of the management and content are important to refine this model for integrating basic science with clinical literacy.

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.

A peer learning intervention for nursing students in clinical practice education: A quasi-experimental study.

PubMed

Pålsson, Ylva; Mårtensson, Gunilla; Swenne, Christine Leo; Ädel, Eva; Engström, Maria

2017-04-01

Studies of peer learning indicate that the model enables students to practice skills useful in their future profession, such as communication, cooperation, reflection and independence. However, so far most studies have used a qualitative approach and none have used a quasi-experimental design to study effects of nursing students' peer learning in clinical practice. To investigate the effects of peer learning in clinical practice education on nursing students' self-rated performance. Quasi-experimental. The study was conducted during nursing students' clinical practice. All undergraduate nursing students (n=87) attending their first clinical practice were approached. Seventy students out of 87 answered the questionnaires at both baseline and follow-up (42 of 46 in the intervention group and 28 of 39 in the comparison group). During the first two weeks of the clinical practice period, all students were supervised traditionally. Thereafter, the intervention group received peer learning the last two weeks, and the comparison group received traditional supervision. Questionnaire data were collected on nursing students' self-rated performance during the second (baseline) and last (follow-up) week of their clinical practice. Self-efficacy was improved in the intervention group and a significant interaction effect was found for changes over time between the two groups. For the other self-rated variables/tests, there were no differences in changes over time between the groups. Studying each group separately, the intervention group significantly improved on thirteen of the twenty variables/tests over time and the comparison group improved on four. The results indicate that peer learning is a useful method which improves nursing students' self-efficacy to a greater degree than traditional supervision does. Regarding the other self-rated performance variables, no interaction effects were found. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

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…

Cooperative Language Learning: Increasing Opportunities for Learning in Teams

ERIC Educational Resources Information Center

Wichadee, Saovapa; Orawiwatnakul, Wiwat

2012-01-01

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

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…

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…

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…

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.

JPRS Report, East Europe.

DTIC Science & Technology

1988-05-25

eliminated from economic life by every means for entire decades. Therefore, a decisive majority of decisionmakers and manufacturers must learn it nearly...Administrative Reforms Explained 21 Political, Economic Needs Interfere With Nomenklatura Practices 22 Kalisz, Stavropol TU’s, Industries Cooperation Noted...24 Enterprises Criticized for Not Controlling Wage Increases 24 PZPR Voivodship Plenum Views Unemployment, Production Levels 25 Economic System

Cooperative or Collaborative Literacy Practices: Mapping Metadiscourse in a Business Students' Wiki Group Project

ERIC Educational Resources Information Center

Alyousef, Hesham Suleiman; Picard, Michelle Yvette

2011-01-01

Although wikis have been used successfully in collaborative learning in higher education, there is a lack of research investigating wikis in business module assessment tasks. Little research to date has been conducted on how wikis formatively develop international English as a second language (ESL) in business students' academic discourse. In this…

Teaching Chemistry about "Stevia"--A Case of Cooperative Curriculum Innovation within PROFILES in Germany

ERIC Educational Resources Information Center

Stuckey, Marc; Lippel, Marianne; Eilks, Ingo

2014-01-01

PROFILES is a project of teacher education and curriculum innovation funded by the FP7-programme of the European Union. The aim of PROFILES is implementing innovative science teaching practices incorporating a societal perspective and compassing inquiry-based science learning. The University of Bremen, Germany, as one of the partners, combines…

Feasibility and Students' Preliminary Views on Parkour in a Group of Primary School Children

ERIC Educational Resources Information Center

Fernández-Río, Javier; Suarez, Carlos

2016-01-01

Background: Adventure education is an instructional model where students participate in adventurous activities to acquire physical, cognitive, and affective skills. It also has strong connections with cooperative learning. Parkour is a fast-growing sport practiced by thousands of youngsters all over the world. The media does not portray it as an…

Online Investment Education: Listening to Learners to Develop an Effective Financial Literacy Program for Farm Households

ERIC Educational Resources Information Center

O'Neill, Barbara; Porter, Nancy M.; Pankow, Debra; Schuchardt, Jane; Johnson, Jason

2010-01-01

A needs assessment was conducted for the adaptation of an existing online Cooperative Extension investment course for use by farm households. The theoretical model was Social Marketing Theory. Data about financial attitudes, practices, and learning preferences of farm households were collected through a telephone survey of 300 farm households and…

School-Based Teacher Collaboration in Sweden and Greece: Formal Cooperation, Deprivatized Practices and Personalized Interaction in Primary and Lower Secondary Schools

ERIC Educational Resources Information Center

Kougioumtzis, Konstantin; Patriksson, Goran

2009-01-01

During recent years, educational restructuring efforts have commonly regarded schools as both learning communities and sites for teachers' professional development. A plethora of attributes influence prerequisites as well as outcomes of the efforts, while teachers' local cultures constitute a cornerstone. More specifically, enhanced school-based…

Technology-Enhanced Learning and Co-Operative Practice against the Neoliberal University

ERIC Educational Resources Information Center

Hall, Richard

2016-01-01

Neoliberalism is a global pedagogical project aimed at the dispossession of free time so that all of life becomes productive, and education is a central institutional means for its realisation. This project aims at marketising all of social life, so that life becomes predicated upon the extraction of value. In part the deployment of technologies,…

Common Ground: Practical Ideas To Promote Interdisciplinary Cooperation between Social Studies and Second Language Instructors.

ERIC Educational Resources Information Center

McKinnon, Mike

This document promotes teaching about foreign cultures through the combined efforts of school social studies and foreign language departments. Using the example of Germany and the German language, the document shows how instructors can take an interdisciplinary approach that broadens student exposure to, and thereby learning of, second cultures.…

Enhancing Practice through Clinically Rich Methods Courses in Physical Education: Perceptions of Preservice Teachers and Their Cooperating Teachers

ERIC Educational Resources Information Center

Flory, Sara Barnard; Burns, Rebecca West

2017-01-01

Similar to other teacher education disciplines, Physical Education Teacher Education (PETE) must adjust to calls for clinically rich teacher preparation because knowledge learned in PETE does not easily transfer to cultures of schools, classrooms, and gymnasia. Opportunity exists to understand more about clinically rich PETE courses, particularly…

Workplace Preparedness for Terrorism

DTIC Science & Technology

2006-01-01

Geography Brand Points of Failure Human Continuity as Business Continuity Critical Event Preparedness Corporate-Community Cooperation and the...Public-Private Interface Training Cost Fear of Increasing Anxiety Geography : A corporation’s location, its corporate headquarters, its na- tional...incident team and include didactic and practical instruction. Th e opportunity to develop lessons learned from past or future disaster events can

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.

On the Free-Rider Problem in Cooperative Learning.

ERIC Educational Resources Information Center

Joyce, William B.

1999-01-01

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

What Do We Put in the Place of Ability Grouping? (When the Principal Asks).

ERIC Educational Resources Information Center

Harp, Bill

1989-01-01

Presents two alternatives to ability grouping--flexible grouping (based on students' level of independence as learners), and cooperative learning groups. Discusses the benefits of cooperative learning, and provides a sample cooperative learning lesson. (MM)

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.

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.

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.

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…

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…

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…

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…

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…

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

NASA Astrophysics Data System (ADS)

Gafford, Kenneth Allen

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

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.

The Industrial Property Rights Education in Collaboration with the Creative Product Design Education

NASA Astrophysics Data System (ADS)

Tokoro, Tetsuro; Habuchi, Hitoe; Chonan, Isao

Recently, the Advanced Courses of Electronic System Engineering and Architecture and Civil Engineering of Gifu National College of Technology have introduced a creative subject, “Creative Engineering Practice”. In this subject, students study intellectual property rights. More specifically, they learn and practice industrial proprietary rights, procedures for obtaining a patent right, how to use Industrial Property Digital Library and so forth, along with the practice of creative product design. The industrial property rights education in collaboration with the creative product design education has been carried out by the cooperation of Japan Patent Office, Japan Institute of Invention and Innovation and a patent attorney. Through the instruction of the cooperative members, great educative results have been obtained. In this paper, we will describe the contents of the subject together with its items to pursue an upward spiral of progress.

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.…

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…

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)

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.

The science of well-being: an integrated approach to mental health and its disorders.

PubMed

Cloninger, C Robert

2006-06-01

Psychiatry has failed to improve the average levels of happiness and well-being in the general population, despite vast expenditures on psychotropic drugs and psychotherapy manuals. The practical failure of psychiatry to improve well-being is the result of an excessive focus on stigmatizing aspects of mental disorders and the neglect of methods to enhance positive emotions, character development, life satisfaction, and spirituality. In this paper, a simple and practical approach to well-being is described by integrating biological, psychological, social, and spiritual methods for enhancing mental health. Evidence is presented showing that people can be helped to develop their character and happiness by a catalytic sequence of practical clinical methods. People can learn to flourish and to be more selfdirected by becoming more calm, accepting their limitations, and letting go of their fears and conflicts. People can learn to be more cooperative by increasing in mindfulness and working in the service of others. In addition, people can learn to be more self-transcendent by growing in self-awareness of the perspectives that lead to beliefs and assumptions about life which produce negative emotions and limit the experience of positive emotions. The personality traits of self-directedness, cooperativeness, and self-transcendence are each essential for well-being. They can be reliably measured using the Temperament and Character Inventory. A psychoeducational program for wellbeing has been developed, called "The happy life: voyages to well-being". It is a multi-stage universal-style intervention by which anyone who wants to be happier and healthier can do so through self-help and/or professional therapy.

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…

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.…

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'…

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…

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…

Fusing enacted and expected mimicry generates a winning strategy that promotes the evolution of cooperation.

PubMed

Fischer, Ilan; Frid, Alex; Goerg, Sebastian J; Levin, Simon A; Rubenstein, Daniel I; Selten, Reinhard

2013-06-18

Although cooperation and trust are essential features for the development of prosperous populations, they also put cooperating individuals at risk for exploitation and abuse. Empirical and theoretical evidence suggests that the solution to the problem resides in the practice of mimicry and imitation, the expectation of opponent's mimicry and the reliance on similarity indices. Here we fuse the principles of enacted and expected mimicry and condition their application on two similarity indices to produce a model of mimicry and relative similarity. Testing the model in computer simulations of behavioral niches, populated with agents that enact various strategies and learning algorithms, shows how mimicry and relative similarity outperforms all the opponent strategies it was tested against, pushes noncooperative opponents toward extinction, and promotes the development of cooperative populations. The proposed model sheds light on the evolution of cooperation and provides a blueprint for intentional induction of cooperation within and among populations. It is suggested that reducing conflict intensities among human populations necessitates (i) instigation of social initiatives that increase the perception of similarity among opponents and (ii) efficient lowering of the similarity threshold of the interaction, the minimal level of similarity that makes cooperation advisable.

