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Sample records for students cooperative learning

  1. Robotic Cooperative Learning Promotes Student STEM Interest

    Science.gov (United States)

    Mosley, Pauline; Ardito, Gerald; Scollins, Lauren

    2016-01-01

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

  2. Students' Ideas on Cooperative Learning Method

    Science.gov (United States)

    Yoruk, Abdulkadir

    2016-01-01

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

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

    Science.gov (United States)

    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…

  4. Students' views of cooperative learning and group testing.

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    Reda, Weldemariam Nigusse; Hagos, Girmay Tsegay

    2015-01-01

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

  6. Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

    Directory of Open Access Journals (Sweden)

    Ronald Brecke, PhD

    2007-08-01

    Full Text Available This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We examine uses of cooperative learning, shared responsibility, ambiguity, controversy and support in student motivation.

  7. Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

    Directory of Open Access Journals (Sweden)

    Ronald Brecke

    2007-01-01

    Full Text Available This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We examine uses of cooperative learning, shared responsibility, ambiguity, controversy and support in student motivation.

  8. Gender, abilities, cognitive style and students' achievement in cooperative learning

    Directory of Open Access Journals (Sweden)

    Cirila Peklaj

    2003-12-01

    Full Text Available The purpose of the study was to investigate the effects of cooperative learning on achievement in mathematics and native language and to analyze students' achievement in cooperative learning according to their gender, abilities and cognitive style. Three hundred and seventy three (170 in the experimental and 203 in the control group fifth grade students from nine different primary schools participated in the study. In experimental group, cooperative learning was introduced in one quarter of the hours dedicated to mathematics and Slovene language during the school year. Control group received the traditional way of teaching in both courses. The results were analyzed with ANOVA. Positive effects of cooperative learning were found in both courses. Results in cooperative learning group were further analyzed according to students' gender, abilities and cognitive style. No significant interaction between students' achievement and their gender or abilities were found. Statistically significant interactions between students' cognitive style and achievement were found in both courses. Field-dependent students benefited most from cooperative learning.

  9. Student Satisfaction with Cooperative Learning in an Accounting Curriculum

    Science.gov (United States)

    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…

  10. Cooperative m-learning with nurse practitioner students.

    Science.gov (United States)

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

    2010-01-01

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

  11. Cooperative learning at Port Elizabeth Technikon: Student attitudes ...

    African Journals Online (AJOL)

    Statistical analyses of the pre-test and post-test data showed a statistically significant improvement in test results. Data generated by a questionnaire designed to ascertain the students' attitudes and feelings in terms of the cooperative learning strategy indicate that students in the pre-technician group also experienced ...

  12. Co-operative Learning Approach and Students' Achievement in ...

    African Journals Online (AJOL)

    This study set out to investigate cooperative learning approach and students' achievement in Sociology. One research question and one hypothesis tested at 0.05 level of significance were formulated to guide the study. The study adopted a quasi-experimental design. One hundred and one (101) students of the schools of ...

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

  1. Self-regulated learning and conceptions of students in Cooperative Learning

    Directory of Open Access Journals (Sweden)

    Calixto Gutiérrez Braojos

    2009-05-01

    Full Text Available The aim of this exploratory study was to analyze the relationship between conceptions and self-regulation learning in the cooperative learning. The participants were 71 students enrolled in higher education. We used a survey method and transversal design to analyze the relationship between the study variables. We use two questionnaires: a questionnaire about self-regulation learning in group cooperative learning; b questionnaire about interdependence social conceptions. Thus, we have followed classic validation procedures accepted by the scientific community (expert point of view and stadistical tests. The results showed on one hand a relationship between conceptions, self-regulation learning, and other hand, two type of student´s profiles respect to conceptions: a cooperative learners and individualist learners. Solely, cooperative learners obtained benefits of the didactic strategy to facilitate cooperative learning. Thus, results were significantly higher in the cooperative students than individualist students respect to use of selfregulation strategies and communicative skills to generate shared knowledge.

  2. Sustained Professional Development on Cooperative Learning: Impact on Six Teachers' Practices and Students' Learning.

    Science.gov (United States)

    Goodyear, Victoria A

    2017-03-01

    It has been argued, extensively and internationally, that sustained school-based continuous professional development (CPD) has the potential to overcome some of the shortcomings of traditional one-off CPD programs. Yet, the evidence base on more effective or less effective forms of CPD is contradictory. The mechanisms by which sustained support should be offered are unclear, and the impacts on teachers' and students' learning are complex and difficult to track. The purpose of this study was to examine the impact of a sustained school-based, tailored, and supported CPD program on teachers' practices and students' learning. Data are reported from 6 case studies of individual teachers engaged in a yearlong CPD program focused on cooperative learning. The CPD program involved participatory action research and frequent interaction/support from a boundary spanner (researcher/facilitator). Data were gathered from 29 video-recorded lessons, 108 interviews, and 35 field journal entries. (a) Individualized (external) support, (b) departmental (internal) support, and (c) sustained support impacted teachers' practices of cooperative learning. The teachers adapted their practices of cooperative learning in response to their students' learning needs. Teachers began to develop a level of pedagogical fluency, and in doing so, teachers advanced students' learning. Because this study demonstrates impact, it contributes to international literature on effective CPD. The key contribution is the detailed evidence about how and why CPD supported 6 individual teachers to learn-differently-and the complexity of the learning support required to engage in ongoing curriculum development to positively impact student learning.

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

    Science.gov (United States)

    Alkhateeb, Haitham M; Jumaa, Mustafa

    2002-02-01

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

  4. BRAIN Journal - The Impact of Cooperative Learning on Female Medical Students' Happiness and Social Support

    OpenAIRE

    Ali Taghinezhad; Rahim Pendar; Samira Rahimi; Maryam Jamalzadeh; Mahboobeh Azadikhah

    2017-01-01

    ABSTRACT Cooperative learning has appeared as a new approach to teaching. This approach is utilized for small heterogeneous groups of students who cooperate to achieve a common goal. This study aimed at investigating the impact of cooperative learning on female medical students’ happiness and social support. To this end, 72 female students of medicine at Shiraz Medical School were selected using cluster sampling and divided into experimental and control groups. The students were administe...

  5. Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

    Science.gov (United States)

    Brecke, Ronald; Jensen, Jacy

    2007-01-01

    This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  8. Impact of a Sustained Cooperative Learning Intervention on Student Motivation

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  10. EFFECTIVENESS OF COOPERATIVE LEARNING IN IMPROVING MATHEMATICAL CONCEPTS AMONG STUDENTS WITH MILD INTELLECTUAL DISABILITY

    OpenAIRE

    Ibrahim Rajab Abbas Ibrahim

    2017-01-01

    The purpose of this study was to identify the effectiveness of cooperative learning in improving mathematical concepts among students with mild intellectual disability (SMID). The sample of the study consisted of 8 SMID at Najran in the Kingdom of Saudi Arabia. The sample of the study was divided randomly into two equal groups control and experimental. The students in the experimental group have studied the mathematical concepts by using cooperative learning; however the students in the contr...

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

    Science.gov (United States)

    Chatila, Hanadi; Al Husseiny, Fatima

    2017-01-01

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

  12. Cooperative Learning: Developments in Research

    Science.gov (United States)

    Gillies, Robyn M.

    2014-01-01

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

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

    Science.gov (United States)

    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…

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

    Directory of Open Access Journals (Sweden)

    Umar Inuwa

    2017-07-01

    Full Text Available This study examined the effect of cooperative learning approach on financial accounting achievement among secondary school students in Gombe state, Nigeria. A pre-test-post-test-control group design was adopted. 120 students participated in the study were selected randomly from six schools. The students were divided into two equal groups, namely: experimental (i.e., cooperative learning approach and control group (i.e., conventional approach, both at random. A Financial Accounting Achievement Test (FAAT was used as an instrument for data collection. The study found that at the pre-test stage, there was no statistically significant difference between the achievement of cooperative learning students and conventional approach students, the results suggested that the students were initially equal in terms of their achievements. Nevertheless, at the post-test stage, the achievement of students who were exposed to the cooperative learning was found to be significantly better than the achievement of students who were exposed to the conventional approach. The findings further suggested that cooperative learning approach effectively enhanced the financial accounting achievement of the secondary school students. It is, therefore, recommended that government should encourage both curriculum planners and secondary schools’ teachers to adopt cooperative learning approach as an instructional approach for teaching financial accounting in secondary schools to improve students’ achievement in the subject.

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

    Science.gov (United States)

    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.

  16. Fostering student motivation through inductive learning and industry cooperation

    DEFF Research Database (Denmark)

    Münster, Marie; Andersson, Pernille Hammar

    The challenge presented here is how to motivate students to promote active learning. The method used is constructive alignment (Biggs & Tang, 2007) of learning objectives, learning and evaluation along with further considerations including which competences are promoted. The case presented is from...... a Master course, which is organised around two projects: a feasibility study and a national energy system analysis. The course is taught using the principle of inductive learning (Prince & Felder, 2006) with the students being presented with the case from the beginning and subsequently achieving the tools...... to perform the projects. This is both frustrating and motivating for the students as they know why they need to have the tools, but they feel they get them too late....

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

    Science.gov (United States)

    Salehizadeh, M. Reza; Behin-Aein, Noureddin

    2014-01-01

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

  18. Cooperative Learning in Elementary Schools

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Inuwa, Umar; Abdullah, Zarifah; Hassan, Haslinda

    2017-01-01

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

  20. Effects of a Cooperative Learning Program on the Elaborations of Students Working in Dyads

    NARCIS (Netherlands)

    Krol, K.; Janssen, J.J.H.M.; Veenman, S.A.M.; Linden, A.A.M. van der

    2004-01-01

    In this study, the effects of a school improvement program on cooperative learning (CL) with respect to the elaborations of 6th-grade students working in mixed-ability and mixed-sex dyads on 2 cooperative tasks were examined. A posttest-only design with a control group was used to investigate the

  1. Students' Perceptions of Cooperative Learning Strategies in Post-Secondary Classrooms.

    Science.gov (United States)

    Fennell, Hope-Arlene

    A study of graduate students in education and forestry explored their preferences and perceptions of cooperative learning strategies. The study examined strategies derived from the work of R. Slavin and D. Johnson including the following: think-pair-square, think-pair-share, jigsaw strategies, and cooperative group investigation. Of the 208…

  2. The impact of cooperative learning on student engagement: Results from an intervention

    DEFF Research Database (Denmark)

    Herrmann, Kim Jesper

    2013-01-01

    With an increasing awareness that many undergraduates are passive during teaching sessions, calls for instructional methods that allow students to become actively engaged have increased. Cooperative learning has long been popular at the primary and secondary level and, within recent years, higher...... were measured before and after the intervention to assess the impact on 140 students’ engagement levels. In addition, open-ended comments were analysed, revealing what faculty adopting cooperative learning principles in higher education should be especially aware of....

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Maelasari, E.; Wahyudin

    2017-09-01

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

  5. The Collaboration of Cooperative Learning and Conceptual Change: Enhancing the Students' Understanding of Chemical Bonding Concepts

    Science.gov (United States)

    Eymur, Gülüzar; Geban, Ömer

    2017-01-01

    The main purpose of this study was to investigate the effects of cooperative learning based on conceptual change approach instruction on ninth-grade students' understanding in chemical bonding concepts compared to traditional instruction. Seventy-two ninth-grade students from two intact chemistry classes taught by the same teacher in a public high…

  6. Attitude of Students towards Cooperative Learning in Some Selected Secondary Schools in Nasarawa State

    Science.gov (United States)

    Amedu, Odagboyi Isaiah; Gudi, Kreni Comfort

    2017-01-01

    This study is aimed at investigating the attitude of students toward the cooperative learning approach. A quasiexperimental design was used for the study. The sample was made of 179 SS 1 students drawn from three public secondary schools in Nasarawa state. The Jigsaw Attitude Questionnaire (JAQ) was adapted from Koprowski and Perigo (2000) and was…

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

    Science.gov (United States)

    Kus, Metin; Filiz, Erkan; Altun, Sertel

    2014-01-01

    The aim of this study was to determine teachers' and students?' opinions on the effectiveness of cooperative learning. This study was conducted in Istanbul Lycee and it had a qualitative research design. The participant of the study assigned randomly among ninth grade students who were studying in Istanbul Lycee in the year of 2012 to 2013. Among…

  8. Developing English Writing Proficiency in Limited English Proficient College Students through Cooperative Learning Strategies.

    Science.gov (United States)

    Gooden-Jones, Epsey M.; Carrasquillo, Angela L.

    A study followed ten limited-English-proficient (LEP) community college students who were taught English largely using a cooperative learning approach. For four months, the students worked together using brainstorming techniques and collaborative reading and writing tasks. Task emphasis was on development of thinking skills through collaboration…

  9. The Effects of Cooperative Learning on Improving English Pronunciation and Comprehension of Medical Students

    Directory of Open Access Journals (Sweden)

    Zeinab Sanaee Moghadam

    2013-12-01

    Full Text Available Introduction: Acquisition of intelligible English pronunciation and comprehension of medical texts has been considered as an important need for medical students. This can be improved by employing different methods and taking into consideration various learning styles of students. This study is an attempt to reveal the effect of cooperative learning on enhancing pronunciation and reading comprehension in students of medicine in Yasuj University of Medical Sciences. Methods: All 60 students of medicine in Yasuj University of Medical Sciences who enrolled in English for specific purposes 1st Feb 2013 took part in this quasi experimental study and were divided into two groups of thirties, according to the enrollment list. Cooperative learning was implemented with the experimental group dividing them into groups of five randomly, while the control group was taught with traditional method. Phonetic transcriptions were used along with passages taken from their book for the two groups. The data collected from three reading aloud tasks, scores of pretest, and midterm and final written examinations were analyzed using SPSS software, version19. Results: The results of the study showed that the experimental group outperformed the control group significantly (P<0.05 in all areas of reading aloud tests, pronunciation, and comprehension. Conclusion: It is concluded that cooperative learning significantly improves medical students’ pronunciation and comprehension. Teaching pronunciation and comprehension through cooperative learning yields better learning results for university students.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    Herrmann, Kim J.

    2013-01-01

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

  12. Students' goal preferences, ethnocultural background and the quality of cooperative learning in secondary vocational education

    NARCIS (Netherlands)

    Hijzen, Daphne Minette

    2006-01-01

    The thesis presents an exploration of the relationships between students’ motivation, represented by students’ personal goals, and the quality of cooperative learning (CL) processes of first and second year students, enrolled in secondary vocational schools. Special attention has been paid to

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

    Strang, Kenneth

    2013-01-01

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

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

    Science.gov (United States)

    Krejci, Katherine T.

    2010-01-01

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

  16. Making Cooperative Learning Groups Work.

    Science.gov (United States)

    Hawley, James; De Jong, Cherie

    1995-01-01

    Discusses the use of cooperative-learning groups with middle school students. Describes cooperative-learning techniques, including group roles, peer evaluation, and observation and monitoring. Considers grouping options, including group size and configuration, dyads, the think-pair-share lecture, student teams achievement divisions, jigsaw groups,…

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

    Science.gov (United States)

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

    2018-01-01

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

  18. EFFECTS OF COOPERATIVE LEARNING MODEL TYPE NUMBERED HEADS TOGETHER USING SIMULATION MEDIA PHET AND ACTIVITIES TOWARD STUDENT RESULTS

    Directory of Open Access Journals (Sweden)

    Fitri Mawaddah Lubis

    2015-12-01

    Full Text Available This study aimed to analyze the differences in learning outcomes of students taught by cooperative learning model NHT using simulation PhET and conventional learning, analyzing the differences in learning outcomes of students who have high activity and low activity, as well as the  interaction between learning model with the level of student activity in  influencing the outcome students learn physics. This research is a quasi experimental. The population in this study were students of class X SMK Tritech Informatika Medan. The tests were used to obtain the data is in the form of multiple choice. Test requirements have been carried out in the form of normality and homogeneity, which showed that the normal data and homogeneous. The data were analyzed using Anova analysis of two paths. The results showed that: The physics learning outcomes of students who use cooperative learning model NHT using PhET simulations media is better than students who use conventional learning models. The physics learning outcomes of students who have high learning activities is better than students who have Low learning activities. There is an interaction between cooperative learning model NHT PhET simulations using the media and the level of learning activity in influencing student learning outcomes. Average increase learning outcomes in the control class is greater than the experimental class.

  19. Generation Z, Meet Cooperative Learning

    Science.gov (United States)

    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.)

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

    Science.gov (United States)

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

    2005-01-01

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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  3. A Web-based Peer Assessment System for Assigning Student Scores in Cooperative Learning

    Directory of Open Access Journals (Sweden)

    Anon Sukstrienwong

    2017-11-01

    Full Text Available Working in groups has become increasingly important in order to develop students' skills. However, it can be more successful when peers cooperate and are involved in the assigned tasks. However, several educators firmly show disadvantages when all peers received the same reward, regardless of individual contribution. Some teachers also considering peer assessment to be time and effort consuming because preparation and monitoring are needed. In order to overcome these problems, we have developed a web-based peer assessment referred to as the ‘Scoring by Peer Assessment System’ (SPAS that allows teachers to set up the process of peer assessment, in order to assign scores that reflect the contribution of each student. Moreover, a web-based application allows students to evaluate their peers regarding their individual contribution where cooperative learning and peer assessment are used. The paper describes the system design and the implementation of our peer assessment application.

  4. THE EFFECT OF COOPERATIVE LEARNING ASSISTED WITH MODULE AND STUDENTS LEARNING MOTIVATION TOWARD THE STUDY RESULT ON STUDENTS SENIOR HIGH SCHOOL

    Directory of Open Access Journals (Sweden)

    Hotman Sitanggang

    2014-12-01

    Full Text Available The aim of this research is to improve learning quality of high school students in grade ten (X to the study material is about the vector. This research is a quasiexperimental study. Samples selection is random, using the control class from the adjacent class to avoid the large bias. The results of samples selection are the students of class X-H as the control class and the students of class X-I as the experimental class. The motivation variable was distinguished from the observations of student activities at the pre-study and at current research. Highly motivated students are the students who actively ask the questions and give answers to problems. While the low-motivated students are the students whose learning activities are the less. This research was designed using 2x2 factorial ANOVA, namely the effects of cooperative learning between learning without module and module-assisted learning on students’ learning results; and the effects of students’ learning motivation between highly motivated students and low motivated students. After given the treatment, those are: the same pre-test, cooperative learning without modules in control class, module-assisted cooperative learning in experimental class, the same post-test, questionnaires distribution, collection and tabulation of the data. The data were analyzed using qualitative-descriptive technique and percentage. The data analysis results using SPSS 17.0 conclude that: (1 There is a significant difference of study results in cooperative learning without module against module-assisted cooperative learning. (2 There is a significant difference of study results between highly motivated students and low motivated students. (3 There is a significant difference of study results between the group of cooperative learning and the group of student motivation at the significance value of = 0.05.

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

    Science.gov (United States)

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

    2007-01-01

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

  6. The Effectiveness of Cooperative Learning Model of Pair Checks Type on Motivation and Mathematics Learning Outcomes of 8th Grade Junior High School Students

    Directory of Open Access Journals (Sweden)

    Wahyu Budi Wicaksono

    2017-08-01

    Full Text Available The purpose of this research was to know the effectiveness of Pair Checks cooperative model towards students’ learning result and learning motivation of eight grade. Population of this research were students of eight grade Junior High School 2 Pati in the academic year 2016/1017. The research used cluster random sampling technique.Where the selected samples were students of class VIII H as experimental class and class VIII G as control class. The data collected by the method of documentation, test methods, and scale methods. The analyzed of data used completeness test and average different test. The results showed that: (1 students’ learning result who join Pair Checks cooperative model have classical study completeness; (2 students’ mathematics learning result who join Pair Checks cooperative model is better than students mathematics learning result who join ekspository learning; (3 students’ learning motivation who join Pair Checks cooperative model is better than students’ learning motivation who join ekspository learning.

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

    Science.gov (United States)

    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

  8. Cooperative Learning as a Democratic Learning Method

    Science.gov (United States)

    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…

  9. Influence Cooperative Learning Method and Personality Type to Ability to Write The Scientific Article (Experiment Study on SMAN 2 Students Ciamis Learning Indonesian Subject

    Directory of Open Access Journals (Sweden)

    Supriatna Supriatna

    2017-10-01

    Full Text Available The purpose of this research was to know the influence of cooperative learning method (Jigsaw and TPS and personality type (extrovert and introvert toward students’ ability in scientific writing at the SMA Negeri 2 Ciamis class XII. The research used experimental method with 2 x 2 factorial design. The population was the students of class XII which consisted of 150. The sample was 57 students. The results showed that: (1 The ability to write scientific articles of students learning by cooperative learning method jigsaw model (= 65,88 is higher than students who learn by cooperative technique method of TPS (= 59,88, (2 Ability writing scientific articles of students whose extroverted personality (= 65.69 is higher than introverted students (= 60.06; (3 there is interaction between cooperative learning method and personality type to score of writing ability of scientific article (4 ability to write scientific article of extrovert student and studying with technique of Jigsaw (= 77,75 higher than extrovert student learning with cooperative learning method model of TPS (= 53,63 to score of writing ability of scientific article, (5 ability to write introverted student's scientific article and get treatment of cooperative learning method of jigsaw model (= 54,00 lower than introverted student learning TPS technique = 66,13, (6 the ability to write extroverted students' scientific articles studied with jigsaw techniques, and introverted students who studied Jigsaw techniques (= 77.75 were higher than those with introverted personality types studied by the Jigsaw technique (= 54.00 , (7 Ability to write scientific articles of students learning by cooperative techniques of TPS technique and have extrovert personality type ( = 53.63 lower than introverted students learning TPS techniques (= 66.13.

  10. Influence of Discussion Rating in Cooperative Learning Type Numbered Head Together on Learning Results Students VII MTSN Model Padang

    Science.gov (United States)

    Sasmita, E.; Edriati, S.; Yunita, A.

    2018-04-01

    Related to the math score of the first semester in class at seventh grade of MTSN Model Padang which much the score that low (less than KKM). It because of the students who feel less involved in learning process because the teacher don't do assessment the discussions. The solution of the problem is discussion assessment in Cooperative Learning Model type Numbered Head Together. This study aims to determine whether the discussion assessment in NHT effect on student learning outcomes of class VII MTsN Model Padang. The instrument used in this study is discussion assessment and final tests. The data analysis technique used is the simple linear regression analysis. Hypothesis test results Fcount greater than the value of Ftable then the hypothesis in this study received. So it concluded that the assessment of the discussion in NHT effect on student learning outcomes of class VII MTsN Model Padang.

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

    Science.gov (United States)

    Drakeford, William

    2012-01-01

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

  12. Using Cooperative Structures to Promote Deep Learning

    Science.gov (United States)

    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…

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

    Science.gov (United States)

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

    2018-03-01

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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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,…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  18. Cooperative learning skaber trivsel i faget videnskabsteori

    DEFF Research Database (Denmark)

    Reggelsen, Bente

    2013-01-01

    The research question is: How important is the learning method Cooperative learning on nursing students´experience of flow and well-being in connection with the traditional porductio by the internet students?......The research question is: How important is the learning method Cooperative learning on nursing students´experience of flow and well-being in connection with the traditional porductio by the internet students?...

  19. 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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  2. The Effect of Two Different Cooperative Approaches on Students' Learning and Practices within the Context of a WebQuest Science Investigation

    Science.gov (United States)

    Zacharia, Zacharias C.; Xenofontos, Nikoletta A.; Manoli, Constantinos C.

    2011-01-01

    The goal of this study was to investigate the effect of two different cooperative learning approaches, namely, the Jigsaw Cooperative Approach (JCA) and the Traditional Cooperative Approach (TCA), on students' learning and practices/actions within the context of a WebQuest science investigation. Another goal of this study was to identify possible…

  3. APPLICATION OF COOPERATIVE LEARNING MODEL INDEX CARD MATCH TYPE IN IMPROVING STUDENT LEARNING RESULTS ON COMPOSITION AND COMPOSITION FUNCTIONS OF FUNCTIONS INVERS IN MAN 1 MATARAM

    Directory of Open Access Journals (Sweden)

    Syahrir Syahrir

    2017-12-01

    Full Text Available Lack of student response in learning mathematics caused by passive of student in process of learning progress so that student consider mathematics subject is difficult subject to be understood. The research is Classroom Action Research (PTK using 2 cycles, then the purpose of this research is how the implementation of cooperative learning type of index card match in improving student learning outcomes on the subject matter of composition function and inverse function in MAN 1 Mataram. While the results of the analysis in the study showed that there is in cycle I obtained classical completeness 78.79% with the average score of student learning outcomes 69.78 and the average value of student learning responses with the category Enough, then in cycle II shows that classical thoroughness 87 , 89% with mean score of student learning result 78,94 and average value of student learning response with good category. So it can be concluded that the implementation of Model Cooperative Learning Type Index Card Match can improve student learning outcomes on the subject matter of composition function and inverse function.

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

    Science.gov (United States)

    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...

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

    Science.gov (United States)

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

    2008-01-01

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

  6. Influence of Cooperative Learning on Students' Self-Perception on Leadership Skills: A Case Study in Science Education

    Science.gov (United States)

    Ruiz-Gallardo, José-Reyes; López-Cirugeda, Isabel; Moreno-Rubio, Consuelo

    2012-01-01

    The aim of this study is to assess the self-perception of pre-service teachers on leadership after getting involved into a Cooperative Learning approach. For that purpose, a pre/post-test has been applied to 57 undergraduate students enrolled in a unit course on Natural and Social Science Education, compulsory in the curriculum of a degree in…

  7. The Effect of Cooperative Learning Approach Based on Conceptual Change Condition on Students' Understanding of Chemical Equilibrium Concepts

    Science.gov (United States)

    Bilgin, Ibrahim; Geban, Omer

    2006-01-01

    The purpose of this study is to investigate the effects of the cooperative learning approach based on conceptual change conditions over traditional instruction on 10th grade students' conceptual understanding and achievement of computational problems related to chemical equilibrium concepts. The subjects of this study consisted of 87 tenth grade…

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

    Science.gov (United States)

    Dugan, E; Kamps, D; Leonard, B

    1995-01-01

    We investigated the use of cooperative learning groups as an instructional strategy for integrating 2 students with autism into a fourth-grade social studies class. Baseline consisted of 40 min of teacher-led sessions including lecture, questions and discussion with students, and the use of maps. The intervention condition consisted of 10 min of teacher introduction of new material, followed by cooperative learning groups that included tutoring on key words and facts, a team activity, and a whole class wrap-up and review. An ABAB design showed increases for target students and peers for the number of items gained on weekly pretests and posttests, the percentage of academic engagement during sessions, and durations of student interaction during the intervention. PMID:7601803

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  12. Effect of Cooperative Learning and Traditional Methods on Students' Achievements and Identifications of Laboratory Equipments in Science-Technology Laboratory Course

    Science.gov (United States)

    Aydin, Suleyman

    2011-01-01

    Science lessons taught via experiments motivate the students, and make them more insistent on learning science. This study aims to examine the effects of cooperative learning on students' academic achievements and their skills in identifying laboratory equipments. The sample for the study consisted of a total of 43 sophomore students in primary…

  13. Introduction: cooperative learning

    Directory of Open Access Journals (Sweden)

    José-Manuel Serrano

    2014-10-01

    Full Text Available The principal objective of this revision is the recognition of cooperative learning as a highly effective strategy for the accomplishment of the general goals in learning. The different investigations assessed validate the potential that a cooperative organization of the classroom could entail for academic achievement, self-esteem, interpersonal attraction or social support. The solidity of the existing research contributes to its external and internal validity and, thus, to conclude that the results are consistent and can be extrapolated to different cultures, ethnic groups or countries.