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.

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…

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…

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…

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…

Does Participation in Pre-Primary Education Translate into Better Learning Outcomes at School? PISA in Focus. No. 1

ERIC Educational Resources Information Center

OECD Publishing (NJ1), 2011

2011-01-01

The Organisation for Economic Cooperation and Development's (OECD's) Programme for International Student Assessment 2009 (PISA 2009) results show that in practically all OECD countries 15-year-old students who had attended some pre-primary school outperformed students who had not. In fact, the difference between students who had attended for more…

Inviting School Success: A Self-Concept Approach to Teaching, Learning, and Democratic Practice. Third Edition.

ERIC Educational Resources Information Center

Purkey, William Watson; Novak, John M.

Invitational education is a general framework for thinking and acting about what is believed to be worthwhile in schools. It centers on five basic principles: (1) people are able, valuable, and responsible, and should be treated accordingly; (2) educating should be a collaborative, cooperative activity; (3) the process is the product in the…

Cooperation between Business and Academia in Germany--A Critical Analysis of New Trends in Designing Integrated Study Programs Based on E-Learning

ERIC Educational Resources Information Center

Parlow, Holger; Röchter, Angelika

2016-01-01

The university system in Germany is currently undergoing profound changes. In order to strengthen their competitive position, private universities of applied sciences are increasingly offering integrated study programs which combine profound academic education with practical on-the-job training in a company. Private businesses highly appreciate…

Transformational Effects of Museum Exhibits upon Their Patrons: The National Underground Railroad Freedom Center

ERIC Educational Resources Information Center

Caruso-Woolard, Cassandra

2013-01-01

The focus of this research was on the affective learning experienced at the National Underground Railroad Freedom Center--a museum that tells the history of slavery in the United States, the courage, cooperation, and perseverance enacted by many who overcame the challenges and consequences of the unfreedoms once practiced in America. Such a study…

Seeking Effectiveness and Equity in a Large College Chemistry Course: An HLM Investigation of Peer-Led Guided Inquiry

ERIC Educational Resources Information Center

Lewis, Scott E.; Lewis, Jennifer E.

2008-01-01

This study employed hierarchical linear models (HLM) to investigate Peer-Led Guided Inquiry (PLGI), a teaching practice combining cooperative learning and inquiry and tailored for a large class. Ultimately, the study provided an example of the effective introduction of a reform pedagogical approach in a large class setting. In the narrative, the…

Fixed Point Learning Based Intelligent Traffic Control System

NASA Astrophysics Data System (ADS)

Zongyao, Wang; Cong, Sui; Cheng, Shao

2017-10-01

Fixed point learning has become an important tool to analyse large scale distributed system such as urban traffic network. This paper presents a fixed point learning based intelligence traffic network control system. The system applies convergence property of fixed point theorem to optimize the traffic flow density. The intelligence traffic control system achieves maximum road resources usage by averaging traffic flow density among the traffic network. The intelligence traffic network control system is built based on decentralized structure and intelligence cooperation. No central control is needed to manage the system. The proposed system is simple, effective and feasible for practical use. The performance of the system is tested via theoretical proof and simulations. The results demonstrate that the system can effectively solve the traffic congestion problem and increase the vehicles average speed. It also proves that the system is flexible, reliable and feasible for practical use.

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…

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

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.

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.

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…

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…

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…

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…

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.

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)

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.

Becoming a science teacher: The competing pedagogies of schools and teacher education

NASA Astrophysics Data System (ADS)

Rozelle, Jeffrey J.

A culminating student teaching or internship experience is a central component of nearly every teacher education program and has been for most of teacher education's history. New teachers cite field experience and student teaching as the most beneficial, authentic, or practical aspect of teacher education. Teacher educators, however, have cause to view student teaching skeptically; student teachers often move away from the reform-minded practices espoused in teacher education. This multi-site ethnographic study investigated a full-year internship experience for six science interns at three diverse high schools as part of a teacher preparation program at a large state university. In taking an ecological perspective, this study documented the dynamic and evolving relationships between interns, cooperating teachers, teacher educators, and the school and classroom contexts. The goals of the study were to describe the changes in interns throughout the course of a year-long internship as a science teacher and to determine the relative influences of the various aspects of the ecology on interns. Data include fieldnotes from 311 hours of participant observation, 38 interviews with interns, cooperating teachers, and teacher educators, and 190 documents including course assignments, evaluations, and reflective journals. Interns' teaching practices were strongly influenced by their cooperating teachers. During the first two months, all six interns "used their mentor's script." When teaching, they attempted to re-enact lessons they witnessed their cooperating teachers enact earlier in the day. This included following the lesson structure, but also borrowing physical mannerisms, representations, anecdotes, and jokes. When interns could no longer follow their cooperating teacher due to an increased teaching load, they "followed their mentors' patterns"---implementing instruction that emphasized similar strategies---regardless of whether they were experiencing success in the classroom or not. To explore this disproportionate influence, this study documented the differences between the school-based placements and teacher education. Three contrasts were described. First, in schools, interns received support and assistance in real-time from cooperating teachers as they taught, while in teacher education, interns received support in planning for and reflecting on instruction. Second, in schools, interns and cooperating teachers' work had a task-orientation in which they solved concrete and contextualized problems together, while teacher educators were oriented toward ideas about teaching that might be generalized beyond the immediate context of the intern. Finally, in schools, interns acted like teachers. This meant dressing like a teacher, learning to use their bodies and voice in authoritative ways, and managing the physical space of the classroom. In teacher education classrooms, interns returned to talk and learn about teaching but reacquired the persona of students in their dress, movements, and social interactions. This study confirms the literature's consistent finding about the importance of cooperating teacher in the development of a student teacher's practices. In describing the worlds of the school and teacher education, it suggests reasons why the field experience acts as an influential "pedagogy of enactment" (Grossman, Hammerness, & McDonald, 2009) and discusses the implications for teacher education pedagogy.

Using a critical reflection process to create an effective learning community in the workplace.

PubMed

Walker, Rachel; Cooke, Marie; Henderson, Amanda; Creedy, Debra K

2013-05-01

Learning circles are an enabling process to critically examine and reflect on practices with the purpose of promoting individual and organizational growth and change. The authors adapted and developed a learning circle strategy to facilitate open discourse between registered nurses, clinical leaders, clinical facilitators and students, to critically reflect on practice experiences to promote a positive learning environment. This paper reports on an analysis of field notes taken during a critical reflection process used to create an effective learning community in the workplace. A total of 19 learning circles were conducted during in-service periods (that is, the time allocated for professional education between morning and afternoon shifts) over a 3 month period with 56 nurses, 33 students and 1 university-employed clinical supervisor. Participation rates ranged from 3 to 12 individuals per discussion. Ten themes emerged from content analysis of the clinical learning issues identified through the four-step model of critical reflection used in learning circle discussions. The four-step model of critical reflection allowed participants to reflect on clinical learning issues, and raise them in a safe environment that enabled topics to be challenged and explored in a shared and cooperative manner. Copyright © 2012 Elsevier Ltd. All rights reserved.

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

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…

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…

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…

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…

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.

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…

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…

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…

Cooperative strategies for forest science management and leadership in an increasingly complex and globalized world: Proceedings of a workshop; 23- 26 August 1998; Quebec City, Quebec, Canada

Treesearch

Lane G. Eskew; David R. DeYoe; Denver P. Burns; Jean-Claude Mercier

1999-01-01

The purpose of this workshop was to develop organizational networks to help achieve best practices in management and leadership of forest research and foster continuous learning toward that goal through organizational benchmarking. The papers and notes herein document the presentations and discussions of the workshop.

Making a Difference by Embracing Cooperative Learning Practices in an Alternate Setting: An Exciting Combination to Incite the Educational Imagination

ERIC Educational Resources Information Center

Dyson, Michael; Plunkett, Margaret

2012-01-01

This paper outlines a study of an alternate approach to educating Year 9 students in a residential setting. The School for Student Leadership (SSL) in Victoria, Australia, provides a nine-week program focusing on leadership, relationship-building and self-awareness. The philosophy of the school, which has continually evolved since its inception in…

Dialogue in the Support of Learning to Teach: A Case Study of a Mentor/Mentee Pair in a Teacher Education Programme

ERIC Educational Resources Information Center

Mosley Wetzel, Melissa; Taylor, Laura A.; Vlach, Saba Khan

2017-01-01

In this paper, we examine the role of reflection in teacher preparation, specifically within a mentoring relationship between cooperating and preservice teacher. We report findings from a case analysis of this pair who engaged in problem-posing dialogue within pre- and post-conferences around practice over one year of their work together in an…

Early Childhood Education and Beyond: Can We Adapt the Practices and Philosophies from the Preschools of Reggio Emilia, Italy into Our Elementary Schools in America?

ERIC Educational Resources Information Center

Firlik, Russell

The model presented by the preschools in Reggio Emilia, Italy, is one of cooperation and collaborations among teachers, parents, and children; curriculum based on the "project approach," and constructivist learning philosophy, which states that children construct their knowledge and values as a result of interactions with and action on…

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…

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.

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.

Teaching Theory in Occupational Therapy Using a Cooperative Learning: A Mixed-Methods Study.

PubMed

Howe, Tsu-Hsin; Sheu, Ching-Fan; Hinojosa, Jim

2018-01-01

Cooperative learning provides an important vehicle for active learning, as knowledge is socially constructed through interaction with others. This study investigated the effect of cooperative learning on occupational therapy (OT) theory knowledge attainment in professional-level OT students in a classroom environment. Using a pre- and post-test group design, 24 first-year, entry-level OT students participated while taking a theory course in their second semester of the program. Cooperative learning methods were implemented via in-class group assignments. The students were asked to complete two questionnaires regarding their attitudes toward group environments and their perception toward group learning before and after the semester. MANCOVA was used to examine changes in attitudes and perceived learning among groups. Students' summary sheets for each in-class assignment and course evaluations were collected for content analysis. Results indicated significant changes in students' attitude toward working in small groups regardless of their prior group experience.