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

    Science.gov (United States)

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

    2011-11-01

    The purpose of this study was to compare the effect of traditional learning and cooperative learning methods on nursing students' communication skill with patients. This was an experimental study in which 34 nursing students in their 2nd semester of program participated. They were divided randomly into two groups, a control group who were taught their medical/surgical nursing course by traditional learning method and an experimental group, who were taught the same material using cooperative learning method. Before and after the teaching intervention, the students' communication skills with patients at clinical settings were examined. The results showed that no significant difference between the two groups in students' communication skills scores before the teaching intervention, but did show a significant difference between the two groups in the interaction skills and problem follow up sub-scales scores after the teaching intervention. This study provides evidence that cooperative learning is an effective method for improving and increasing communication skills of nursing students especially in interactive skills and follow up the problems sub-scale, thereby it is recommended to increase nursing students' participation in arguments by applying active teaching methods which can provide the opportunity for increased communication skills. Copyright © 2011 Elsevier Ltd. All rights reserved.

  15. Cooperative Learning Principles Enhance Online Interaction

    Science.gov (United States)

    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…

  16. COOPERATIVE LEARNING IN DISTANCE LEARNING: A MIXED METHODS STUDY

    Directory of Open Access Journals (Sweden)

    Lori Kupczynski

    2012-07-01

    Full Text Available 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 participants. Quantitative results revealed no significant difference on student success between CL and Traditional formats. The qualitative data revealed that students in the cooperative learning groups found more learning benefits than the Traditional group. The study will benefit instructors and students in distance learning to improve teaching and learning practices in a virtual classroom.

  17. The effects of cooperative learning on students enrolled in a level 1 medical-surgical nursing course.

    Science.gov (United States)

    Gumbs, J

    2001-01-01

    This study was undertaken to create an environment that the literature contends will be more conducive to learning and one that will build the necessary social skills impacting students' performance. These social skills are essential if a nurse is to be effective in her role as a competent provider of care as well as an effective member of the inter-disciplinary health care team. The concept of cooperative learning was applied to nursing theoretical content in an effort to (a) decrease attrition rates in a first level medical-surgical nursing course, (b) increase student's knowledge and (c) enhance student's patient-teaching skills. Increased knowledge was assessed by student's performance on teacher-made paper and pencil examinations. The Classroom Life Instrument questionnaire was used for feedback on the teaching strategy and the Griffin tool was the basis for the pre-test and post-test assessment and implementation of the patient teaching plan.

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

    Science.gov (United States)

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

    2014-06-01

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

  19. Cooperative Learning in Organic Chemistry Increases Student Assessment of Learning Gains in Key Transferable Skills

    Science.gov (United States)

    Canelas, Dorian A.; Hill, Jennifer L.; Novicki, Andrea

    2017-01-01

    Science and engineering educators and employers agree that students should graduate from college with expertise in their major subject area as well as the skills and competencies necessary for productive participation in diverse work environments. These competencies include problem-solving, communication, leadership, and collaboration, among…

  20. Cooperative learning as an approach to pedagogy.

    Science.gov (United States)

    Nolinske, T; Millis, B

    1999-01-01

    Lecture-based pedagogical approaches cannot adequately prepare students in professional and technical occupational therapy programs. Faculty members in other disciplines are turning to a well-known and well-researched teaching approach called cooperative learning, which is more carefully structured and defined than most other forms of small group learning. Cooperative learning includes several key principles: positive interdependence, individual responsibility, appropriate grouping, group maintenance, cooperative skills, and promotive (interaction) time. This article provides ideas for managing the classroom with cooperative learning activities and describes eight of them: Three-Step Interview, Roundtable, Think-Pair-Share, Structured Problem Solving, Send/Pass-a-Problem, Generic Question Stems, Double Entry Journal, and Dyadic Essay Confrontation. Each activity is applied to content embedded in professional and technical occupational therapy curricula. A cooperative learning approach to evaluating learning is also presented.

  1. Cooperative Learning in Accounting Classes: A Case Study.

    Science.gov (United States)

    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)

  2. Cooperative Learning i voksenundervisningen

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    Nationalt Center for Kompetenceudvikling har evalueret undervisningsmetoden Cooperative Learning i voksenundervisningen og dokumenteret positive effekter på oplevelsen af samarbejde og på lærere og kursisters engagement - men har ikke kunnet påvise systematiske positive effekter af metoden på...... kursisters frafald, fravær og karakterer. Projektet har afprøvet og videreudviklet den pædagogiske metode Cooperative Learning (CL) i en dansk virkelighed og mere specifikt i forhold til VUC'ernes nye kursistgrupper med det overordnede mål at øge gennemførslen markant og målbart ved at anvende og udvikle en...

  3. Cooperative Learning: Review of Research and Practice

    Science.gov (United States)

    Gillies, Robyn M.

    2016-01-01

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

  4. Comprehension through cooperation: Medical students and physiotherapy apprentices learn in teams - Introducing interprofessional learning at the University Medical Centre Mannheim, Germany.

    Science.gov (United States)

    Mette, Mira; Dölken, Mechthild; Hinrichs, Jutta; Narciß, Elisabeth; Schüttpelz-Brauns, Katrin; Weihrauch, Ute; Fritz, Harald M

    2016-01-01

    In order to better prepare future health care professionals for interprofessional cooperation, interprofessional learning sessions for medical students and physiotherapy apprentices were developed at the University Medical Centre Mannheim, Germany. The experience gained from designing, implementing and evaluating these learning sessions is presented and discussed. A total of 265 medical students and 43 physiotherapy apprentices attended five interprofessional learning sessions. Of these, 87-100% responded to closed and open-ended questions on a self-developed questionnaire (24 items). The responses regarding self-reported learning gains, benefit, motivation and satisfaction with the sessions were analyzed separately by professions. The learning sessions were well received by both groups. More than 75% of all participants were of the opinion that they could not have learned the new material in a better way. Significant differences between the medical students and the physiotherapy apprentices were mainly found with regard to perceived learning gains, which physiotherapy apprentices reported as being lower. Positive aspects of interprofessionalism were most often emphasized in the responses to the open-ended questions. Most frequently criticized were organizational aspects and a lack of perceived learning gains. The introduction of interprofessional learning entails great effort in terms of organizational and administrative challenges. However, the project is considered worthwhile because the interprofessional aspects of the learning sessions were indeed valued by the participants. Permanently including and expanding interprofessional learning in the curricula of both professions longitudinally is therefore something to strive for.

  5. Comprehension through cooperation: Medical students and physiotherapy apprentices learn in teams – Introducing interprofessional learning at the University Medical Centre Mannheim, Germany

    Science.gov (United States)

    Mette, Mira; Dölken, Mechthild; Hinrichs, Jutta; Narciß, Elisabeth; Schüttpelz-Brauns, Katrin; Weihrauch, Ute; Fritz, Harald M.

    2016-01-01

    Aim: In order to better prepare future health care professionals for interprofessional cooperation, interprofessional learning sessions for medical students and physiotherapy apprentices were developed at the University Medical Centre Mannheim, Germany. The experience gained from designing, implementing and evaluating these learning sessions is presented and discussed. Method: A total of 265 medical students and 43 physiotherapy apprentices attended five interprofessional learning sessions. Of these, 87-100% responded to closed and open-ended questions on a self-developed questionnaire (24 items). The responses regarding self-reported learning gains, benefit, motivation and satisfaction with the sessions were analyzed separately by professions. Results: The learning sessions were well received by both groups. More than 75% of all participants were of the opinion that they could not have learned the new material in a better way. Significant differences between the medical students and the physiotherapy apprentices were mainly found with regard to perceived learning gains, which physiotherapy apprentices reported as being lower. Positive aspects of interprofessionalism were most often emphasized in the responses to the open-ended questions. Most frequently criticized were organizational aspects and a lack of perceived learning gains. Conclusion: The introduction of interprofessional learning entails great effort in terms of organizational and administrative challenges. However, the project is considered worthwhile because the interprofessional aspects of the learning sessions were indeed valued by the participants. Permanently including and expanding interprofessional learning in the curricula of both professions longitudinally is therefore something to strive for. PMID:27280142

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  8. Encouraging Interaction by Applying Cooperative Learning

    Directory of Open Access Journals (Sweden)

    González Sonia Helena

    2001-08-01

    Full Text Available A project was conducted in order to improve oral interaction in English by applying cooperative learning to students of seventh grade. These students have lower levels of oral production and attend Marco Fidel Suárez public school. So, I decided to choose topics related to real life and to plan a series of activities of sensitization to create stable work groups and to increase oral interaction. According to the analysis and results, I can say that cooperative work and the oral activities help the students increase oral production, express better and use a foreign language with more security. In spite of the results, I consider that cooperative learning needs more time so that it can be successful. Students must have the will to cooperate. Only when students have that good will and can work together is the potential of acquisition of knowledge maximized.

  9. The Effect of Cooperative Learning Model Script and Think-Pair-Share to Critical Thinking Skills, Social Attitude and Learning Outcomes Cognitive Biology of multiethnic High School Students

    Directory of Open Access Journals (Sweden)

    Didimus Tanah Boleng

    2015-03-01

    Full Text Available Pengaruh Model Pembelajaran Cooperative Script dan Think-Pair-Share terhadap Keterampilan Berpikir Kritis, Sikap Sosial, dan Hasil Belajar Kognitif Biologi Siswa SMA Multietnis   Abstract: Biological learning process with multiethnic students requires a learning models which allow students to work independently, to work together in small groups, and to share with other groups. The purpose of this study was to determine the effect of learning models, ethnicity, and the interaction of learning model and ethnic on critical thinking skills, social attitudes, and cognitive achievement. This quasi experimental study was conducted in 11th grade of Natural Science Class Highschool students with six ethnicaly and Junior Highschool National score groups consisted of 132 samples. The results of Covarian Analysis showed that the learning models significantly affected the social attitudes and increased the critical thinking skills and cognitive achievement. Ethnicity significantly affected the social attitudes and cognitive achievement. Interaction of learning models and ethnicity significantly affected students social attitudes. Key Words: cooperative script, think-pair-share, critical thinking skills, social attitudes, biology cognitive achievement, multiethnic students Abstrak: Pengelolaan proses pembelajaran biologi pada siswa multietnis memerlukan model pembelajaran yang memungkinkan siswa bekerja mandiri, bekerja sama dalam kelompok kecil, dan berbagi dengan kelompok lain. Tujuan penelitian ini untuk mengetahui pengaruh model pembelajaran, etnis, serta interaksi model pembelajaran dan etnis terhadap keterampilan berpikir kritis, sikap sosial, dan hasil belajar kognitif biologi siswa. Penelitian eksperimen semu ini dilakukan di kelas XI IPA SMA dengan sampel sebanyak 132 orang siswa terbagi dalam enam kelas yang homogen berdasarkan etnis dan nilai ujian nasional SMP siswa. Hasil analisis data dengan menggunakan Analisis Kovarian menunjukkan bahwa model

  10. Implementation of cooperative learning model type STAD with RME approach to understanding of mathematical concept student state junior high school in Pekanbaru

    Science.gov (United States)

    Nurhayati, Dian Mita; Hartono

    2017-05-01

    This study aims to determine whether there is a difference in the ability of understanding the concept of mathematics between students who use cooperative learning model Student Teams Achievement Division type with Realistic Mathematic Education approach and students who use regular learning in seventh grade SMPN 35 Pekanbaru. This study was quasi experiments with Posttest-only Control Design. The populations in this research were all the seventh grade students in one of state junior high school in Pekanbaru. The samples were a class that is used as the experimental class and one other as the control class. The process of sampling is using purposive sampling technique. Retrieval of data in this study using the documentation, observation sheets, and test. The test use t-test formula to determine whether there is a difference in student's understanding of mathematical concepts. Before the t-test, should be used to test the homogeneity and normality. Based in the analysis of these data with t0 = 2.9 there is a difference in student's understanding of mathematical concepts between experimental and control class. Percentage of students experimental class with score more than 65 was 76.9% and 56.4% of students control class. Thus be concluded, the ability of understanding mathematical concepts students who use the cooperative learning model type STAD with RME approach better than students using the regular learning. So that cooperative learning model type STAD with RME approach is well used in learning process.

  11. Developments in cooperative learning: review of research

    Directory of Open Access Journals (Sweden)

    Robyn M. Gillies

    2014-10-01

    Full Text Available Cooperative learning, where students work in small groups to accomplish shared goals, is widely recognized as a teaching strategy that promotes learning and socialization among students from kindergarten through college and across different subject domains. It has been used successfully to promote reading and writing achievements, understanding and conceptual development in science classes, problem-solving in mathematics, and higher-order thinking and learning to name just a few. It has been shown to enhance students' willingness to work cooperatively and productively with others with diverse learning and adjustment needs and to enhance intergroup relations with those from culturally and ethnically different backgrounds. It has also been used as a teaching strategy to assist students to manage conflict and to help students identified as bullies learn appropriate interpersonal skills. In fact, it has been argued that cooperative learning experiences are crucial to preventing and alleviating many of the social problems related to children, adolescents, and young adults. There is no doubt that the benefits attributed to cooperative learning are widespread and numerous and it is the apparent success of this approach to learning that has led to it being acclaimed as one of the greatest educational innovations of recent times. The purpose of this paper is not only to review developments in research on cooperative learning but also to examine the factors that mediate and moderate its success. In particular, the review focuses on the types of student and teacher interactions generated and the key role talk plays in developing student thinking and learning, albeit through the expression of contrasting opinions or constructed shared meaning. The intention is to provide additional insights on how teachers can effectively utilize this pedagogical approach to teaching and learning in their classrooms.