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…

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…

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 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.

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…

Teachers' and students' verbal behaviours during cooperative and small-group learning.

PubMed

Gillies, Robyn M

2006-06-01

Teachers play a critical role in promoting interactions between students and engaging them in the learning process. This study builds on a study by Hertz-Lazarowitz and Shachar (1990) who found that during cooperative learning teachers' verbal behaviours were more helpful to and encouraging of their students' efforts while during whole-class instruction, their verbal behaviours tended to be more authoritarian, rigid, and impersonal. This study seeks to determine if teachers who implement cooperative learning engage in more facilitative learning interactions with their students than teachers who implement group work only. The study also seeks to determine if students in the cooperative groups model their teachers' behaviours and engage in more positive helping interactions with each other than their peers in the group work groups. The study involved 26 teachers and 303 students in Grades 8 to 10 from 4 large high schools in Brisbane, Australia. All teachers agreed to establish cooperative, small-group activities in their classrooms for a unit of work (4 to 6 weeks) once a term for 3 school terms. The teachers were audiotaped twice during these lessons and samples of the students' language, as they worked in their groups, were also collected at the same time. The results show that teachers who implement cooperative learning in their classrooms engage in more mediated-learning interactions and make fewer disciplinary comments than teachers who implement group work only. Furthermore, the students model many of these interactions in their groups. The study shows that when teachers implement cooperative learning, their verbal behaviour is affected by the organizational structure of the classroom.

Contribution diversity and incremental learning promote cooperation in public goods games

NASA Astrophysics Data System (ADS)

Liu, Penghui; Liu, Jing

2017-11-01

Understanding the evolution of cooperation in nature has long been a challenge and how to promote cooperation in public goods games (PGG) has attracted lots of attention recently. Social diversity has been found helpful to explain the emergence of cooperation in the absence of reputation and punishment. However, further refinement on how individuals reallocate their contribution to each PGG remains an open question. Moreover, individuals in existing works mostly teach or learn from neighbors according to their payoff in the last generation only. However, individuals in reality are preferred to learn from others with a long-term good performance. Therefore, in this paper, a new contribution diversity (CD) is designed and incremental learning (IL) is introduced. We investigate how these two may influence the evolution of cooperation in PGG. Based on the simulation results, we found that both the CD and IL can promote the cooperation in PGGs. Moreover, when cooperators are shaken in their strategy, CD may fail in reallocating contribution of individuals properly. However, IL is found effective to stabilize faith of cooperators and cooperators under IL reflect a long-term advantage over defectors in terms of benefits. Therefore, we further find IL and CD can mutually benefit each other in promoting cooperation, as CD can reasonably adjust the investment of cooperators while IL can provide more information to CD.

Structuring Cooperative Learning in Teaching English Pronunciation

ERIC Educational Resources Information Center

Chen, Hsuan-Yu; Goswami, Jaya S.

2011-01-01

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

Errors analysis of problem solving using the Newman stage after applying cooperative learning of TTW type

NASA Astrophysics Data System (ADS)

Rr Chusnul, C.; Mardiyana, S., Dewi Retno

2017-12-01

Problem solving is the basis of mathematics learning. Problem solving teaches us to clarify an issue coherently in order to avoid misunderstanding information. Sometimes there may be mistakes in problem solving due to misunderstanding the issue, choosing a wrong concept or misapplied concept. The problem-solving test was carried out after students were given treatment on learning by using cooperative learning of TTW type. The purpose of this study was to elucidate student problem regarding to problem solving errors after learning by using cooperative learning of TTW type. Newman stages were used to identify problem solving errors in this study. The new research used a descriptive method to find out problem solving errors in students. The subject in this study were students of Vocational Senior High School (SMK) in 10th grade. Test and interview was conducted for data collection. Thus, the results of this study suggested problem solving errors in students after learning by using cooperative learning of TTW type for Newman stages.

Immersive Environments - A Connectivist Approach

NASA Astrophysics Data System (ADS)

Loureiro, Ana; Bettencourt, Teresa

We are conducting a research project with the aim of achieving better and more efficient ways to facilitate teaching and learning in Higher Level Education. We have chosen virtual environments, with particular emphasis to Second Life® platform augmented by web 2.0 tools, to develop the study. The Second Life® environment has some interesting characteristics that captured our attention, it is immersive; it is a real world simulator; it is a social network; it allows real time communication, cooperation, collaboration and interaction; it is a safe and controlled environment. We specifically chose tools from web 2.0 that enable sharing and collaborative way of learning. Through understanding the characteristics of this learning environment, we believe that immersive learning along with other virtual tools can be integrated in today's pedagogical practices.

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

ERIC Educational Resources Information Center

Kristiawan, Muhammad

2013-01-01

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

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

ERIC Educational Resources Information Center

Gomleksiz, M. N.

2007-01-01

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

Teaching Astronomy through e-learning in Poland: Astronomical Education in teacher training conducted by the Regional Teacher Training Center in Skierniewice

NASA Astrophysics Data System (ADS)

Dabrowska, A. E.

2014-12-01

Regional Teacher Training Centre (RTTC) in Skierniewice is one of 49 public, accredited institutions in Poland carrying out it statutory goals at the regional level. It has been operating since 1989 and is responsible for organizing of support of schools, institutions, networks of teachers for cooperation and self-education, organizing various forms of in-service training and disseminating examples of good practice. It also has rich experience in teaching by using modern Interactive Computer Technology (ICT) tools and e-learning platform. I present examples about teaching of Astronomical issues through teacher training both as hands on workshops as well as through e-learning. E-learning is playing an important role in organizing educational activities not only in the field of modern didactic but also in learning Science subjects. Teachers find e-learning as a very economical, easy and convenient way of learning and developing their knowledge and skills. Moreover, they are no longer afraid of using new ICT tools and programs which help them to cooperate with students effectively. Since 2011 RTTC in Skierniewice has been an organizer of many on-line in-service programs for teachers, in learning Science. Some of them are organized as blended-learning programs which allow teachers to participate first in hands on activities then continue learning on the Moodle platform. These courses include two 15 and 30-hours of Astronomical topics. Teachers have the opportunity to gain knowledge and receive materials not only about the Universe and the Solar System but also can learn to use tools like Stellarium, Celestia, WorldWide Telescope, Your Sky and other tools. E-learning modules consist of both publishing learning materials in various forms, eg. PowerPoint Presentations, Word & PDF materials, web sites, publications, working sheets as well as practical duties like participation in chats, forums, tasks, Wiki, group workshop. Teachers use these materials for extending their knowledge as well as for preparing their own tasks, like lesson's scenarios and school projects. Realizing school projects pay an important role in students' education. It is obligatory for students representing lower secondary level to implement school project during their 3 years education. Some of these projects are devoted to Astronomy.

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.

Cooperation, Technology, and Performance: A Case Study.

ERIC Educational Resources Information Center

Cavanagh, Thomas; Dickenson, Sabrina; Brandt, Suzanne

1999-01-01

Describes the CTP (Cooperation, Technology, and Performance) model and explains how it is used by the Department of Veterans Affairs-Veteran's Benefit Administration (VBA) for training. Discusses task analysis; computer-based training; cooperative-based learning environments; technology-based learning; performance-assessment methods; courseware…

Experience of cooperative learning in engineering

NASA Astrophysics Data System (ADS)

Maceiras, Rocio; Cancela, Angeles; Urréjola, Santiago; Sánchez, Angel

2011-03-01

The objective of this work is to share the authors' experience towards a different mode of teaching/learning method. Cooperative learning (Jigsaw) was employed on the University of Vigo's fourth-year engineering students. The results of the experience show that cooperative learning is quite a viable alternative to the classical way of lecturing at the university when the number of students is not too high. The authors' observation indicates that students did not show a lot of interest towards the new learning style but their resistance changed once they began the activity. The Jigsaw method has proved to be a useful tool for improving the learning process so that students have the opportunity to participate actively in the learning activities.

Primary Five Pupils' Cooperative Behaviours and Perceptions of the Use of Cooperative Learning in Social Studies Classes in Singapore.

ERIC Educational Resources Information Center

Hing, Tey Sau; Lee, Christine Kim-Eng; Ng, Maureen; Chew, Joy

A study recorded the experiences of elementary school students with cooperative learning in two schools in Singapore. The students worked cooperatively in various assigned social studies tasks through the process of social interaction and sharing with their peers. One school was used as the experimental school while the other served as the…

Cooperative learning neural network output feedback control of uncertain nonlinear multi-agent systems under directed topologies

NASA Astrophysics Data System (ADS)

Wang, W.; Wang, D.; Peng, Z. H.

2017-09-01

Without assuming that the communication topologies among the neural network (NN) weights are to be undirected and the states of each agent are measurable, the cooperative learning NN output feedback control is addressed for uncertain nonlinear multi-agent systems with identical structures in strict-feedback form. By establishing directed communication topologies among NN weights to share their learned knowledge, NNs with cooperative learning laws are employed to identify the uncertainties. By designing NN-based κ-filter observers to estimate the unmeasurable states, a new cooperative learning output feedback control scheme is proposed to guarantee that the system outputs can track nonidentical reference signals with bounded tracking errors. A simulation example is given to demonstrate the effectiveness of the theoretical results.

Aims and harvest of moral case deliberation.

PubMed

Weidema, Froukje C; Molewijk, Bert A C; Kamsteeg, Frans; Widdershoven, Guy A M

2013-09-01

Deliberative ways of dealing with ethical issues in health care are expanding. Moral case deliberation is an example, providing group-wise, structured reflection on dilemmas from practice. Although moral case deliberation is well described in literature, aims and results of moral case deliberation sessions are unknown. This research shows (a) why managers introduce moral case deliberation and (b) what moral case deliberation participants experience as moral case deliberation results. A responsive evaluation was conducted, explicating moral case deliberation experiences by analysing aims (N = 78) and harvest (N = 255). A naturalistic data collection included interviews with managers and evaluation questionnaires of moral case deliberation participants (nurses). From the analysis, moral case deliberation appeals for cooperation, team bonding, critical attitude towards routines and nurses' empowerment. Differences are that managers aim to foster identity of the nursing profession, whereas nurses emphasize learning processes and understanding perspectives. We conclude that moral case deliberation influences team cooperation that cannot be controlled with traditional management tools, but requires time and dialogue. Exchanging aims and harvest between manager and team could result in co-creating (moral) practice in which improvements for daily cooperation result from bringing together perspectives of managers and team members.

Development of a problem - based learning (PBL) and cooperative learning (CL) transportation engineering course For undergraduate students.

DOT National Transportation Integrated Search

2008-08-01

This study reports the findings of a project that was done during the implementation of a : problem-based learning (PBL) and cooperative learning (CL) elements into an : undergraduate transportation engineering course. The study procedure used the st...

Cooperative Learning in Distance Learning: A Mixed Methods Study

ERIC Educational Resources Information Center

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

2012-01-01

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

Meaningful Learning in the Cooperative Classroom

ERIC Educational Resources Information Center

Sharan, Yael

2015-01-01

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

Challenges in implementing national systems of competency validation with regard to adult learning professionals: Perspectives from Romania and India

NASA Astrophysics Data System (ADS)

Sava, Simona Lidia; Shah, S. Y.

2015-08-01

Validation of prior learning (VPL), also referred to as recognition, validation and accreditation of prior learning (RVA), is becoming an increasingly important political issue at both European and international levels. In 2012, the European Council, the UNESCO Institute for Lifelong Learning (UIL) and the Organisation for Economic Co-operation and Development (OECD) launched strategic documents and guidelines for supporting its wide implementation. A wide range of resources and experiences to learn from are already available for improving policy making and the quality and credibility of VPL practices. An intrinsic part of quality assurance concerns the level of training of practitioners accompanying the VPL process. Addressing the need for improved practices of adult educators' continuing professional development as well as improved validation processes, this paper presents and analyses practitioners' experiences with a piloted portfolio tool designed to support the validation of pedagogic competencies of trainers in adult education. While the pilot study was carried out in 20 European and 2 non-European countries, this article picks out and compares feedback from participants in Romania and India, which are both striving to catch up in terms of accreditation of non-formal and informal learning. Based on their findings, the authors' reflections focus in particular on evident challenges for educational policy making in these two very different countries. They also consider related policy measures needed for improving the educational contexts in both countries, both in terms of validation practices and in terms of the professional development of practitioners applying such practices, in line with international trends.

Collaborative action research: implementation of cooperative learning.

PubMed

Smith-Stoner, Marilyn; Molle, Mary E

2010-06-01

Nurse educators must continually improve their teaching skills through innovation. However, research about the process used by faculty members to transform their teaching methods is limited. This collaborative study uses classroom action research to describe, analyze, and address problems encountered in implementing cooperative learning in two undergraduate nursing courses. After four rounds of action and reflection, the following themes emerged: students did not understand the need for structured cooperative learning; classroom structure and seating arrangement influenced the effectiveness of activities; highly structured activities engaged the students; and short, targeted activities that involved novel content were most effective. These findings indicate that designing specific activities to prepare students for class is critical to cooperative learning. Copyright 2010, SLACK Incorporated.

A Comparison of the Effects of Video Modeling Other and Peer-Implemented Pivotal Response Training to Video Modeling Other on Positive Social Interactions of Young Children with Developmental Disabilities

ERIC Educational Resources Information Center

Kucskar, Maryssa

2017-01-01

Young children with developmental disabilities (DD) frequently have delays in social play skills. Students with DD may require social skills instruction in order to be successful in playing cooperatively with others. These opportunities to practice social play skills learned from specialized interventions must be available throughout the school…

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.

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…

Multiagent cooperation and competition with deep reinforcement learning.

PubMed

Tampuu, Ardi; Matiisen, Tambet; Kodelja, Dorian; Kuzovkin, Ilya; Korjus, Kristjan; Aru, Juhan; Aru, Jaan; Vicente, Raul

2017-01-01

Evolution of cooperation and competition can appear when multiple adaptive agents share a biological, social, or technological niche. In the present work we study how cooperation and competition emerge between autonomous agents that learn by reinforcement while using only their raw visual input as the state representation. In particular, we extend the Deep Q-Learning framework to multiagent environments to investigate the interaction between two learning agents in the well-known video game Pong. By manipulating the classical rewarding scheme of Pong we show how competitive and collaborative behaviors emerge. We also describe the progression from competitive to collaborative behavior when the incentive to cooperate is increased. Finally we show how learning by playing against another adaptive agent, instead of against a hard-wired algorithm, results in more robust strategies. The present work shows that Deep Q-Networks can become a useful tool for studying decentralized learning of multiagent systems coping with high-dimensional environments.

Multiagent cooperation and competition with deep reinforcement learning

PubMed Central

Kodelja, Dorian; Kuzovkin, Ilya; Korjus, Kristjan; Aru, Juhan; Aru, Jaan; Vicente, Raul

2017-01-01

Evolution of cooperation and competition can appear when multiple adaptive agents share a biological, social, or technological niche. In the present work we study how cooperation and competition emerge between autonomous agents that learn by reinforcement while using only their raw visual input as the state representation. In particular, we extend the Deep Q-Learning framework to multiagent environments to investigate the interaction between two learning agents in the well-known video game Pong. By manipulating the classical rewarding scheme of Pong we show how competitive and collaborative behaviors emerge. We also describe the progression from competitive to collaborative behavior when the incentive to cooperate is increased. Finally we show how learning by playing against another adaptive agent, instead of against a hard-wired algorithm, results in more robust strategies. The present work shows that Deep Q-Networks can become a useful tool for studying decentralized learning of multiagent systems coping with high-dimensional environments. PMID:28380078

[Engineering education reform plan created by Prof. Dr. Shimizu and establishment of Nagoya Municipal Science Museum--regarding cooperative education between universities and industries in Japan after the Second World War].

PubMed

Mabuchi, Koichi

2014-07-01

This paper gives an account of Prof. Dr. Kinji Shimizu, the first president of Nagoya Institute of Technology, and his establishment of Nagoya Municipal Science Museum. After graduating from the Electrical Engineering Department of Kyoto Imperial University in 1923, Shimizu was impressed by the German Museum in Munich during his stay there as a student in 1932. It's the first time that he learned the education in cooperation with industries. Just after the Second World War, he became director general of the Ministry of Education. However, new education system given by the United States focused not on developing practical ability but on gaining the basic knowledge, which is contrary to what he expected. Then, he contributed to the establishment of the Japanese Society for Engineering Education, besides working as the president of Nagoya Institute of Technology in the earlier 1950s. His idea was supported by industries for the economic growth. Throughout his career, Prof. Dr. Shimizu was convinced that practical engineering education would benefit Japan, and wanted to introduce cooperative education between universities and industries, along the lines of the same system in Germany and the United States. With this vision he founded Nagoya Municipal Science Museum in cooperation with local industries and local government as his final achievement. The museum was completed in 1964.

Selective Cooperation in Early Childhood – How to Choose Models and Partners

PubMed Central

Hermes, Jonas; Behne, Tanya; Studte, Kristin; Zeyen, Anna-Maria; Gräfenhain, Maria; Rakoczy, Hannes

2016-01-01

Cooperation is essential for human society, and children engage in cooperation from early on. It is unclear, however, how children select their partners for cooperation. We know that children choose selectively whom to learn from (e.g. preferring reliable over unreliable models) on a rational basis. The present study investigated whether children (and adults) also choose their cooperative partners selectively and what model characteristics they regard as important for cooperative partners and for informants about novel words. Three- and four-year-old children (N = 64) and adults (N = 14) saw contrasting pairs of models differing either in physical strength or in accuracy (in labeling known objects). Participants then performed different tasks (cooperative problem solving and word learning) requiring the choice of a partner or informant. Both children and adults chose their cooperative partners selectively. Moreover they showed the same pattern of selective model choice, regarding a wide range of model characteristics as important for cooperation (preferring both the strong and the accurate model for a strength-requiring cooperation tasks), but only prior knowledge as important for word learning (preferring the knowledgeable but not the strong model for word learning tasks). Young children’s selective model choice thus reveals an early rational competence: They infer characteristics from past behavior and flexibly consider what characteristics are relevant for certain tasks. PMID:27505043

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

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 Instruction for Conceptual Change in the Concepts of Chemical Kinetics

ERIC Educational Resources Information Center

Kirik, Ozgecan Tastan; Boz, Yezdan

2012-01-01

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

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…

Cooperative Learning Model toward a Reading Comprehensions on the Elementary School

ERIC Educational Resources Information Center

Murtono

2015-01-01

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

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…

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

ERIC Educational Resources Information Center

Gradel, Kathleen; Edson, Alden J.

2011-01-01

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

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…

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.

Stress management in children: a pilot study in 7 to 9 year olds.

PubMed

Lozada, Mariana; Carro, Natalia; Dʼadamo, Paola; Barclay, Carlos

2014-01-01

At present, school-age children suffer high levels of chronic stress that could produce potentially long-lasting effects. The aim of this pilot study was to evaluate the effects of mind-body integration practices and cooperative activities on stress levels and social interaction in 7- to 9-year-old children. We performed an intervention program once a week during 2 months in which children performed mind-body integration practices and cooperative activities. Our findings showed that these practices reduced cortisol levels and increased social connectedness. Moreover, we found that most of the children used the learned mind-body integration practices in stressful situations in their homes, even 5 months after the intervention. Our results demonstrated the positive impact of these helpful tools and the great plasticity of children's behavior, which enabled them to incorporate healthy habits. Overall, the intervention enhanced health at an individual level and favored social network diversity at a group level. Our research illustrates how children can incorporate techniques that help them cope with stressful moments and reveals the effectiveness of this experience in reducing cortisol levels. This study contributes to the understanding of how mind-body integration practices and social connectedness can be helpful in reducing chronic stress, a topic that, to the best of our knowledge, has been little studied in children.