  12. Ten Strengths of How Teachers Do Cooperative Learning

    Science.gov (United States)

    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…

  13. Perception of Teacher on Cooperative Learning

    Directory of Open Access Journals (Sweden)

    Alias Nur Salimah

    2018-01-01

    Full Text Available The participation of students in the process of learning is one of the keys to ensure effective learning outcomes either in terms of knowledge or skill. However, teacher-centred teaching methods which have been practiced in this country after so long avert students to fully engage in the learning process especially in a classroom. Various attempts have been made by the government to emphasize student’s development in term of communication, creativity and innovation through the of process learning in class. It requires school to implement student-centred teaching methods such as cooperative learning. Cooperative learning is a teaching method that requires teachers not only interacts with the students but also with other teaching aids such as audio, video and computer. Therefore, this study was conducted to identify teachers' perception on the implementation of cooperative learning in the teaching and learning process in class. 25 teachers were selected as respondents. Mixed methods were used in this study, where the instrument of questionnaires and interviews were used to collect the data. Quantitative data analysis was made using descriptive statistics of frequency, mean and percentage. While, qualitative data analysis was based on the recommendations of the Miles & Huberman (1994. The findings showed teachers have a positive attitude toward cooperative learning and they are ready and feel confident to practice it. However, the constraints are classroom control, time and limited teaching aids

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

    Science.gov (United States)

    Vega, Mery Luz; Hederich M., Christian

    2015-01-01

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

  15. Creating conditions for cooperative learning: Basic elements

    Directory of Open Access Journals (Sweden)

    Ševkušić-Mandić Slavica G.

    2003-01-01

    Full Text Available Although a large number of research evidence speak out in favor of cooperative learning, its effectiveness in teaching does not depend only on teacher’s and students’ enthusiasm and willingness to work in such a manner. Creating cooperative situations in learning demands a serious preparation and engagement on the part of teacher who is structuring various aspects of work in the classroom. Although there exist a large number of models and techniques of cooperative learning, which vary in the way in which students work together, in the structure of learning tasks as well as in the degree to which cooperative efforts of students are coupled with competition among groups, some elements should be present in the structure of conditions irrespective of the type of group work in question. Potential effects of cooperation are not likely to emerge unless teachers apply five basic elements of cooperative structure: 1. structuring of the learning task and students’ positive interdependence, 2. individual responsibility, 3. upgrading of "face to face" interaction, 4. training of students’ social skills, and 5. evaluation of group processes. The paper discusses various strategies for establishing the mentioned elements and concrete examples for teaching practice are provided, which should be of assistance to teachers for as much successful cooperative learning application as possible in work with children.

  16. The Investigation of the Effects of Physical Education Lessons Planned in Accordance with Cooperative Learning Approach on Secondary School Students' Problem Solving Skills

    Science.gov (United States)

    Gorucu, Alpaslan

    2016-01-01

    The purpose of the present research was to investigate the effects of physical education lessons planned in accordance with cooperative learning approach on secondary school students' problem solving skills. The research was conducted on 48 students studying at Konya/Selçuklu Sehit Mustafa Çuhadar Secondary School in fall semester of 2015-2016…

  17. The Effect of the Conceptual Change Oriented Instruction through Cooperative Learning on 4th Grade Students' Understanding of Earth and Sky Concepts

    Science.gov (United States)

    Celikten, Oksan; Ipekcioglu, Sevgi; Ertepinar, Hamide; Geban, Omer

    2012-01-01

    The purpose of this study was to compare the effectiveness of the conceptual change oriented instruction through cooperative learning (CCICL) and traditional science instruction (TI) on 4th grade students' understanding of earth and sky concepts and their attitudes toward earth and sky concepts. In this study, 56 fourth grade students from the…

  18. Effect of the Jigsaw-Based Cooperative Learning Method on Student Performance in the General Certificate of Education Advanced-Level Psychology: An Exploratory Brunei Case Study

    Science.gov (United States)

    Azmin, Nur Hafizah

    2016-01-01

    The mixed-methods study investigated the effect of the jigsaw cooperative learning method on student performance in psychology and their views towards it. Experimental data were obtained via pre-and-post tests and an open-ended questionnaire from 16 conveniently selected students at one Sixth Form College in Brunei. Moreover, the participants…

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

    Science.gov (United States)

    Gambari, Amosa Isiaka; Yusuf, Mudasiru Olalere

    2017-01-01

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

  20. The Effect of Cooperative Learning: University Example

    Science.gov (United States)

    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…

  1. Collaborative and Cooperative Learning in Malaysian Mathematics Education

    Science.gov (United States)

    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…

  2. Collaborative action research: implementation of cooperative learning.

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    Syukri, Yandi; Nugroho, Bambang Hernawan

    2017-03-01

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

  4. Web-based Cooperative Learning in College Chemistry Teaching

    Directory of Open Access Journals (Sweden)

    Bin Jiang

    2014-03-01

    Full Text Available With the coming of information era, information process depend on internet and multi-media technology in education becomes the new approach of present teaching model reform. Web-based cooperative learning is becoming a popular learning approach with the rapid development of web technology. The paper aims to how to carry out the teaching strategy of web-based cooperative learning and applied in the foundation chemistry teaching.It was shown that with the support of modern web-based teaching environment, students' cooperative learning capacity and overall competence can be better improved and the problems of interaction in large foundation chemistry classes can be solved. Web-based cooperative learning can improve learning performance of students, what's more Web-based cooperative learning provides students with cooperative skills, communication skills, creativity, critical thinking skills and skills in information technology application.

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

    Science.gov (United States)

    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…

  6. Cooperative learning in the clinical setting.

    Science.gov (United States)

    Newland, P L

    1997-01-01

    The modern clinical practice setting presents nurses with challenges about which they must think critically and develop increasingly autonomous problem-solving approaches. It is essential to provide nursing students with opportunities to practice critical thinking so that they can develop this crucial skill. Cooperative learning strategies are interactive teaching methods that stimulate students to think critically, communicate effectively with peers, and accept responsibility for learning through group process activities. Group care planning is one such cooperative strategy that also promotes a positive attitude about care planning and sharpens time management skills. Cooperative assessment and care planning foster the development of critical thinking and effective problem resolution, preparing students for patient care problems they will likely encounter in future positions.

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

    Directory of Open Access Journals (Sweden)

    Mery Luz Vega-Vaca

    2015-07-01

    Full Text Available This study is expected to determine the impact of a program based on the cooperative learning methodology. This, in comparison to a traditional learning situation in both mathematics and language achievement. The study was carried out on a group of fourth grade students of primary school. In addition, it tried to find the differential impact according to the cognitive style in the field dependence-independence dimension. This work was carried out with 76 students of the Colegio José Martí I.E.D. (Bogotá-Colombia ranging from 8-12 years of age. The control group received a traditional teaching methodology and the experimental group received the cooperative learning program, composed of 35 sessions (from July to November 2009. All the participants were tested in mathematics and language performance, before and after the intervention. All of them were tested in cognitive style as well. The results suggested that the cooperative learning methodology benefited importantly the academic achievement of the students in mathematics in contrast to the competitive and individualist situations. The results also suggested that the three cognitive style groups were positively affected from the cooperative learning situation. These results were not found in the language area.

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

    Science.gov (United States)

    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…

  9. Learner Views about Cooperative Learning in Social Learning Networks

    Science.gov (United States)

    Cankaya, Serkan; Yunkul, Eyup

    2018-01-01

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

  10. Learning Microbiology Through Cooperation: Designing Cooperative Learning Activities that Promote Interdependence, Interaction, and Accountability

    Directory of Open Access Journals (Sweden)

    Janine E. Trempy

    2009-12-01

    Full Text Available A microbiology course and its corresponding learning activities have been structured according to the Cooperative Learning Model. This course, The World According to Microbes, integrates science, math, engineering, and technology (SMET majors and non-SMET majors into teams of students charged with problem solving activities that are microbial in origin. In this study we describe development of learning activities that utilize key components of Cooperative Learning—positive interdependence, promotive interaction, individual accountability, teamwork skills, and group processing. Assessments and evaluations over an 8-year period demonstrate high retention of key concepts in microbiology and high student satisfaction with the course.

  11. Cooperative activity and its potential for learning in tertiary education

    Directory of Open Access Journals (Sweden)

    Cirila Peklaj

    2007-01-01

    Full Text Available A learning situation can be structured in different ways, as an individual, competitive, or cooperative activity. Each of these structures can be used for different purposes and can lead to different learning outcomes. This paper focuses on cooperative activity and its potential for learning in tertiary education. After defining cooperative activity (or, in a broader sense, learning in interaction and introducing the CAMS theoretical framework to analyse cooperative activity, the main discussion focuses on the theoretical reasons for the usefulness of group learning and on the research of effects of cooperative learning on cognitive (metacognitive, affective-motivational and social processes in university students. The key elements that should be established for successful cooperation are also discussed. At the end, a new direction in using cooperative activity in learning—computer supported collaborative learning (CSCL, which emerged with rapid technology development in the last two decades—is presented and discussed.

  12. Cooperative learning in industrial-sized biology classes.

    Science.gov (United States)

    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.

  13. Social learning in cooperative dilemmas.

    Science.gov (United States)

    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.

  14. Cooperating to learn teaching to cooperate: adviser processes for program implement CA/AC

    Directory of Open Access Journals (Sweden)

    José Ramón LAGO

    2011-11-01

    Full Text Available The aim of this paper is present some results of advise strategy to introduce cooperative learning from the «Cooperating to Learn/ Learning to Cooperate» CL/LC Programme. The first part situates the research project and the research objective focused on how introduction of CL/LC program through a process of advice facilitates permanent improvements to the inclusion of students. In the second we analyzed the phases and tasks of an adviser process for the introduction of cooperative learning and three stages to build on cooperative learning in school: the introduction, generalization and consolidation. The third part is the central part. We describe five process of adviser to implement cooperative learning which we can observe different degrees and modalities of collaboration between teachers and counselors and between teachers. Is possible the first step of a network centers to work cooperatively.

  15. Supplemental Action Learning Workshops: Understanding the Effects of Independent and Cooperative Workshops on Students' Knowledge

    Science.gov (United States)

    Morris, Kathryn Michelle

    2016-01-01

    Community colleges enroll more than half of the undergraduate population in the United States, thereby retaining students of varying demographics with extracurricular demands differing from traditional four-year university students. Often in a collegiate lecture course, students are limited in their abilities to absorb and process information…

  16. The Effects of Cooperative Learning on Student Achievement in Algebra I

    Science.gov (United States)

    Brandy, Travis D.

    2013-01-01

    It is a well-documented finding that high school students in schools across the nation, including California, fail to achieve at the proficient level in mathematics, based on standardized test scores. The purpose of this research study was to compare the findings of students taught using traditional instructional methodologies versus cooperative…

  17. Forskningsoversigt - Effekterne af Cooperative Learning

    DEFF Research Database (Denmark)

    Larsen, Lea Lund

    Kan Cooperative Learning - en undervisningsform hvor lærerens tid ved tavlen mindskes og hvor de lærende samarbejder om stoffet - maksimere de lærendes indlæring og medvirke til en forbedring af deres interpersonelle og kommunikative kompetencer, samt øge deres motivation for læring? Den megen...... forskning fra USA viser, at Cooperative Learning øger lærerens bevidsthed om, hvilken adfærd, han er medvirkende til at skabe blandt de lærende. Og den øger lærerens bevidsthed omkring interaktioner i klasserummet, og giver god plads og taletid til hver enkelt lærende. Set i lyset heraf kan Cooperative......, at Cooperative Learning har lige så høj grad af positiv effekt, som den viser sig at have på grundskoleområdet. Det er sigtet med denne oversigt over den empiriske forskning. Til start præsenteres Cooperative Learning som metode, dens rødder og udvikling, dernæst skitseres den omfattende forskning omkring...

  18. Cooperative learning in 'Special Needs in Dentistry' for undergraduate students using the Jigsaw approach.

    Science.gov (United States)

    Suárez-Cunqueiro, M M; Gándara-Lorenzo, D; Mariño-Pérez, R; Piñeiro-Abalo, S; Pérez-López, D; Tomás, I

    2017-11-01

    The goals of this study were to (i) describe the use of the Jigsaw approach for the resolution of clinical cases by undergraduate students in the subject 'Special Needs in Dentistry' and (ii) assess the impact of its implementation on academic performance and the students' perception. The Jigsaw approach was applied to the fifth-year in the subject 'Special Needs in Dentistry', as part of the Dentistry degree curriculum of the University of Santiago de Compostela, during the academic years 2012/2013 and 2013/2014. A total of 109 dental students were enrolled in the study, and the final marks of the Jigsaw (n = 55) and the non-Jigsaw groups (n = 54) were compared. Students' perceptions on the Jigsaw technique were assessed using a 13-question questionnaire. Academic performance based on the final examination mark for the Jigsaw and non-Jigsaw groups was 6.45 ± 1.49 and 6.13 ± 1.50, respectively. There were not students in the Jigsaw group who failed to attend the mandatory examination (0% vs. 12.96% in the non-Jigsaw group, P = 0.006). The questionnaire's internal consistency was 0.90. The mean value for all the questionnaire items was 3.80, with the highest response score of 4.35 for the statement 'I have seen the complexity that the resolution of a clinical case can involve'. Based on the students' perceptions, the Jigsaw approach could contribute to a better understanding of the complexity of solving clinical cases in the subject 'Special Needs in Dentistry'. However, further investigations should be conducted to analyse the influence of this technique on students' academic performance in the field of clinical dentistry. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  19. Students' Perspectives of Using Cooperative Learning in a Flipped Statistics Classroom

    Science.gov (United States)

    Chen, Liwen; Chen, Tung-Liang; Chen, Nian-Shing

    2015-01-01

    Statistics has been recognised as one of the most anxiety-provoking subjects to learn in the higher education context. Educators have continuously endeavoured to find ways to integrate digital technologies and innovative pedagogies in the classroom to eliminate the fear of statistics. The purpose of this study is to systematically identify…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

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

    2016-01-01

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

  2. Networking for English Literature Class: Cooperative Learning in Chinese Context

    Science.gov (United States)

    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…

  3. Improving the Students' Activity and Learning Outcomes on Social Sciences Subject Using Round Table and Rally Coach of Cooperative Learning Model

    Science.gov (United States)

    Ningsih; Soetjipto, Budi Eko; Sumarmi

    2017-01-01

    The purpose of this study was: (1) to analyze increasing students' learning activity and learning outcomes. Student activities which were observed include the visual, verbal, listening, writing and mental visual activity; (2) to analyze the improvement of student learning outcomes using "Round Table" and "Rally Coach" Model of…

  4. Kagan Cooperative Learning Model and Mathematics Achievement of Economically Disadvantaged Middle School Students

    Science.gov (United States)

    Mourning, Erica

    2014-01-01

    Economically disadvantaged students are being outperformed by their non-disadvantaged peers in middle school mathematics. This problem is evidenced by 2013 data from a national middle school mathematics assessment which revealed an achievement gap of 27 scale score points. Closing this gap is important to schools with high populations of…

  5. Co-Operative Learning and Development Networks.

    Science.gov (United States)

    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…

  6. Pembelajaran Membaca Interpreatif dengan Pendekatan Cooperative Learning di Sekolah Dasar

    Directory of Open Access Journals (Sweden)

    Ahmad Ridhani Ar

    2016-02-01

    Full Text Available This study focuses on how to foster the learning of interpretative reading by using cooperative learning approach in the fifth grade of SDN Lowokwaru VI Malang. This is a collaborative action research using three cycles, involving 53 students. The results of the study reveal that to make the learning of interpretative reading by using cooperative learning approach in the fifth grade of SDN Lowokwaru VI Malang effective, the practitioners encourage the students schemata, divide the students into 8 groups, use their peers to understand the texts, share with them the content of the texts, revise the task, and respond to the whole process of learning.