"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…

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.…

Asynchronous Cooperative e-Learning System and Its Evaluation

NASA Astrophysics Data System (ADS)

Eto, Kazuhiro; Miyoshi, Takumi

Much attention has been attracted to collaborative learning on an e-learning system. However, it is difficult to implement the collaborative environment to an asynchronous e-learning system since collaboration would be realized only when learners join the system at the same time. On the other hand, cooperative learning has been proposed. In this method, learners can study on their own pace without making mutual agreement but with receiving cognitive information from others. In this paper, the authors have developed the asynchronous cooperative e-learning system that provides learners' attendance and studying progress as the cognitive information. The subjective evaluation experiments show that our system is slightly inferior to the synchronous collaborative e-learning system, but it can motivate the learners more than the conventional system.

Cooperation-Controlled Learning for Explicit Class Structure in Self-Organizing Maps

PubMed Central

Kamimura, Ryotaro

2014-01-01

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

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…

Explaining Helping Behavior in a Cooperative Learning Classroom Setting Using Attribution Theory

ERIC Educational Resources Information Center

Ahles, Paula M.; Contento, Jann M.

2006-01-01

This recently completed study examined whether attribution theory can explain helping behavior in an interdependent classroom environment that utilized a cooperative-learning model. The study focused on student participants enrolled in 6 community college communication classes taught by the same instructor. Three levels of cooperative-learning…

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…

[Cooperation of medical and pharmaceutical sciences between private and national universities to educate professionals in the fields of drug development and rational pharmacotherapy].

PubMed

Iwakawa, Seigo

2012-01-01

Cooperation in education and research in medical and pharmaceutical sciences between Kobe Pharmaceutical University and Kobe University was started in 2008 for training professionals in drug development and rational pharmacotherapy. Initially, we started a two-year pharmacy residency program. Our pharmacy residents can attend lectures at our universities, and they also help pharmacist preceptors educate undergraduate pharmacy students in practical training. As curricula for cooperative education of pharmacy, nursing and medical students, we developed two new elective subjects (early exposure to clinical training for first year students and IPW (inter-professional work) seminar for fifth year pharmacy students) to learn about the roles of health care professionals in a medical team. Cooperative research between faculty members and graduate students is also in progress. For faculty and staff developments, invited lectures by clinical pharmacy and medical professors from the United States on the clinical education system in pharmacy and medicine in the United States have been held. This systematic cooperation will contribute to the promotion of a new curriculum for inter-professional education in the health-science fields.

The Effect of Cooperative Learning Method and Systematic Teaching on Students' Achievement and Retention of Knowledge in Social Studies Lesson

ERIC Educational Resources Information Center

Korkmaz Toklucu, Selma; Tay, Bayram

2016-01-01

Problem Statement: Many effective instructional strategies, methods, and techniques, which were developed in accordance with constructivist approach, can be used together in social studies lessons. Constructivist education comprises active learning processes. Two active learning approaches are cooperative learning and systematic teaching. Purpose…

Successful Group Work: Using Cooperative Learning and Team-Based Learning in the Classroom

ERIC Educational Resources Information Center

Grant-Vallone, E. J.

2011-01-01

This research study examined student perceptions of group experiences in the classroom. The author used cooperative learning and team-based learning to focus on three characteristics that are critical for the success of groups: structure of activities, relationships of group members, and accountability of group members. Results indicated that…

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.).…

The Effects of Controversy, Concurrence Seeking, and Individualistic Learning on Achievement and Attitude Change.

ERIC Educational Resources Information Center

Johnson, Roger; And Others

1985-01-01

Compared effects of cooperative learning activities (with and without structured controversy) and individualistic learning activities on the achievement and attitudes of fifth graders (N=84) toward wolves. Results show that cooperative-controversy resulted in the highest achievement, greatest motivation to learn about wolves, and more positive…

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…

Implementation of a cooperative methodology to develop organic chemical engineering skills

NASA Astrophysics Data System (ADS)

Arteaga, J. F.; Díaz Blanco, M. J.; Toscano Fuentes, C.; Martín Alfonso, J. E.

2013-08-01

The objective of this work is to investigate how most of the competences required by engineering students may be developed through an active methodology based on cooperative learning/evaluation. Cooperative learning was employed by the University of Huelva's third-year engineering students. The teaching methodology pretends to create some of the most relevant engineering skills required nowadays such as the ability to cooperate finding appropriate information; the ability to solve problems through critical and creative thinking; and the ability to make decisions and to communicate effectively. The statistical study carried out supports the hypothesis that comprehensive and well-defined protocols in the development of the subject, the rubric and cooperative evaluation allow students to acquire a successful learning.

The implementation of multiple intelligences based teaching model to improve mathematical problem solving ability for student of junior high school

NASA Astrophysics Data System (ADS)

Fasni, Nurli; Fatimah, Siti; Yulanda, Syerli

2017-05-01

This research aims to achieve some purposes such as: to know whether mathematical problem solving ability of students who have learned mathematics using Multiple Intelligences based teaching model is higher than the student who have learned mathematics using cooperative learning; to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using Multiple Intelligences based teaching model., to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using cooperative learning; to know the attitude of the students to Multiple Intelligences based teaching model. The method employed here is quasi-experiment which is controlled by pre-test and post-test. The population of this research is all of VII grade in SMP Negeri 14 Bandung even-term 2013/2014, later on two classes of it were taken for the samples of this research. A class was taught using Multiple Intelligences based teaching model and the other one was taught using cooperative learning. The data of this research were gotten from the test in mathematical problem solving, scale questionnaire of the student attitudes, and observation. The results show the mathematical problem solving of the students who have learned mathematics using Multiple Intelligences based teaching model learning is higher than the student who have learned mathematics using cooperative learning, the mathematical problem solving ability of the student who have learned mathematics using cooperative learning and Multiple Intelligences based teaching model are in intermediate level, and the students showed the positive attitude in learning mathematics using Multiple Intelligences based teaching model. As for the recommendation for next author, Multiple Intelligences based teaching model can be tested on other subject and other ability.

Classroom Research in Accounting: Assessing for Learning.

ERIC Educational Resources Information Center

Cottell, Philip G., Jr.

1991-01-01

The use of several college classroom assessment techniques to evaluate the processes and products of accounting instruction through cooperative learning is described. The discussion looks at considerations in planning classroom assessment, choosing initial assessment techniques and adapting them, and blending cooperative learning structures with…

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.

The process of the Community Psychologist training: Experiences in the Community Psychology nucleus (NUCOM).

PubMed

Moura, James Ferreira; Brito da Silva, Lorena; Cidade, Elívia Camurça; Braga, Alana Alencar; Ximenes, Verônica Morais

2016-01-01

This article presents the Community Psychology training concept created at the Community Psychology Nucleus (NUCOM), Federal University of Ceará (Brazil); mainly composed of university extension processes and their theoretical-methodological bases. Thus, university extension/cooperation emerges as a space to build new knowledge based on a cooperative perspective opposed to traditional anti-dialogical and hegemonic mechanisms. By evidencing the unabridged training of NUCOM's graduate students, we seek to provide elements that will enable the comprehension of the learning concept present in daily relations constructed in extension activities. We also plan to socialize a way of thinking Community Psychology performance, whose reference is the people, with their needs and potentials, emphasizing them as the true subjects of psychological practice.

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…

Innovations in oral health: A toolkit for interprofessional education.

PubMed

Dolce, Maria C; Parker, Jessica L; Werrlein, Debra T

2017-05-01

The integration of oral health competencies into non-dental health professions curricula can serve as an effective driver for interprofessional education (IPE). The purpose of this report is to describe a replicable oral-health-driven IPE model and corresponding online toolkit, both of which were developed as part of the Innovations in Oral Health (IOH): Technology, Instruction, Practice, and Service programme at Bouvé College of Health Sciences, Northeastern University, USA. Tooth decay is a largely preventable disease that is connected to overall health and wellness, and it affects the majority of adults and a fifth of children in the United States. To prepare all health professionals to address this problem, the IOH model couples programming from the online resource Smiles for Life: A National Oral Health Curriculum with experiential learning opportunities designed for undergraduate and graduate students that include simulation-learning (technology), hands-on workshops and didactic sessions (instruction), and opportunities for both cooperative education (practice) and community-based learning (service). The IOH Toolkit provides the means for others to replicate portions of the IOH model or to establish a large-scale IPE initiative that will support the creation of an interprofessional workforce-one equipped with oral health competencies and ready for collaborative practice.

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

ERIC Educational Resources Information Center

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

2015-01-01

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

The Development and Evaluation of Speaking Learning Model by Cooperative Approach

ERIC Educational Resources Information Center

Darmuki, Agus; Andayani; Nurkamto, Joko; Saddhono, Kundharu

2018-01-01

A cooperative approach-based Speaking Learning Model (SLM) has been developed to improve speaking skill of Higher Education students. This research aimed at evaluating the effectiveness of cooperative-based SLM viewed from the development of student's speaking ability and its effectiveness on speaking activity. This mixed method study combined…

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,…

Effects of Computer-Assisted Jigsaw II Cooperative Learning Strategy on Physics Achievement and Retention

ERIC Educational Resources Information Center

Gambari, Isiaka Amosa; Yusuf, Mudasiru Olalere

2016-01-01

This study investigated the effects of computer-assisted Jigsaw II cooperative strategy on physics achievement and retention. The study also determined how moderating variables of achievement levels as it affects students' performance in physics when Jigsaw II cooperative learning is used as an instructional strategy. Purposive sampling technique…

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.…

The Effects of Cooperative and Individual Goal Structures on Learning Disabled and Nondisabled Students.

ERIC Educational Resources Information Center

Cosden, Merith; And Others

1985-01-01

Elementary children (N=138) in LD-NLD or NLD-LD (learning disabled - nonlearning disabled) dyads were individually tested on reading comprehension after study periods which emphasized either cooperative or individual study behaviors and goal incentives. There were sex differences in the impact of cooperative goal structures on attitudes,…

Safety. A Guide for Industrial Cooperative Training Programs. Learning Activity Package. LAP 6.

ERIC Educational Resources Information Center

Duenk, Lester G.; Lear, George

This learning activity package, one of six intended for use in Industrial Cooperative Training Programs, is designed to provide students with information on several general safety topics which would apply in most employment situations. (The industrial cooperative training program provides industrial occupational training experience for high school…

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.

Cooperative Learning as a Tool To Teach Vertebrate Anatomy.

ERIC Educational Resources Information Center

Koprowski, John L.; Perigo, Nan

2000-01-01

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

Towards Cooperative Learning in Elementary School Physical Education

ERIC Educational Resources Information Center

Kirchner, Glenn

2005-01-01

The extensive amount of research evidence, at all levels of education and with all subject areas, consistently indicates that cooperative learning results in higher achievement, increased positive interpersonal relationships, and higher self-esteem than competitive or individualistic efforts. In physical education, individualistic learning is an…

Collaborative and Cooperative Learning Techniques. Learning Package No. 6.

ERIC Educational Resources Information Center

Compton, Joe; Smith, Carl, Comp.

Originally developed for the Department of Defense Schools (DoDDS) system, this learning package on collaborative and cooperative learning techniques is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes a comprehensive search of the ERIC database; a lecture giving an overview on the topic;…

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…

Impact of Cooperative Learning in Developing Students' Cognitive Abilities for Academic Achievement

ERIC Educational Resources Information Center

Hoorani, Bareerah Hafeez

2014-01-01

This study used an Action Research Method to investigate ways to improve the thinking and reasoning skills of grade eight science students in an under-resourced school in Karachi. The students' rote learning patterns were challenged using the schema provided by Blooms' taxonomy of learning domains. A cooperative learning environment was generated…

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.

How much structuring is beneficial with regard to examination scores? A prospective study of three forms of active learning.

PubMed

Reinhardt, Claus H; Rosen, Evelyne N

2012-09-01

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 collaborative learning group. The active lecture group received lectures with questions to resolve at the end of the lecture. At the same time, the cooperative group and the collaborative group had to work on a problem and prepare presentations for their answers. The collaborative group worked in a mostly self-directed manner; the cooperative group had to follow a time schedule. For the additional work of preparing the poster presentation, the collaborative and cooperative groups were allowed 50% more working time. In part 1, all groups worked on the citric acid cycle, and in part 2, all groups worked on molecular genetics. Collaborative groups had to work on tasks and prepare presentations for their answers. At the end of each part, all three groups were subjected to the same exam. Additionally, in the collaborative and cooperative groups, the presentations were marked. All evaluations were performed by two independent examiners. Exam results of the active lecture groups were highest. Results of the cooperative group were nonsignificantly lower than the active lecture group and significantly higher than the collaborative group. The presentation quality was nonsignificantly higher in the collaborative group compared with the cooperative group. This study shows that active lecturing produced the highest exam results, which significantly differed from collaborative learning results. The additional elaboration in the cooperative and collaborative learning setting yielded the high presentation quality but apparently could not contribute further to exam scores. Cooperative learning seems to be a good compromise if high exam and presentation scores are expected.

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,…

Toward a Science of Cooperation.

ERIC Educational Resources Information Center

Newbern, Dianna; And Others

Scripted cooperative learning and individual learning of descriptive information were compared in a 2-x-2 factorial design with 104 undergraduates. Influenced by models of individual learning and cognition, differences were assessed in (1) information acquisition and retrieval, (2) the quality and quantity of recalled information, and (3) the…

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

ERIC Educational Resources Information Center

Quarter, Jack; Midha, Harish

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

Bridging the Gap: Teachers Cooperating Together to Implement Cooperative Learning

ERIC Educational Resources Information Center

Jolliffe, Wendy

2015-01-01

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

The Impact of Cooperative Learning Methods on Elementary Preservice Education Teachers' Mathematics Achievement and Anxiety

ERIC Educational Resources Information Center

Swift, Elijah Raford, Jr.

2012-01-01

The purpose of this study was to address the gap in research regarding the use of cooperative learning instructional methods in college mathematics courses to prepare future teachers. Bruner's constructivist theory and social interdependence theory guided this study. The research questions focused on the effects of the use of cooperative learning…

The Effects of Cooperative and Individualistic Learning Structures on Achievement in a College-Level Computer-Aided Drafting Course

ERIC Educational Resources Information Center

Swab, A. Geoffrey

2012-01-01

This study of cooperative learning in post-secondary engineering education investigated achievement of engineering students enrolled in two intact sections of a computer-aided drafting (CAD) course. Quasi-experimental and qualitative methods were employed in comparing student achievement resulting from out-of-class cooperative and individualistic…

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

ERIC Educational Resources Information Center

Mohammadjani, Farzad; Tonkaboni, Forouzan

2015-01-01

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

The Impact of Phonetic Instruction on the Oral Proficiency of English Language Learners in a Cooperative Learning Setting

ERIC Educational Resources Information Center

Chen, Hsuan-Yu

2009-01-01

Oral proficiency is an important goal in second language learning not only for communication, but also for developing reading and writing skills. Use of cooperative learning (CL) strategies has been shown to successfully improve second language learning in many cases for its focus on individual accountability and positive interdependence (Kagan &…

Implementation Strategy Cooperative Learning Type of Student Achievement Division Team (STAD) to Improve Social Skills Students on Learning Morals in Man 2 Pontianak Learning the Year 2016/2017

ERIC Educational Resources Information Center

Rianawati

2017-01-01

Background doing the research is Social skills is an individual's ability to communicate effectively with others, both verbally and nonverbally. Facts social attitudes such selfishness, individualism, indifferent, no responsible attitude, miss communication and interaction with others. One Cooperative-learning strategy to develop cooperation…

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)

Student Satisfaction with Cooperative Learning in an Accounting Curriculum

ERIC Educational Resources Information Center

Farrell, Brian J.; Farrell, Helen M.

2008-01-01

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

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.…

Balancing Student Learning and Commercial Outcomes in the Workplace

ERIC Educational Resources Information Center

Lee, Geoffrey; McGuiggan, Robyn; Holland, Barbara

2010-01-01

Community engagement is growing across higher education. Cooperative education and other internships are well established in the literature as pedagogies with links to experiential and connected learning. Cooperative programs combine business, industry, educational providers and students paid on-the-job. Most studies of work-based learning focus…

Using SimCPU in Cooperative Learning Laboratories.

ERIC Educational Resources Information Center

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

1999-01-01

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

Challenges for Cooperative Learning Implementation: Reports from Elementary School Teachers

ERIC Educational Resources Information Center

Buchs, Céline; Filippou, Dimitra; Pulfrey, Caroline; Volpé, Yann

2017-01-01

Despite the well-established benefits of cooperative learning, implementation remains a challenge. This research aims to document these challenges at the elementary school level, drawing on teachers' beliefs regarding learning as well as the difficulties teachers report. Results indicate that the most frequent instructional strategies reported are…

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…

Evolutionary Fuzzy Control and Navigation for Two Wheeled Robots Cooperatively Carrying an Object in Unknown Environments.

PubMed

Juang, Chia-Feng; Lai, Min-Ge; Zeng, Wan-Ting

2015-09-01

This paper presents a method that allows two wheeled, mobile robots to navigate unknown environments while cooperatively carrying an object. In the navigation method, a leader robot and a follower robot cooperatively perform either obstacle boundary following (OBF) or target seeking (TS) to reach a destination. The two robots are controlled by fuzzy controllers (FC) whose rules are learned through an adaptive fusion of continuous ant colony optimization and particle swarm optimization (AF-CACPSO), which avoids the time-consuming task of manually designing the controllers. The AF-CACPSO-based evolutionary fuzzy control approach is first applied to the control of a single robot to perform OBF. The learning approach is then applied to achieve cooperative OBF with two robots, where an auxiliary FC designed with the AF-CACPSO is used to control the follower robot. For cooperative TS, a rule for coordination of the two robots is developed. To navigate cooperatively, a cooperative behavior supervisor is introduced to select between cooperative OBF and cooperative TS. The performance of the AF-CACPSO is verified through comparisons with various population-based optimization algorithms for the OBF learning problem. Simulations and experiments verify the effectiveness of the approach for cooperative navigation of two robots.

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.

Importance of Pharmaceutical Training and Clinical Research at Medical Facilities.

PubMed

Myotoku, Michiaki

2017-01-01

To respond to advancements in medical techniques, and to address the separation of medical and dispensary practices, clinical professors are required to educate human resource staff to become highly-skilled pharmacists. For this purpose, it is extremely important for these professors to learn about cutting-edge practical skills and knowledge, as well as to advance their expertise. In addition, they need to conduct clinical research in cooperation with relevant facilities. As our university does not have its own hospital or pharmacy, it is important to provide training for clinical professors in clinical facilities. Such training mainly involves medical teams' in-hospital rounds and participation in conferences (nutrition support team; NST), operation of the pharmacy department, and intervention targeting improvement in the department's duties. We have conducted collaborative studies, provided research instructions, implemented studies aimed at improving the department's work (pharmacists appointed on wards at all times to ensure medical safety) as well as studies regarding team medical care (nutritional evaluation during outpatient chemotherapy), and resolved issues regarding this work (drug solution mixability in a hand-held constant infusion pump, and a safe pump-filling methods). Thus, it has become possible to keep track of the current state of a pharmacists' work within team medical care, to access information about novel drugs, to view clinical and prescription-claim data, to cooperate with other professionals (e.g., doctors and nurses), to promote pharmacists' self-awareness of their roles in cooperative medical practice, and to effectively maintain the hospital's clinical settings.

Practice of Project-based Learning on Fused Multiple Department and Educational Effect by Assignment System

NASA Astrophysics Data System (ADS)

Okada, Masato; Muranaka, Takayuki; Kameyama, Kentaro; Kitagawa, Hirokazu; Suzuki, Hidekazu

In this paper, a new subject based on PBL (Project Based Learning) and its educational effects are discussed. The feature in this subject is that problems are solved based on the division of labor. In this subject, students break into four-member groups, and develop a line trace robot together cooperatively. Then, they share their responsibility for mechanism, electric circuit and programming, and learn basic knowledge of assigned area from teachers. After that, they develop the robot based on discussions. This procedure is like that in companies and the main objective of this subject is to get this skill. Each robot is evaluated by competition held in a public space of campus. From the questionnaire, very active posture and high attendance degree of satisfaction was gotten.

Incorporating active-learning techniques and competency assessment into a critical care elective course.

PubMed

Malcom, Daniel R; Hibbs, Jennifer L

2012-09-10

To design, implement, and measure the effectiveness of a critical care elective course for second-year students in a 3-year accelerated doctor of pharmacy (PharmD) program. A critical care elective course was developed that used active-learning techniques, including cooperative learning and group presentations, to deliver content on critical care topics. Group presentations had to include a disease state overview, practice guidelines, and clinical recommendations, and were evaluated by course faculty members and peers. Students' mean scores on a 20-question critical-care competency assessment administered before and after the course improved by 11% (p < 0.05). Course evaluations and comments were positive. A critical care elective course resulted in significantly improved competency in critical care and was well-received by students.