  7. The Effects of Cooperative and Collaborative Strategies on Student Achievement and Satisfaction in Blended and Online Learning Environments

    Science.gov (United States)

    Nickel, Christine E.

    2010-01-01

    The purpose of this study was to examine whether cooperative versus collaborative strategies used for a group project had differential effects on students' achievement, process and solution satisfaction, value and preference for collaboration, and perceptions of community of inquiry in online and blended environments. The study sample consisted of…

  8. Effects of Cooperative E-Learning on Learning Outcomes

    Science.gov (United States)

    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…

  9. Development of Innovation by Constructivist Theory with using Cooperative Learning Technique STAD of Mathayomsuksa 3 Students at Anuban Mahasarakham School

    Directory of Open Access Journals (Sweden)

    Apinya Phonpinyo

    2017-03-01

    Full Text Available The purposes of the this research: 1. were study the problems and needed science activities learning 2. to improve students activities 3. study the activities; 3.1 to improve the learning of course to pass the standard in 70 percentage 3.2 to improve basic science process skills to pass in 70 percentage 3.3 to study on attitude in science. the Target group was mathayomsuksa 3 students in the class 1 of Anuban Mahasarakham school by using purposive sampling technique that totally were 32 persons. The research instruments were an interview of teacher, the questionnaires of students who were managed in science learning activities and learning management based, the evaluation of learning achievement that had 4 choices were totally 30 items are have discrimination levels from 0.20 - 0.64 and all reliability levels were 0.74, the test of science process skills on basic level that had 4 choices with 30 items had discrimination levels from 0.28 - 0.83 and all reliability levels were 0.73. The evaluation of attitude to science course had 5-scale levels scale 5 levels, 20-item and difficulty levels from 0.20 - 0.71. The reliability levels were 0.69. The statistics used was percentage, mean and standard division. The research found as follows; 1. Study of the problems and needed science activities learning was found that concerning learning activities management focused on description, note by student non-action with learning activities, it non-evaluating science process skills and attitude in science. The knowledge of most student on science was lower. The motivated students students in learning activities in science were at high level ( = 3.81 2. Learning activities management was developed by 5 stages as follow; 1 introduction stage, 2 review old idea stage, 3 improvement and change concept stage, 4 applying a new idea stage, 5 conclusion stage and appropriately learning activities plan was at high level ( = 4.30 3. the Effects of learning activities

  10. Multilingual Writing and Pedagogical Cooperation in Virtual Learning Environments

    DEFF Research Database (Denmark)

    Mousten, Birthe; Vandepitte, Sonia; Arnó Macà, Elisabet

    Multilingual Writing and Pedagogical Cooperation in Virtual Learning Environments is a critical scholarly resource that examines experiences with virtual networks and their advantages for universities and students in the domains of writing, translation, and usability testing. Featuring coverage o...

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

    Science.gov (United States)

    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…

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

    OpenAIRE

    Fernández Río, Francisco Javier; Cecchini Estrada, José Antonio; Méndez Giménez, Antonio; Prieto Saborit, José Antonio

    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, 1.20...

  13. Longitudinal study of a cooperation-driven, socio-scientific issue intervention on promoting students' critical thinking and self-regulation in learning science

    Science.gov (United States)

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

    2017-10-01

    This longitudinal study explored the effects of a Cooperation-driven Socioscientific Issue (CDSSI) intervention on junior high school students' perceptions of critical thinking (CT) and self-regulation (SR) in Taiwan. Forty-nine grade 7 students were randomly selected as an experimental group (EG) to attend a 3-semester 72-hour intervention; while another 49 grade 7 students from the same school were randomly selected as the comparison group (CG). All participants completed a 4-wave student questionnaire to assess their perceptions of CT and SR. In addition, 8 target students from the EG with the lowest scores on either CT or SR were purposefully recruited for weekly observation. These target students and their teachers were interviewed one month after the intervention in each semester. Analyses of covariance and paired-wise t-tests revealed that the EG students' perceptions of CT and SR in learning science were improved during the study and were significantly better than their counterparts' at the end of the study. Systematic interview and classroom observation results were consistent with the quantitative findings. This study adds empirical evidence and provides insights into how CDSSI can be integrated into planning and implementing effective pedagogical strategies aimed at increasing students' perceptions of CT and SR in learning science.

  14. Cooperative learning and academic achievement: why does groupwork work?

    Directory of Open Access Journals (Sweden)

    Robert E. Slavin

    2014-10-01

    Full Text Available Cooperative learning refers to instructional methods in which students work in small groups to help each other learn. Four major theoretical perspectives on achievement effects of cooperative learning are reviewed: Motivational, social cohesion, developmental, and cognitive elaboration. Evidence from practical classroom research primarily supports the motivational perspective, which emphasizes the use of group goals and individual accountability for group success. However, there are conditions under which methods derived from all four theoretical perspectives contribute to achievement gain. This chapter reconciles these perspectives in a unified theory of cooperative learning effects.

  15. COOPERATIVE LEARNING AND TEACHING OF GEOGRAPHY UNDER THE EHEA

    Directory of Open Access Journals (Sweden)

    Ana María Luque Gil

    Full Text Available The university is in the process of change by the new society of knowledge that emerged with globalization. The working methods of teachers must adapt to new needs of the European Higher Education Area. The article has the following objectives clarify what is cooperative learning, present the advantages and disadvantages of cooperative learning, learn the main techniques and present the results of an innovative educational project which has experimented with these techniques in two courses geography; methodology values the opinion of students and teachers on cooperative learning. The results are clarifying and highlighting the strengths and weaknesses of these techniques.

  16. The Effect of Cooperative Learning with DSLM on Conceptual Understanding and Scientific Reasoning among Form Four Physics Students with Different Motivation Levels

    Directory of Open Access Journals (Sweden)

    M.S. Hamzah

    2010-11-01

    Full Text Available The purpose of this study was to investigate the effect of Cooperative Learning with a Dual Situated Learning Model (CLDSLM and a Dual Situated Learning Model (DSLM on (a conceptual understanding (CU and (b scientific reasoning (SR among Form Four students. The study further investigated the effect of the CLDSLM and DSLM methods on performance in conceptual understanding and scientific reasoning among students with different motivation levels. A quasi-experimental method with the 3 x 2 Factorial Design was applied in the study. The sample consisted of 240 stu¬dents in six (form four classes selected from three different schools, i.e. two classes from each school, with students randomly selected and assigned to the treatment groups. The results showed that students in the CLDSLM group outperformed their counterparts in the DSLM group—who, in turn, significantly outperformed other students in the traditional instructional method (T group in scientific reasoning and conceptual understanding. Also, high-motivation (HM students in the CLDSLM group significantly outperformed their counterparts in the T groups in conceptual understanding and scientific reasoning. Furthermore, HM students in the CLDSLM group significantly outperformed their counterparts in the DSLM group in scientific reasoning but did not significantly outperform their counterparts on conceptual understanding. Also, the DSLM instructional method has significant positive effects on highly motivated students’ (a conceptual understanding and (b scientific reason¬ing. The results also showed that LM students in the CLDSLM group significantly outperformed their counterparts in the DSLM group and (T method group in scientific reasoning and conceptual understanding. However, the low-motivation students taught via the DSLM instructional method significantly performed higher than the low-motivation students taught via the T method in scientific reasoning. Nevertheless, they did not

  17. Teaching Economics: A Cooperative Learning Model.

    Science.gov (United States)

    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…

  18. Impact of Cooperative Learning Approach on Senior Secondary ...

    African Journals Online (AJOL)

    This research work investigated the impact of cooperative learning approach on the performance of secondary school students in mathematics using some selected secondary schools. It employed one hundred and twenty students selected from the entire population of students offering mathematics at the senior secondary ...

  19. Idea Sharing: Assessment in a Cooperative Learning Class

    Science.gov (United States)

    Tamah, Siti Mina

    2014-01-01

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

  20. Co-Authoring: A Natural Form of Cooperative Learning.

    Science.gov (United States)

    Chapman, Ann D.; And Others

    1992-01-01

    Presents a method of improving student term papers that employs an approach requiring students to co-author a paper with other students in a group. Describes the four key elements of successful cooperative learning. Provides details about how this approach can be carried out. (HB)

  1. Can Cooperative Learning Maximize the Effectiveness of WebQuest Used in Learning?

    Directory of Open Access Journals (Sweden)

    Robitah Spian

    2012-12-01

    Full Text Available The purpose of this study is to investigate whether cooperative learning can maximize the effectiveness of webQuest used as a medium in teaching and learning in Islamic education. The present study also examined the perception of students towards WebQuest and cooperative learning method. Muslim students were selected from a rural school in Penang, Malaysia. Quantitative and qualitative approaches were used in this study. The results showed that WebQuest used in teaching and learning in Islamic education had positive impact on students’ learning'. However, cooperative learning method did not influence the students’ learning outcome. Nevertheless, students were interested in the medium of instruction used. Integration of ICT in class lesson in Islamic subject enables the creation of interactive and fun learning among students. Therefore, the application of WebQuest in lessons is suitable and should be applied by all teachers in their learning activities to increase students’ interest and performance in Islamic education.

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

    Directory of Open Access Journals (Sweden)

    George M. Jacobs

    2015-06-01

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

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

    Science.gov (United States)

    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.

  4. Pharmacy students' attitudes towards physician-pharmacist collaboration: Intervention effect of integrating cooperative learning into an interprofessional team-based community service.

    Science.gov (United States)

    Wang, Jun; Hu, Xiamin; Liu, Juan; Li, Lei

    2016-09-01

    The aim of this study was to evaluate the attitudes towards physician-pharmacist collaboration among pharmacy students in order to develop an interprofessional education (IPE) opportunity through integrating cooperative learning (CL) into a team-based student-supported community service event. The study also aimed to assess the change in students' attitudes towards interprofessional collaboration after participation in the event. A bilingual version of the Scale of Attitudes Toward Physician-Pharmacist Collaboration (SATP(2)C) in English and Chinese was completed by pharmacy students enrolled in Wuhan University of Science and Technology, China. Sixty-four students (32 pharmacy students and 32 medical students) in the third year of their degree volunteered to participate in the IPE opportunity for community-based diabetes and hypertension self-management education. We found the mean score of SATP(2)C among 235 Chinese pharmacy students was 51.44. Cronbach's alpha coefficient was 0.90. Our key finding was a significant increase in positive attitudes towards interprofessional collaboration after participation in the IPE activity. These data suggest that there is an opportunity to deliver IPE in Chinese pharmacy education. It appears that the integration of CL into an interprofessional team-based community service offers a useful approach for IPE.

  5. Lessons Learned from ISS Cooperation

    Science.gov (United States)

    Jolly, C.

    2002-01-01

    Forty years of human spaceflight activities are now culminating in the International Space Station program (ISS). The ISS involves fifteen nations, working together to create a permanently occupied orbital facility that will support scientific and potentially, commercial endeavours. The assembly of the ISS is scheduled to be completed later in this decade, after which it will be operated for at least ten years. At the strategic level, such a complex international project is highly dependent on the fifteen Partners' respective internal politics and foreign policies. On the operational level, Partners still have certain difficulties in issuing and agreeing to common technical procedures. As with almost all aspects of International Space Station cooperation, the Partners are going through a constant learning process, where they have to deal with complex political, legal and operational differences. Intergovernmental Agreement and the Memoranda of Understanding, the instruments forming the legal backbone of the International Space Station cooperation, are still lacking a fair number of arrangements that need to be created for completing and operating the Station. The whole endeavour is also a constant learning process at the operational level, as astronauts, cosmonauts, engineers and technicians on the ground with different cultural and educational backgrounds, learn to work together. One recent Space Shuttle mission to the Station showed the importance of standardising even trivial system components such as packaging labels, as it took the astronauts half a day more than planned to correctly unpack the equipment. This paper will provide a synthesis of some of the main lessons learned during the first few years of International Space Station's lifetime. Important political, legal and operational issues will be addressed and combined. This analysis will provide some guidelines and recommendations for future international space projects, such as an international human

  6. Cooperative Learning and Interpersonal Synchrony.

    Science.gov (United States)

    Vink, Roy; Wijnants, Maarten L; Cillessen, Antonius H N; Bosman, Anna M T

    2017-04-01

    Cooperative learning has been shown to result in better task performance, compared to individual and competitive learning, and can lead to positive social effects. However, potential working mechanisms at a micro level remain unexplored. One potential working mechanism might be the level of interpersonal synchrony between cooperating individuals. It has been shown that increased levels of interpersonal synchrony are related to better cognitive performance (e.g., increased memory). Social factors also appear to be affected by the level of interpersonal synchrony, with more interpersonal synchrony leading to increased likeability. In the present study, interpersonal synchrony of postural sway and its relation to task performance and social factors (i.e., popularity, social acceptance, and likeability) was examined. To test this, 183 dyads performed a tangram task while each child stood on a Nintendo Wii Balance Board that recorded their postural sway. The results showed that lower levels of interpersonal synchrony were related to better task performance and those dyads who were on average more popular synchronized more. These results contradict previous findings. It is suggested that for task performance, a more loosely coupled system is better than a synchronized system. In terms of social competence, dyad popularity was associated with more interpersonal synchrony.