Promotion of cooperation induced by appropriate payoff aspirations in a small-world networked game

NASA Astrophysics Data System (ADS)

Chen, Xiaojie; Wang, Long

2008-01-01

Based on learning theory, we adopt a stochastic learning updating rule to investigate the evolution of cooperation in the Prisoner’s Dilemma game on Newman-Watts small-world networks with different payoff aspiration levels. Interestingly, simulation results show that the mechanism of intermediate aspiration promoting cooperation resembles a resonancelike behavior, and there exists a ping-pong vibration of cooperation for large payoff aspiration. To explain the nontrivial dependence of the cooperation level on the aspiration level, we investigate the fractions of links, provide analytical results of the cooperation level, and find that the simulation results are in close agreement with analytical ones. Our work may be helpful in understanding the cooperative behavior induced by the aspiration level in society.

Crosscutting Issues in International Transformation: Interactions and Innovations among People, Organizations, Processes, and Technology

DTIC Science & Technology

2009-12-01

in the process of reaching this goal. We hope that this book is valuable to you as you seek to transform your part of the world. Ralph O...missions and operations; lead NATO military transformation; and improve relationships , interaction, and practical cooperation with partners, nations...the Multiple Futures Project or most other future studies will you find anything about the central element of the problem—learning how to think about

Coupled information diffusion--pest dynamics models predict delayed benefits of farmer cooperation in pest management programs.

PubMed

Rebaudo, François; Dangles, Olivier

2011-10-01

Worldwide, the theory and practice of agricultural extension system have been dominated for almost half a century by Rogers' "diffusion of innovation theory". In particular, the success of integrated pest management (IPM) extension programs depends on the effectiveness of IPM information diffusion from trained farmers to other farmers, an important assumption which underpins funding from development organizations. Here we developed an innovative approach through an agent-based model (ABM) combining social (diffusion theory) and biological (pest population dynamics) models to study the role of cooperation among small-scale farmers to share IPM information for controlling an invasive pest. The model was implemented with field data, including learning processes and control efficiency, from large scale surveys in the Ecuadorian Andes. Our results predict that although cooperation had short-term costs for individual farmers, it paid in the long run as it decreased pest infestation at the community scale. However, the slow learning process placed restrictions on the knowledge that could be generated within farmer communities over time, giving rise to natural lags in IPM diffusion and applications. We further showed that if individuals learn from others about the benefits of early prevention of new pests, then educational effort may have a sustainable long-run impact. Consistent with models of information diffusion theory, our results demonstrate how an integrated approach combining ecological and social systems would help better predict the success of IPM programs. This approach has potential beyond pest management as it could be applied to any resource management program seeking to spread innovations across populations.

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 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,…

Increasing Social Awareness and Geographical Skills of Fourth Grade Students with Technology, On-Line Communications, and Cooperative Activities.

ERIC Educational Resources Information Center

Parr, Dorothy T.

A practicum was designed to interest and motivate students to participate in social studies, an area in which lack of motivation has caused many elementary students to do poorly. An active learning, cooperative, and collaborative approach to social studies was taken with a class of 30 fourth graders. Through cooperative learning, simulated…

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…

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…

Use of AECC Directives and Cooperative Learning Theory in Introductory Accounting Classes.

ERIC Educational Resources Information Center

Holt, Doris L.; Swanson, Janice Goodnow

1995-01-01

Explores how colleges and universities are responding to the directives of the Accounting Education Change Commission for introductory accounting classes and whether these classrooms use cooperative learning techniques. (Author/JOW)

Developing an Inclusive Democratic Classroom "in Action" through Cooperative Learning

ERIC Educational Resources Information Center

Ferguson-Patrick, Kate

2012-01-01

This paper examines how Cooperative learning (CL) and democracy can be examined in relation to one another. CL supports a social constructivist view of students learning together to form knowledge through direct interaction. The overriding benefits of CL are that that it is an effective strategy for maximising both social and academic learning…

Cooperative Learning in Virtual Environments: The Jigsaw Method in Statistical Courses

ERIC Educational Resources Information Center

Vargas-Vargas, Manuel; Mondejar-Jimenez, Jose; Santamaria, Maria-Letica Meseguer; Alfaro-Navarro, Jose-Luis; Fernandez-Aviles, Gema

2011-01-01

This document sets out a novel teaching methodology as used in subjects with statistical content, traditionally regarded by students as "difficult". In a virtual learning environment, instructional techniques little used in mathematical courses were employed, such as the Jigsaw cooperative learning method, which had to be adapted to 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…

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)

Effects of "Handep" Cooperative Learning Based on Indigenous Knowledge on Mathematical Problem Solving Skill

ERIC Educational Resources Information Center

Demitra; Sarjoko

2018-01-01

Indigenous people of Dayak tribe in Kalimantan, Indonesia have traditionally relied on a system of mutual cooperation called "handep." The cultural context has an influence on students mathematics learning. The "handep" system might be suitable for modern learning situations to develop mathematical problem-solving skill. The…

Theoretical Perspectives on Assessment in Cooperative Education Placements

ERIC Educational Resources Information Center

Hodges, David; Eames, Chris; Coll, Richard K.

2014-01-01

In this paper we examine theoretical perspectives on assessment in cooperative education placements. As assessment is linked to student learning, we focus briefly on the purposes of assessment. We then consider a range of learning theories that have been, and are more recently, explored as ways to explain the process of learning on cooperative…

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

ERIC Educational Resources Information Center

Luo, Yi; Sun, Yan; Strobel, Johannes

2013-01-01

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

Cooperative Learning: Exploring Its Effectiveness in the Physics Classroom

ERIC Educational Resources Information Center

Ho, Fui Fong; Boo, Hong Kwen

2007-01-01

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

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…

Special Education in General Education Classrooms: Cooperative Teaching Using Supportive Learning Activities.

ERIC Educational Resources Information Center

Johnson, Robin R.; And Others

1995-01-01

Supportive learning activities were implemented in a multiple-baseline time series design across four fifth-grade classrooms to evaluate the effects of a cooperative teaching alternative (supportive learning) on teaching behavior, the behavior and grades of general and special education students, and the opinions of general education teachers.…

Cooperative Learning in a Soil Mechanics Course at Undergraduate Level

ERIC Educational Resources Information Center

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

2011-01-01

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

The Role of Legitimacy in Student Teaching: Learning to "Feel" Like a Teacher

ERIC Educational Resources Information Center

Cuenca, Alexander

2011-01-01

A key factor in learning to teach during student teaching is the cooperating teacher, who supports and mentors prospective teachers. In the apprenticeship that is student teaching, the cooperating teacher serves as a gatekeeper to the experiential learning of pre-service teachers. Although several studies indicate the significant influence…

Impact of a Sustained Cooperative Learning Intervention on Student Motivation

ERIC Educational Resources Information Center

Fernandez-Rio, Javier; Sanz, Naira; Fernandez-Cando, Judith; Santos, Luis

2017-01-01

Background: Cooperative Learning has been recently defined as a true pedagogical model. Moreover, in a recent review Casey and Goodyear reported that it can help physical education promote the four basic learning outcomes: physical, cognitive, social and affective. Purpose: The main goal was to investigate the impact of a sustained Cooperative…

Integrating Dynamic Mathematics Software into Cooperative Learning Environments in Mathematics

ERIC Educational Resources Information Center

Zengin, Yilmaz; Tatar, Enver

2017-01-01

The aim of this study was to evaluate the implementation of the cooperative learning model supported with dynamic mathematics software (DMS), that is a reflection of constructivist learning theory in the classroom environment, in the teaching of mathematics. For this purpose, a workshop was conducted with the volunteer teachers on the…

The Effect of Cooperative Learning: University Example

ERIC Educational Resources Information Center

Tombak, Busra; Altun, Sertel

2016-01-01

Problem Statement: Motivation is a significant component of success in education, and it is best achieved by constructivist learning methods, especially cooperative Learning (CL). CL is a popular method among primary and secondary schools, but it is rarely used in higher education due to the large numbers of students and time restrictions. The…

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…

Factors affecting student achievement in science: A study of teacher beliefs

NASA Astrophysics Data System (ADS)

Hayes, Jonathan

This study employed a mixed methods and mixed model research design to explore secondary science teachers' beliefs. Specifically, this study focused on factors that secondary science teachers believe affect student achievement in science, and the extent to which teacher beliefs transfer to teacher practice. This study is significant because the outcomes may inform professional development and policy decisions at the school, district, and provincial level. Results from self-reporting data of 82 secondary science teachers indicate that teacher beliefs in each of the fourteen topics surveyed (Classroom Management, Learning Styles, Inclusion, Equity, Science-Technology-Society (STS), Formative Assessment, Summative Assessment, Constructivism, Thematic Approach, Hands-On/Minds-On Activities, The Nature of Science, Science Subject Matter, Electronic Learning and Cooperative Learning) are positive for most Prince Edward Island (P.E.I.) secondary science teachers. Furthermore, secondary science teachers reported having strong beliefs in their ability to affect student learning (self-efficacy beliefs). However, it is apparent from the survey and interview data that teachers believe there are other influential factors that are preventing some students from learning despite the teachers' best efforts and ability. Regarding implementation, this study indicates that beliefs and the enactment of beliefs in classroom practice are positively correlated. The data also shows that at least seventy percent of teachers reported that they implement practices consistent with all but two topics -- The Nature of Science and Electronic Learning -- at least once a week. The findings of this study are discussed in the context of the P.E.I. secondary science setting. Limitations and implications of this study are also addressed.

Creating Learning Environment Connecting Engineering Design and 3D Printing

NASA Astrophysics Data System (ADS)

Pikkarainen, Ari; Salminen, Antti; Piili, Heidi

Engineering education in modern days require continuous development in didactics, pedagogics and used practical methods. 3D printing provides excellent opportunity to connect different engineering areas into practice and produce learning by doing applications. The 3D-printing technology used in this study is FDM (Fused deposition modeling). FDM is the most used 3D-printing technology by commercial numbers at the moment and the qualities of the technology makes it popular especially in academic environments. For achieving the best result possible, students will incorporate the principles of DFAM (Design for additive manufacturing) into their engineering design studies together with 3D printing. This paper presents a plan for creating learning environment for mechanical engineering students combining the aspects of engineering design, 3D-CAD learning and AM (additive manufacturing). As a result, process charts for carrying out the 3D printing process from technological point of view and design process for AM from engineering design point of view were created. These charts are used in engineering design education. The learning environment is developed to work also as a platform for Bachelor theses, work-training environment for students, prototyping service centre for cooperation partners and source of information for mechanical engineering education in Lapland University of Applied Sciences.

Toward a neural basis for peer-interaction: what makes peer-learning tick?

PubMed Central

Clark, Ian; Dumas, Guillaume

2015-01-01

Many of the instructional practices that have been advanced as intrinsically motivating are inherent in socio-constructivist learning environments. There is now emerging scientific evidence to explain why interactive learning environments promote the intrinsic motivation to learn. The “two-body” and “second person” approaches have begun to explore the “dark matter” of social neuroscience: the intra- and inter-individual brain dynamics during social interaction. Moreover, studies indicate that when young learners are given expanded opportunities to actively and equitably participate in collaborative learning activities they experienced feelings of well-being, contentment, or even excitement. Neuroscience starts demonstrating how this naturally rewarding aspect is strongly associated with the implication of the mesolimbic dopaminergic pathway during social interaction. The production of dopamine reinforces the desire to continue the interaction, and heightens feelings of anticipation for future peer-learning activities. Here we review how cooperative learning and problem-solving interactions can bring about the “intrinsic” motivation to learn. Overall, the reported theoretical arguments and neuroscientific results have clear implications for school and organization approaches and support social constructivist perspectives. PMID:25713542

The challenges of military medical education and training for physicians and nurses in the Nordic countries - an interview study.

PubMed

Sonesson, Linda; Boffard, Kenneth; Lundberg, Lars; Rydmark, Martin; Karlgren, Klas

2017-04-11

Development and use of e-learning has not taken place to the same extent in military medicine in the Nordic countries. The aim was to explore the similarities and differences in education and training in military medicine for health professionals in the Nordic countries, and more specifically to identify the specific challenges regarding education and training of military medicine, and how e-learning is used at present and the opportunities for the future. Key educators within military medicine in the Nordic countries, as approved by the respective Surgeons General, were interviewed and the interviews were analyzed using content analysis. The data showed that all Nordic countries cooperate in the field of military medical training to some extent. The models of recruitment and employment of health professionals differed as well as the degree of political support. These differences affected the ability for health professionals to gain actual experience from the military environment. To improve the quality of medical education and training, attempts were made to recruit physicians. The recruitment of physicians was considered a challenge which had resulted in disruptions of courses, training programs and maintenance of accreditation. The Nordic countries were described as having commonalities in the military medical systems and common needs for international collaboration within training, but differing in the range of education and training. Gaps were identified in methods for transferring outcomes from education into practice, as well as regarding evaluation and feedback of outcomes to military medicine. The educational tradition was described as oriented towards practical skills training without requirements on pedagogical education of educators. The results confirmed previous studies showing that e-learning was underutilized. Contextual understanding and experience of healthcare were seen as crucial factors for successful e-learning development. Extended Nordic cooperation on military medical education and training are needed because of the limited volumes of advanced trauma cases. A key issue to the success of e-learning and blended learning is combining educational competence with contextual understanding into a strategy, of how to use digital educational methods.

Best practices in bioinformatics training for life scientists.

PubMed

Via, Allegra; Blicher, Thomas; Bongcam-Rudloff, Erik; Brazas, Michelle D; Brooksbank, Cath; Budd, Aidan; De Las Rivas, Javier; Dreyer, Jacqueline; Fernandes, Pedro L; van Gelder, Celia; Jacob, Joachim; Jimenez, Rafael C; Loveland, Jane; Moran, Federico; Mulder, Nicola; Nyrönen, Tommi; Rother, Kristian; Schneider, Maria Victoria; Attwood, Teresa K

2013-09-01

The mountains of data thrusting from the new landscape of modern high-throughput biology are irrevocably changing biomedical research and creating a near-insatiable demand for training in data management and manipulation and data mining and analysis. Among life scientists, from clinicians to environmental researchers, a common theme is the need not just to use, and gain familiarity with, bioinformatics tools and resources but also to understand their underlying fundamental theoretical and practical concepts. Providing bioinformatics training to empower life scientists to handle and analyse their data efficiently, and progress their research, is a challenge across the globe. Delivering good training goes beyond traditional lectures and resource-centric demos, using interactivity, problem-solving exercises and cooperative learning to substantially enhance training quality and learning outcomes. In this context, this article discusses various pragmatic criteria for identifying training needs and learning objectives, for selecting suitable trainees and trainers, for developing and maintaining training skills and evaluating training quality. Adherence to these criteria may help not only to guide course organizers and trainers on the path towards bioinformatics training excellence but, importantly, also to improve the training experience for life scientists.

Best practices in bioinformatics training for life scientists

PubMed Central

Blicher, Thomas; Bongcam-Rudloff, Erik; Brazas, Michelle D.; Brooksbank, Cath; Budd, Aidan; De Las Rivas, Javier; Dreyer, Jacqueline; Fernandes, Pedro L.; van Gelder, Celia; Jacob, Joachim; Jimenez, Rafael C.; Loveland, Jane; Moran, Federico; Mulder, Nicola; Nyrönen, Tommi; Rother, Kristian; Schneider, Maria Victoria; Attwood, Teresa K.

2013-01-01

The mountains of data thrusting from the new landscape of modern high-throughput biology are irrevocably changing biomedical research and creating a near-insatiable demand for training in data management and manipulation and data mining and analysis. Among life scientists, from clinicians to environmental researchers, a common theme is the need not just to use, and gain familiarity with, bioinformatics tools and resources but also to understand their underlying fundamental theoretical and practical concepts. Providing bioinformatics training to empower life scientists to handle and analyse their data efficiently, and progress their research, is a challenge across the globe. Delivering good training goes beyond traditional lectures and resource-centric demos, using interactivity, problem-solving exercises and cooperative learning to substantially enhance training quality and learning outcomes. In this context, this article discusses various pragmatic criteria for identifying training needs and learning objectives, for selecting suitable trainees and trainers, for developing and maintaining training skills and evaluating training quality. Adherence to these criteria may help not only to guide course organizers and trainers on the path towards bioinformatics training excellence but, importantly, also to improve the training experience for life scientists. PMID:23803301

The Role of the IT Department in Information System and Organizational Redesign.

PubMed

Stub Petersen, Lone

2015-01-01

This paper is based on a qualitative study of IT organization and clinical practice over a period of 3 years supported by additional data during the last 2 years. This paper argues that redesign is central to understanding and developing both healthcare information systems and organizations. The importance of the IT organization is also stressed throughout this paper as a pertinent partner and power when considering organizational change and learning in hospitals as it can serve both as a barrier and a catalyst of change and flexibility in the organization through information systems management. Therefore it is important to consider and secure appropriate forms for redesign and learning in cooperation with the IT department.

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…

Effects of a Cooperative Learning Strategy on Academic Achievement and Personal and Social Attributes in an Introductory College Computer Course.

ERIC Educational Resources Information Center

Necessary, James R.; Wilhite, Stephen C.

This study was designed to assess the effects of a specific cooperative learning strategy in an introductory college business information systems course. The cooperative approach's impact on student achievement and on a number of personal and social attributes was examined. A total of 117 college sophomores and freshmen enrolled in 3 sections of…

The Application of Carousel Feedback and Round Table Cooperative Learning Models to Improve Student's Higher Order Thinking Skills (HOTS) and Social Studies Learning Outcomes

ERIC Educational Resources Information Center

Yusmanto, Harry; Soetjipto, Budi Eko; Djatmika, Ery Tri

2017-01-01

This Classroom Action Research aims to improve students' HOTS (High Order Thinking Skills) and Social Studies learning outcomes through the application of Carousel Feedback and Round Table cooperative learning methods. This study was based on a model proposed by Elliott and was implemented for three cycles. The subjects were 30 female students of…

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…

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…

Effects of Computer-Assisted STAD, LTM and ICI Cooperative Learning Strategies on Nigerian Secondary School Students' Achievement, Gender and Motivation in Physics

ERIC Educational Resources Information Center

Gambrari, Isiaka Amosa; Yusuf, Mudasiru Olalere; Thomas, David Akpa

2015-01-01

This study examined the effectiveness of computer-assisted instruction on Student Team Achievement Division (STAD) and Learning Together Model (LTM) cooperative learning strategies on Nigerian secondary students' achievement and motivation in physics. The efficacy of Authors developed computer assisted instructional package (CAI) for teaching…

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…

A Comparison of Traditional and Cooperative Learning Methods in Online Learning

ERIC Educational Resources Information Center

Kupczynski, Lori; Mundy, Marie-Anne; Ruiz, Alberto

2013-01-01

The purpose of this study was to examine the effects of the Community of Inquiry framework through an in-depth examination of learning comprised of teaching, social and cognitive presence in traditional versus cooperative online teaching at a community college. A total of 21 students participated in this study, with approximately 45% having taken…

Using Cooperative Learning to Teach via Text Types

ERIC Educational Resources Information Center

Jacobs, George M.; Yong, Seah-Tay Hui

2004-01-01

This article offers ideas as to how students can collaborate as they learn about and utilize a variety of text types (also known as rhetorical modes). The article begins with explanations of the teaching of text types and cooperative learning. The longest section of the article consists of examples of ways that students can use cooperative…

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…

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

ERIC Educational Resources Information Center

Fleming, Jenny

2015-01-01

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

Cooperative Education Guidelines for Administration: How to Comply with Federal and State Laws and Regulations

ERIC Educational Resources Information Center

Pennsylvania Department of Education, 2007

2007-01-01

Cooperative education is a method of instruction that enables students to combine academic classroom instruction (school-based learning component) with occupational instruction through learning on the job (work-based learning component) in a career area of choice. Emphasis is placed on the students' education and employability skills. Co-op is a…

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,…

Improving Social Skills through the Use of Cooperative Learning

ERIC Educational Resources Information Center

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

2007-01-01

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

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

ERIC Educational Resources Information Center

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

2014-01-01

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