  7. Effectiveness of a mining simulation cooperative learning activity on the cognitive and affective achievement of students in a lower division physical geology course: A confluent approach

    Science.gov (United States)

    Tolhurst, Jeffrey Wayne

    Most students enrolled in lower division physical geology courses are non-majors and tend to finish the course with little appreciation of what it is geologists really do. They may also be expected to analyze, synthesize, and apply knowledge from previous laboratory experiences with little or no instruction and/or practice in utilizing the critical thinking skills necessary to do so. This study sought to answer two research questions: (1) do physical geology students enrolled in a course designed around a mining simulation activity perform better cognitively than students who are taught the same curriculum in the traditional fashion; and (2) do students enrolled in the course gain a greater appreciation of physical geology and the work that geologists do. Eighty students enrolled in the course at Columbia College, Sonora, California over a two year period. During the first year, thirty-one students were taught the traditional physical geology curriculum. During the second year, forty-nine students were taught the traditional curriculum up until week nine, then they were taught a cooperative learning mining simulation activity for three weeks. A static group, split plot, repeated measures design was used. Pre- and post-tests were administered to students in both the control and treatment groups. The cognitive assessment instrument was validated by content area experts in the University of South Carolina Geological Sciences Department. Students were given raw lithologic, gravimetric, topographic, and environmental data with which to construct maps and perform an overlay analysis. They were tested on the cognitive reasoning and spatial analysis they used to make decisions about where to test drill for valuable metallic ores. The affective instrument used a six point Likert scale to assess students' perceived enjoyment, interest, and importance of the material. Gains scores analysis of cognitive achievement data showed a mean of 2.43 for the control group and 4.47 for

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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)

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

    Science.gov (United States)

    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'…

  11. An Intervention Model of Constructive Conflict Resolution and Cooperative Learning.

    Science.gov (United States)

    Zhang, Quanwu

    1994-01-01

    Tests an intervention model of constructive conflict resolution (CCR) and cooperative learning in three urban high schools. Findings show that improvements in CCR increased social support and decreased victimization for the students. These changes improved student's attitudes, self-esteem, interpersonal relations, and academic achievement. (GLR)

  12. Effects of Jigsaw Cooperative Learning and Animation Techniques on Students' Understanding of Chemical Bonding and Their Conceptions of the Particulate Nature of Matter

    Science.gov (United States)

    Karacop, Ataman; Doymus, Kemal

    2013-04-01

    The aim of this study was to determine the effect of jigsaw cooperative learning and computer animation techniques on academic achievements of first year university students attending classes in which the unit of chemical bonding is taught within the general chemistry course and these students' learning of the particulate nature of matter of this unit. The sample of this study consisted of 115 first-year science education students who attended the classes in which the unit of chemical bonding was taught in a university faculty of education during the 2009-2010 academic year. The data collection instruments used were the Test of Scientific Reasoning, the Purdue Spatial Visualization Test: Rotations, the Chemical Bonding Academic Achievement Test, and the Particulate Nature of Matter Test in Chemical Bonding (CbPNMT). The study was carried out in three different groups. One of the groups was randomly assigned to the jigsaw group, the second was assigned to the animation group (AG), and the third was assigned to the control group, in which the traditional teaching method was applied. The data obtained with the instruments were evaluated using descriptive statistics, one-way ANOVA, and MANCOVA. The results indicate that the teaching of chemical bonding via the animation and jigsaw techniques was more effective than the traditional teaching method in increasing academic achievement. In addition, according to findings from the CbPNMT, the students from the AG were more successful in terms of correct understanding of the particulate nature of matter.

  13. 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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  15. Early Identification of Ineffective Cooperative Learning Teams

    Science.gov (United States)

    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…

  16. Cooperative learning, problem solving and mediating artifacts

    African Journals Online (AJOL)

    PROF.MIREKU

    10, 2012. 39. Cooperative learning, problem solving and mediating artifacts. F. Bahmaei6 & N. ... out cooperative learning in the end, post-test was done and by analyzing the tests it was concluded that ... Johnson et al, 1991 b, Reynolds et al. 1995, Vidakovic .... connection of mental constructs (Hiebert, Carpenter, 1992).

  17. Jigsaw Cooperative Learning: Acid-Base Theories

    Science.gov (United States)

    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…

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

    Science.gov (United States)

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

    2008-01-01

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

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

    Science.gov (United States)

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

    2009-01-01

    Investigative- and cooperative-based learning strategies have been used effectively in a variety of classrooms to enhance student learning and engagement. In the General Microbiology laboratory for juniors and seniors at James Madison University, these strategies were combined to make a semester-long, investigative, cooperative learning experience involving culture and identification of microbial isolates that the students obtained from various environments. To assess whether this strategy was successful, students were asked to complete a survey at the beginning and at the end of the semester regarding their comfort level with a variety of topics. For most of the topics queried, the students reported that their comfort had increased significantly during the semester. Furthermore, this group of students thought that the quality of this investigative lab experience was much better than that of any of their previous lab experiences.

  20. Cooperative learning in 21st century

    Directory of Open Access Journals (Sweden)

    David W. Johnson

    2014-10-01

    Full Text Available The 21st century brings four important challenges in which cooperation plays a central role: (1 a rapidly increasing global interdependence that will result in increasing local diversity as well as more frequent and intense conflicts, (2 the increasing number of democracies throughout the world, (3 the need for creative entrepreneurs, and (4 the growing importance of interpersonal relationships that affect the development of personal identity. The tools for meeting these challenges include cooperative learning. In this article the nature of cooperative learning will be reviewed, the underlying theory of social interdependence will be discussed, and the results of the research on cooperative learning will be briefly reviewed. The way in which cooperative learning contributes to meeting the four challenges will then be discussed.

  1. Promoting Cooperative Learning in the Classroom: Comparing Explicit and Implicit Training Techniques

    Directory of Open Access Journals (Sweden)

    Anne Elliott

    2003-07-01

    Full Text Available In this study, we investigated whether providing 4th and 5th-grade students with explicit instruction in prerequisite cooperative-learning skills and techniques would enhance their academic performance and promote in them positive attitudes towards cooperative learning. Overall, students who received explicit training outperformed their peers on both the unit project and test and presented more favourable attitudes towards cooperative learning. The findings of this study support the use of explicitly instructing students about the components of cooperative learning prior to engaging in collaborative activities. Implications for teacher-education are discussed.

  2. Analysis of Former Learning Assistants' Views on Cooperative Learning

    Science.gov (United States)

    Gray, Kara E.; Otero, Valerie K.

    2009-11-01

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

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

    Science.gov (United States)

    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.

  4. Using Cooperative Learning In Teaching Critical Thinking In Reading

    Directory of Open Access Journals (Sweden)

    Anit Pranita Devi

    2015-12-01

    Full Text Available This study investigates how cooperative learning facilitates students in learning critical thinking in reading and to find out the benefits and challenges during the implementation of cooperative learning in one vocational school in Cimahi. A case study is utilized by using instruments of classroom observations, questionnaires, semi structured interview and students’ written tests. The findings show that the implementation of cooperative learning facilitates students develop their critical thinking and enhance critical thinking dispositions in reading. Three features which contribute to the development of students’ critical thinking in reading are: the encouragement of student-student interaction; the provision of group purposes; and the provision of stimulus to the students’ development of thought and ideas. The aforementioned features promote benefits which involved higher motivation and involvement, increased opportunity for language use, and developed interpersonal relationship. Nevertheless, these benefits are constrained by the availability of time, students’ English proficiency, and students’ contribution to the groupwork. It is recommended that further researchers conduct the similar study in a longer period to make sure that the key elements of cooperative learning are well-structured.

  5. Meaningful Learning in the Cooperative Classroom

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  8. The Effect of Using a Program Based on Cooperative Learning Strategy on Developing some Oral Communication Skills of Students, at English Department, Faculty of Education, Sana'a University

    Science.gov (United States)

    Zuheer, Khaled Mohsen Mohammed

    2008-01-01

    The purpose of study is to investigate the effective of using a cooperative learning strategy STAD-based program on developing some oral communication skills of second level students, English Department, Faculty of Education, Sana'a University. Based on literature review, related studies and a panel of jury members' point of view, a list of 5 oral…

  9. Cooperative learning in the first year of undergraduate medical education

    Directory of Open Access Journals (Sweden)

    Kanthan Rani

    2007-11-01

    Full Text Available Abstract Background Despite extensive research data indicating that cooperative learning promotes higher achievement, the creation of positive relationships, and greater psychological health for students at all levels in their education, cooperative learning as a teaching strategy is still underutilized in undergraduate medical education. Methods A cooperative learning task was introduced as part of the mandatory first Year undergraduate Pathology course. The task was to create an 8.5" × 11" poster summary of pre-assigned content in self-chosen groups of four or five students. On the designated "Poster Day," the posters were displayed and evaluated by the students using a group product evaluation. Students also completed an individual group process reflection survey. An objective evaluation of their understanding was gauged at the midterm examination by specific content-related questions. Results Majority (91–96% of students judged the group products to be relevant, effective, easy-to-understand, and clearly communicated. The majority of the students (90–100% agreed that their group process skills of time management, task collaboration, decision-making and task execution were effective in completing this exercise. This activity created a dynamic learning environment as was reflected in the students' positive, professional discussion, and evaluation of their posters. The content-related questions on the midterm examination were answered correctly by 70–92% of the students. This was a mutually enriching experience for the instructor and students. Conclusion These findings demonstrate that cooperative learning as a teaching strategy can be effectively incorporated to address both content and interpersonal skill development in the early years of undergraduate medical education.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

  12. Useful Expressions for Implementing Cooperative Learning in English

    Science.gov (United States)

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

    2016-01-01

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

  13. Enhancing Expectations of Cooperative Learning Use through Initial Teacher Training

    Science.gov (United States)

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

    2017-01-01

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

  14. Collaborative learning and cyber-cooperation in multidisciplinary projects

    NARCIS (Netherlands)

    Reijenga, J.C.; Siepe, A.H.M.; Yu, L.E.; Wang, C.H.

    2003-01-01

    In order to stimulate international cooperation in collaborative learning, a pilot project was initiated in which students from different disciplines (3 TU/e departments), at different Universities (TU/e and the National University of Singapore) worked together on a project, using information

  15. Toward interdependence: Implementation of cooperative learning in primary schools

    NARCIS (Netherlands)

    Krol-Pot, K.

    2005-01-01

    The present dissertation concerns the implementation of cooperative learning in Dutch primary schools. The focus was on the process of implementation in four experimental schools and on the outcomes at the levels of the school, the teacher and the student. Chapters 1, 2, and 3 constitute the

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

    Science.gov (United States)

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

    2007-01-01

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

  17. Cooperative learning with role play in Chinese pharmacology education.

    Science.gov (United States)

    Wang, Jun; Hu, Xiamin; Xi, Jinglei

    2012-03-01

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

  18. Cooperative learning benefits scale: construction and validation studies

    Directory of Open Access Journals (Sweden)

    José Lopes

    2014-07-01

    Full Text Available The aim of this study was to develop and validate a scale of benefits of the Cooperative Learning (SBCL given the exiguity of instruments that evaluate these outputs of the method. The study resorted to a convenience sample comprised of 162 students, males and females, aged between 11 and 18 years. The final instrument has 23 items in a two-dimensional factor structure: psychological and academic benefits and social benefits. The results indicate that the SBCL present good psychometric properties (construct and discriminant validity and reliability. The results are discussed in light of the model of cooperative learning.

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

    Science.gov (United States)

    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

  20. Experimentation of cooperative learning model Numbered Heads Together (NHT) type by concept maps and Teams Games Tournament (TGT) by concept maps in terms of students logical mathematics intellegences

    Science.gov (United States)

    Irawan, Adi; Mardiyana; Retno Sari Saputro, Dewi

    2017-06-01

    This research is aimed to find out the effect of learning model towards learning achievement in terms of students’ logical mathematics intelligences. The learning models that were compared were NHT by Concept Maps, TGT by Concept Maps, and Direct Learning model. This research was pseudo experimental by factorial design 3×3. The population of this research was all of the students of class XI Natural Sciences of Senior High School in all regency of Karanganyar in academic year 2016/2017. The conclusions of this research were: 1) the students’ achievements with NHT learning model by Concept Maps were better than students’ achievements with TGT model by Concept Maps and Direct Learning model. The students’ achievements with TGT model by Concept Maps were better than the students’ achievements with Direct Learning model. 2) The students’ achievements that exposed high logical mathematics intelligences were better than students’ medium and low logical mathematics intelligences. The students’ achievements that exposed medium logical mathematics intelligences were better than the students’ low logical mathematics intelligences. 3) Each of student logical mathematics intelligences with NHT learning model by Concept Maps has better achievement than students with TGT learning model by Concept Maps, students with NHT learning model by Concept Maps have better achievement than students with the direct learning model, and the students with TGT by Concept Maps learning model have better achievement than students with Direct Learning model. 4) Each of learning model, students who have logical mathematics intelligences have better achievement then students who have medium logical mathematics intelligences, and students who have medium logical mathematics intelligences have better achievement than students who have low logical mathematics intelligences.

  1. EFFECTS OF COOPERATIVE LEARNING MODEL TYPE STAD JUST-IN TIME BASED ON THE RESULTS OF LEARNING TEACHING PHYSICS COURSE IN PHYSICS SCHOOL IN PHYSICS PROGRAM FACULTY UNIMED

    Directory of Open Access Journals (Sweden)

    Teguh Febri Sudarma

    2013-06-01

    Full Text Available Research was aimed to determine: (1 Students’ learning outcomes that was taught with just in time teaching based STAD cooperative learning method and STAD cooperative learning method (2 Students’ outcomes on Physics subject that had high learning activity compared with low learning activity. The research sample was random by raffling four classes to get two classes. The first class taught with just in time teaching based STAD cooperative learning method, while the second class was taught with STAD cooperative learning method. The instrument used was conceptual understanding that had been validated with 7 essay questions. The average gain values of students learning results with just in time teaching based STAD cooperative learning method 0,47 higher than average gain values of students learning results with STAD cooperative learning method. The high learning activity and low learning activity gave different learning results. In this case the average gain values of students learning results with just in time teaching based STAD cooperative learning method 0,48 higher than average gain values of students learning results with STAD cooperative learning method. There was interaction between learning model and learning activity to the physics learning result test in students

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  4. Cooperative or collaborative learning: Is there a difference in university students’ perceptions?

    OpenAIRE

    María Ángeles ANDREU-ANDRÉS

    2016-01-01

    The hypothesis that the same educational objective, raised as cooperative or collaborative learning in university teaching does not affect students’ perceptions of the learning model, leads this study. It analyses the reflections of two students groups of engineering that shared the same educational goals implemented through two different methodological active learning strategies: Simulation as cooperative learning strategy and Problem-based Learning as a collaborative one. The...

  5. Learning outcomes through the cooperative learning team assisted individualization on research methodology’ course

    Science.gov (United States)

    Pakpahan, N. F. D. B.

    2018-01-01

    All articles must contain an abstract. The research methodology is a subject in which the materials must be understood by the students who will take the thesis. Implementation of learning should create the conditions for active learning, interactive and effective are called Team Assisted Individualization (TAI) cooperative learning. The purpose of this study: 1) improving student learning outcomes at the course research methodology on TAI cooperative learning. 2) improvement of teaching activities. 3) improvement of learning activities. This study is a classroom action research conducted at the Department of Civil Engineering Universitas Negeri Surabaya. The research subjects were 30 students and lecturer of courses. Student results are complete in the first cycle by 20 students (67%) and did not complete 10 students (33%). In the second cycle students who complete being 26 students (87%) and did not complete 4 students (13%). There is an increase in learning outcomes by 20%. Results of teaching activities in the first cycle obtained the value of 3.15 with the criteria enough well. In the second cycle obtained the value of 4.22 with good criterion. The results of learning activities in the first cycle obtained the value of 3.05 with enough criterion. In the second cycle was obtained 3.95 with good criterion.

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

    Science.gov (United States)

    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

  7. Practice and Evaluation of a Cooperative Learning Support on Educational Function as Teamwork in Project-based Learning with Regional Cooperation

    Science.gov (United States)

    Aoki, Hideyuki; Kamata, Motohiro; Yamagami, Norihisa

    The purpose of my study was to develop of cooperative learning support on Educational Function as Teamwork in Project-based Learning with Regional Cooperation. Analysis of validation of the original method were made using correlation analysis of student satisfaction of relationships among teammate and educational function as teamwork, result of self-diagnose. As a result, we achieved analysis results with a collective creativity were involved in student‧s planning skill. It was shown that educational functions as teamwork plays an important part in the growth of students. Our study revealed that there was method using cooperative learning technique helps to promote improvement of educational function as teamwork.

  8. Toward Transdisciplinary Research by Means of Cooperative Learning

    Directory of Open Access Journals (Sweden)

    José Aureliano Betancourt Bethencourt

    2014-01-01

    Full Text Available This paper is based on the observation that fifth year Medicine students do not have enough skills in statistics, IT, or information management to adequately prepare and implement research projects. Therefore, the aim of this paper is to describe the experiences obtained by using the cooperative learning method and to present the results obtained by students in their research projects.  In order to meet the proposed objectives the cooperative learning method was applied to several topics of the Public Health course in the Medical Program.  Consequently, students were divided into five groups to interact with health care specialists and workers, workers from other sectors, and the general public. They identified the most urgent health problems in a participative manner and conducted a research project. The students’ acceptance of the method was evaluated using an exploratory statistical technique.  As a result, students analyzed data, drew conclusions, and participated in debates having the professor as the facilitator and coordinator. All groups successfully presented the results of their research projects, which included 2 projects on the control of Dengue and the Aedes aegypti mosquito and 3 on potential maternal mortality risks. Surveys reflected acceptance of the method.  The experiences obtained by using the cooperative learning technique and the results obtained by students in their projects are described; this experience should be systematized.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

  11. AN ANALYSIS ON THE ADVANTAGES OF COOPERATIVE LEARNING APPROACH IN TEACHING WRITING

    Directory of Open Access Journals (Sweden)

    Chamisah Chamisah

    2013-11-01

    Full Text Available This article aims to explain an analysis of cooperative learning approach advantages in teaching writing. Accordingly, learning writing by using cooperative learning makes the students easier in developing the ideas to write. This approach is more than just putting students into groups, but the students can work together, share information, and they are responsible for completion of the tasks in group as well. Besides, in this approach, the students can transfer their information and knowledge to the others and help each other in getting the ideas to develop in written communication during teaching-learning process.

  12. Students Engaged in Learning

    Science.gov (United States)

    Ismail, Emad A.; Groccia, James E.

    2018-01-01

    Engaging students in learning is a basic principle of effective undergraduate education. Outcomes of engaging students include meaningful learning experiences and enhanced skills in all learning domains. This chapter reviews the influence of engaging students in different forms of active learning on cognitive, psychomotor, and affective skill…

  13. The Development and Evaluation of Speaking Learning Model by Cooperative Approach

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Wolfensberger, Balz; Canella, Claudia

    2015-01-01

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

  15. The Use of Cooperative Learning Through Tai (Team Assisted Individualization In Reading Comprehension

    Directory of Open Access Journals (Sweden)

    Ermawati Zulikhatin Nuroh

    2018-04-01

    Full Text Available Cooperative Learning is a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal (Kagan, 1994. This research is done to know the response of students used cooperative learning in reading comprehension. The data of this study analyzed qualitatively without applying statistical calculations. The subject of the study were the students of the first semester in Midwifery faculty of Universitas Muhammadiyah Sidoarjo . There researcher used one class which consist 29 students. The students gave the positive responses and dominantly agreed to the implementation of cooperative learning type Team Assisted Individualization (TAI in reading comprehension. From the questionnaire, the researcher concludes that are 40% students are agreed, 50% students strongly agree, and 10% less agree  with cooperative learning type Team Assisted Individualization (TAI in reading comprehension. The conclusion is students respond well to cooperative learning model type Team Assisted Individualization (TAI to improve students' reading comprehension. This cooperative learning type Team Assisted Individualization (TAI can be the one of the model to teach reading comprehension.

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

    Science.gov (United States)

    Champion, Jennifer

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

  17. Using cooperative learning for a drug information assignment.

    Science.gov (United States)

    Earl, Grace L

    2009-11-12

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

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

    Science.gov (United States)

    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.

  19. Factors that influence cooperation in networks for innovation and learning

    NARCIS (Netherlands)

    Sie, Rory; Bitter-Rijpkema, Marlies; Stoyanov, Slavi; Sloep, Peter

    2018-01-01

    Networked cooperation fails if the available partnerships remain opaque. A literature review and Delphi study uncovered the elements of a fruitful partnership. They relate to personality, diversity, cooperation, and management. Innovation networks and learning networks share the same cooperative

  20. Cooperating learning in two Norwegian schools

    OpenAIRE

    Konkola, Happy Musonda; Mutale, Moses

    2014-01-01

    GK 300 Global Knowledge 16th May, 2014 Norway is one of the secular-rational nations. These nations practice the culture of high modernity in which autonomy and individualism are virtues. This write-up tries to find out whether individualism does or does not adversely affect cooperative learning at Kvåle and Feios Schools.

  1. Encouraging Second Language Use in Cooperative Learning Groups

    Directory of Open Access Journals (Sweden)

    George M Jacobs

    2013-11-01

    Full Text Available This article presents, explains and organizes ideas for promoting students’ use of their second language (this term includes foreign language when they work together in cooperative learning groups. The first part of the article reviews arguments as to whether students of second languages should be encouraged to use their second language with classmates when doing group activities. These arguments are discussed with reference to Second Language Acquisition (SLA theory. Practical issues are also explored. Next, the majority of the article presents ideas on how to promote second language use during peer interaction. Twenty-nine of these ideas are explained. The ideas are organized into five categories: a role for the L1; understanding the issue; creating a conducive climate; providing language support; and the task. It is recommended that teachers use ideas from the literature on cooperative learning when they ask students to interact.

  2. Mathematic anxiety, help seeking behavior and cooperative learning

    OpenAIRE

    Masoud Gholamali Lavasani; Farah Khandan

    2011-01-01

    Present project assess the effectiveness of cooperative learning over the mathematic anxiety and review the behavior of help seeking in first grade high school girl students. The experimental research procedure was in the form of pre-post tests after a period of 8 sessions of teaching. To measure the variables, the questionnaire of mathematic anxiety (Shokrani, 2002) and the questionnaire of help seeking technique (Ghadampour, 1998) were practiced (accepting or avoiding help seeking).To perfo...

  3. Enhancing social skills through cooperative learning

    Directory of Open Access Journals (Sweden)

    M J Booysen

    2008-04-01

    Full Text Available The National Curriculum Statement of South Africa envisages qualified and competent teachers to deal with the diversity of learners and their needs in the classroom. One of the needs refers to all learners (Gr R-12 who need to acquire the necessary social skills to enable them to work effectively with others as members of a team, group, organization and community. These skills refer inter alia to: learning to work with others, listening to others, giving attention, asking clarifying questions, learning how to evaluate, and to praise others, handling conflict, reflecting on group work and allowing all group members to participate. The most obvious place to deal purposefully with the development of social skills is the classroom. This implies that alternative ways and methods of teaching must be introduced to develop the necessary social skills. This article reports on the findings obtained from a combined quantitative and qualitative study that set out to determine the levels of social competence achieved by a group of Grade 2 learners, and the possible association of a cooperative teaching and learning intervention programme for enhancing the social skills of these learners. The results revealed the latent potential of cooperative learning to enhance the social skills of Grade 2 learners. The significance of this research lies in the contribution it makes to establish the social competence of a group of Grade 2 learners and to determine the possibilities for enhancing their social skills through cooperative learning.

  4. Cooperative learning in the teaching of foreign language

    OpenAIRE

    Zíková, Johana

    2017-01-01

    This work is focused on cooperative learning in foreign language teaching. It brings knowledge about cooperative learning, about methods of didactics in foreign language and their suitability for using cooperative learning. It deals with the news that appeared in cooperative learning in a foreign language teaching. The research that is part of this work was qualitative and it was completed by quantitative research, too. The aim of the research was to understand the teachers' point of view and...

  5. Effects of a Cooperative Learning Strategy on the Effectiveness of Physical Fitness Teaching and Constraining Factors

    Directory of Open Access Journals (Sweden)

    Tsui-Er Lee

    2014-01-01

    Full Text Available The effects of cooperative learning and traditional learning on the effectiveness and constraining factors of physical fitness teaching under various teaching conditions were studied. Sixty female students in Grades 7–8 were sampled to evaluate their learning of health and physical education (PE according to the curriculum for Grades 1–9 in Taiwan. The data were quantitatively and qualitatively collected and analyzed. The overall physical fitness of the cooperative learning group exhibited substantial progress between the pretest and posttest, in which the differences in the sit-and-reach and bent-knee sit-up exercises achieved statistical significance. The performance of the cooperative learning group in the bent-knee sit-up and 800 m running exercises far exceeded that of the traditional learning group. Our qualitative data indicated that the number of people grouped before a cooperative learning session, effective administrative support, comprehensive teaching preparation, media reinforcement, constant feedback and introspection regarding cooperative learning strategies, and heterogeneous grouping are constraining factors for teaching PE by using cooperative learning strategies. Cooperative learning is considered an effective route for attaining physical fitness among students. PE teachers should consider providing extrinsic motivation for developing learning effectiveness.

  6. Science Integrating Learning Objectives: A Cooperative Learning Group Process

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Chung-Schickler, Genevieve C.

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

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

    Science.gov (United States)

    Ebbers, Frances A.

    1991-01-01

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

  9. Cooperative Learning in adult education

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne; Geiger, Tinne

    2012-01-01

    is not sufficient to have a systematic impact as an overall pattern. CL is not a 'panacea' which alone can reduce dropout rates and absenteeism and improve the professional level, as this is measured by grades. In some educational contexts and on some teams the use of CL seems to imply significantly better results....... In other contexts there was no effect or a direct negative effect. It can be assumed that it is the use of CL in combination with other factors, such as the teachers' social competence, which is decisive. In the evaluation 2010 a number of positive effects of CL on students 'collaborative skills...

  10. The Teacher's Role in Implementing Cooperative Learning in the Classroom.

    NARCIS (Netherlands)

    Gillies, R.; Ashman, A.; Terwel, J.

    2008-01-01

    The teacher’s role in implementing cooperative learning in the classroom provides a comprehensive overview of the theories, research outcomes, challenges and issues in guided cooperative learning. In many chapters there are clear guidelines and discussion about how cooperative learning practices can

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

    Science.gov (United States)

    Hennessey, Angela; Dionigi, Rylee A.

    2013-01-01

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

  12. COOPERATIVE LEARNING ENVIRONMENT WITH THE WEB 2.0 TOOL E-PORTFOLIOS

    Directory of Open Access Journals (Sweden)

    Soh OR KAN

    2011-07-01

    Full Text Available In recent years, the development of information and communication technology (ICT in the world and Malaysia namely has created a significant impact on the methods of communicating information and knowledge to the learners and consequently, innovative teaching techniques have evolved to change the ways teachers teach and the ways students learn. This study main focuses are directed on developing a cooperative learning environment to promote an active learning environment of smart schools in Malaysia. Within this learning process, multimedia technology and Web 2.0 tools, namely, MyPortfolio were integrated to provide the students to learn on their own as well as to document their progress and experience within this cooperative learning environment. The core purpose of this study is to establish the impact on student learning, their perceptions and learning experiences of the cooperative learning environment using web 2.0 tools among the smart secondary schools students in Malaysia. Surveys were conducted to students to ascertain their reaction towards these learning environment activities. The results of this project were encouraging as the students managed to cope with each other to reach their common goal. The usage of blogs acts as an important tool to enhance team cooperation and to foster a learning community within the class.

  13. Evolution of cooperation driven by incremental learning

    Science.gov (United States)

    Li, Pei; Duan, Haibin

    2015-02-01

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

  14. APPLICABILITY OF COOPERATIVE LEARNING TECHNIQUES IN DIFFERENT CLASSROOM CONTEXTS

    Directory of Open Access Journals (Sweden)

    Dr. Issy Yuliasri

    2017-04-01

    Full Text Available This paper is based on the results of pre-test post-test, feedback questionnaire and observation during a community service program entitled ―Training on English Teaching using Cooperative Learning Techniques for Elementary and Junior High School Teachers of Sekolah Alam Arridho Semarang‖. It was an English teaching training program intended to equip the teachers with the knowledge and skills of using the different cooperative learning techniques such as jigsaw, think-pair-share, three-step interview, roundrobin braistorming, three-minute review, numbered heads together, team-pair-solo, circle the sage, dan partners. This program was participated by 8 teachers of different subjects (not only English, but most of them had good mastery of English. The objectives of this program was to improve teachers‘ skills in using the different cooperative learning techniques to vary their teaching, so that students would be more motivated to learn and improve their English skill. Besides, the training also gave the teachers the knowledge and skills to adjust their techniques with the basic competence and learning objectives to be achieved as well as with the teaching materials to be used. This was also done through workshops using cooperative learning techniques, so that the participants had real experiences of using cooperative learning techniques (learning by doing. The participants were also encouraged to explore the applicability of the techniques in their classroom contexts, in different areas of their teaching. This community service program showed very positive results. The pre-test and post-test results showed that before the training program all the participants did not know the nine cooperative techniques to be trained, but after the program they mastered the techniques as shown from the teaching-learning scenarios they developed following the test instructions. In addition, the anonymous questionnaires showed that all the participants

  15. A Comparison of Traditional and Cooperative Learning Methods in Online Learning

    Science.gov (United States)

    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…

  16. Teaching calculus using module based on cooperative learning strategy

    Science.gov (United States)

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

    2014-06-01

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

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

    Science.gov (United States)

    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)

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

    Science.gov (United States)

    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,…

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

    Science.gov (United States)

    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…

  20. A Didactic Analysis of Content Development during Cooperative Learning in Primary Physical Education

    Science.gov (United States)

    Wallhead, Tristan; Dyson, Ben

    2017-01-01

    The purpose of this study was to use the Joint Action Studies in Didactics (JASD) to understand how teachers' and students' interactions co-construct knowledge during Cooperative Learning (CL). The basis of CL is that students learn with and from each other through a structured interdependent relationship. A case study approach was used to examine…

  1. Cooperative Learning on an International Masters

    Science.gov (United States)

    Hennebry, Mairin Laura; Fordyce, Kenneth

    2018-01-01

    Postgraduate taught provision in Anglophone higher education contexts is becoming increasingly populated by cohorts of students from a wide range of linguistic, cultural and educational backgrounds. However, the voices of these students on their learning experiences remain largely unheard. Little previous research exists on the experiences of…

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

    Directory of Open Access Journals (Sweden)

    Alenka Rot Vrhovec

    2015-09-01

    Full Text Available In the Slovenian language syllabus, teachers are recommended to provide a greater share of group work during class. During types of learning such as cooperative learning in smaller groups or pairs, students actively develop communicative competence. The present article presents a survey that attempted to determine whether teachers from the first to the fifth grade execute cooperative learning in language classes. The purpose of the article is to raise teachers’ awareness and encourage them to design and execute cooperative learning more frequently.

  3. Students' Perceptions of Learning Geography through Group Investigation in Singapore

    Science.gov (United States)

    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…

  4. COOPERATIVE LEARNING AS A MEANS OF STIMULATING LIFE SKILLS IN PROFESSIONALLY-BIASED FOREIGN LANGUAGE TEACHING

    Directory of Open Access Journals (Sweden)

    Alexander Komarov

    2016-02-01

    Full Text Available The article is devoted to the contribution of foreign language learning to stimulating students’ life skills at non-linguistic higher institutions. In the article, the author considers the possibilities of motivating students to exercise life skills in the process of foreign language instruction. The author analyses the cooperative learning technology as a means that enables students to be involved into interaction with one another as well as it develops their team-building skills to successfully cooperate and communicate with each other. The author describes different forms of cooperative leaning, which give students an opportunity to mutually enrich and complement each other’s skills in foreign language learning. The author argues that cooperative learning technology stimulates the students’ existent life skills and makes them work in the process of professionally-biased instruction of a foreign language.

  5. A Scale Development for Teacher Competencies on Cooperative Learning Method

    Science.gov (United States)

    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…

  6. Math’s teaching through cooperative learning in year-2 Primary Education

    Directory of Open Access Journals (Sweden)

    Jesús Iglesias Muñiz

    2017-05-01

    Full Text Available The goal of this study was to assess the effects of cooperative learning as a methodological tool for maths teaching. A quasi-experimental design with non-equivalent groups of students was used. A total of 33 students belonging to two year-2 Primary Education intact classes agreed to participate. One experienced a cooperative learning approach, while the other one experienced a traditional approach. Assessment was performed quantitatively through a maths’ skills test and qualitatively through children’s drawings. Quantitative results showed that the cooperative learning group reached higher math scores, while from the qualitative results emerged 3 positive categories: enjoyment, learning, group work and 3 negative: boredom/tiredness, difficult and bad behaviour. Cooperative learning seems to debilitate students’ negative perceptions on the math class.

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

    Directory of Open Access Journals (Sweden)

    Gong Xue

    2018-02-01

    Full Text Available 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 students's cooperative learning in the network environment. Survey results showed that cooperative learning teaching mode has been widely used in English classrooms across the Taiwan Strait. Students think highly of cooperative learning in the multimedia-aided, and it can have a positive effect on learning; but on cooperative learning ability and the specific learning process, students still have some problems.Nowadays,cooperative learning in the network environment has various ways, but there exist certain differences in the learning styles across the Strait. Taiwan students rely more on teachers’ help and teachers feedback, while students in mainland depend mainly on networking and panel discussion. On qualitative analysis of interview is a supplement to the questionnaire and further explore its deeper causes, which provide valuable evidence for the study and learning practice. Finally, according to the comparative analysis ,the author puts forward some constructive suggestions.

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

    Science.gov (United States)

    Berger, Roland; Hänze, Martin

    2015-01-01

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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  11. The Cooperative Classroom Environment Measure (CCEM): Refining a Measure That Assesses Factors Motivating Student Prosociality

    Science.gov (United States)

    Premo, Joshua; Cavagnetto, Andy; Lamb, Richard

    2018-01-01

    A classroom's social environment and student dispositions towards social interaction together exert a substantial influence on academic outcomes. The strength of this effect is highlighted by research showing the positive effect of cooperative learning on student achievement, but can also be seen in the contribution that student social…

  12. common difficulties experienced by grade 12 students in learning

    African Journals Online (AJOL)

    Temechegn

    difficult topic student's experiences in learning chemistry is chemical bonding because ... students cooperative enterprise in science, organizing field trips, science ... related to organic, inorganic and physical chemistry that are to be learnt and ...

  13. Cooperative Learning i læreruddannelsen

    DEFF Research Database (Denmark)

    Heiberg, Tobias; Palmvang, Kirsten

    På Læreruddannelsen Blaagaard/KDAS blev der i undervisningsåret 2009/2010 fokuseret på udviklingsarbejde under overskrifterne ’Uddannelsesudviklere’ og ’Varierede undervisningsformer’. Projektet ’Cooperative Learning i læreruddannelsen’ er stablet på benene inden for temaet ’Varierede...... undervisningsformer’ og har til hensigt at undersøge, eksperimentere og indsamle erfaringer med undervisningsmetoderne fra ’Cooperative Learning’ sådan som de fremgår af bogen af samme navn (Kagan & Stenlev, 2006). I denne sammenhæng bygger anvendelsen af CL således specifikt på Spencer Kagans strukturelle tilgang...

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

    Science.gov (United States)

    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…

  15. Importance and difficulties of cooperative learning application in class teaching from teachers' perspective

    Directory of Open Access Journals (Sweden)

    Ilić Marina Ž.

    2016-01-01

    Full Text Available Based on previous knowledge of cooperative learning two approaches stand out in researching the importance of cooperative learning: a the first approach tries to examine the effects, conditions and mechanisms by which educational outcomes are realized in the application of cooperative learning; and b the second approach moves the focus towards attitudes and perceptions of teachers and students on the relevance of cooperative learning. By applying descriptive-analytical technique we conducted a research aimed at examining the opinions of teachers (N=305 about the importance and difficulties in application of cooperative learning in the context of class teaching. The results show that the teachers had positive attitudes towards the importance of cooperative learning for reaching various educational goals and socio-affective and cognitive development of students. It turned out that the opinions of the teachers were not determined by the level of their education or work experience. Additionally, it turned out that the teachers' opinions about the difficulties of application in class are due more to work organization and were not assessed from the aspect of knowledge, attitudes and convictions of the participants in the teaching process. The obtained results, although generally encouraging for teaching practice indicate a need for further advancement of this segment of the teacher's work in order to understand better the value of cooperative learning and consider more critically the difficulties for its application in classroom.

  16. Teamwork Skills Assessment for Cooperative Learning

    Science.gov (United States)

    Strom, Paris S.; Strom, Robert D.

    2011-01-01

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

  17. Active Learning and Cooperative Learning in the Organic Chemistry Lecture Class

    Science.gov (United States)

    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.

  18. Cooperative learning as a methodology for inclusive education development

    Directory of Open Access Journals (Sweden)

    Yolanda Muñoz Martínez

    2017-06-01

    Full Text Available This paper presents the methodology of cooperative learning as a strategy to develop the principles of inclusive education. It has a very practical orientation, with the intention of providing tools for teachers who want to implement this methodology in the classroom, starting with a theoretical review, and then a description of a case in which they have worked this methodology for 5 years. We describe specific activities and ways of working with students, later reaching conclusions on the implementation of the methodology.

  19. COMBINING COOPERATIVE LEARNING WITH READING ALOUD BY TEACHERS

    Directory of Open Access Journals (Sweden)

    George Jacobs

    2004-06-01

    Full Text Available 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 section which describes techniques for integrating cooperative learning with reading aloud by teachers. These techniques include ones that can be used before, while and after the teacher has read aloud to the class.

  20. Welding. Student Learning Guide.

    Science.gov (United States)

    Palm Beach County Board of Public Instruction, West Palm Beach, FL.

    This student learning guide contains 30 modules for completing a course in welding. It is designed especially for use in secondary schools in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student self-check…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    Estébanez, Raquel Pérez

    2017-01-01

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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Vrhovec, Alenka Rot

    2015-01-01

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

  6. 259 “Team Pair Solo” Cooperative Learning and Personality Type ...

    African Journals Online (AJOL)

    User

    learning strategy and students' personality type on achievement and attitude to Chemistry. 175 SS2 ... There is increasing concern among practitioners and educational researchers about the .... Teachers' role in a cooperative learning classroom involves a careful design of meaningful ..... Classroom Management. Harry K.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.…

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

    Science.gov (United States)

    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…

  10. Learning from Student Data

    Science.gov (United States)

    Pruitt, Kobie

    2016-01-01

    Just as adults' personal lives and data are increasingly inhabiting online spaces, so are students. While this shift brings many benefits and the possibility of learning tailored to individual students' needs, it is also brings new challenges. Students create an electronic trail of information that creates an obvious concern: How can they enjoy…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Tran, Van Dat

    2014-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

    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

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

    Directory of Open Access Journals (Sweden)

    Benito León-del-Barco

    2018-03-01

    Full Text Available 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.

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

    Science.gov (United States)

    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.

  17. Performance of Cooperative Learning Groups in a Postgraduate Education Research Methodology Course: The Role of Social Interdependence

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  19. Analyzing Student and Employer Satisfaction with Cooperative Education through Multiple Data Sources

    Science.gov (United States)

    Jiang, Yuheng Helen; Lee, Sally Wai Yin; Golab, Lukasz

    2015-01-01

    This paper reports on the analysis of three years research of undergraduate cooperative work term postings and employer and employee evaluations. The objective of the analysis was to determine the factors affecting student and employer success and satisfaction with the work-integrated learning experience. It was found that students performed…

  20. Cooperative learning in Confucian heritage cultures is a superficial success

    DEFF Research Database (Denmark)

    Martinsen, Anders

    2014-01-01

    The use of cooperative learning in Asia does not take the sociocultural aspects into consideration. Researchers say that there is a need for healthy scepticism when importing any foreign educational reforms.......The use of cooperative learning in Asia does not take the sociocultural aspects into consideration. Researchers say that there is a need for healthy scepticism when importing any foreign educational reforms....

  1. Developing Cooperative Learning in Initial Teacher Education: Indicators for Implementation

    Science.gov (United States)

    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…

  2. Teachers' Reflections on Cooperative Learning: Issues of Implementation

    Science.gov (United States)

    Gillies, Robyn M.; Boyle, Michael

    2010-01-01

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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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)

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

    Science.gov (United States)

    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

  6. Perception of mathematics teachers on cooperative learning method in the 21st century

    Science.gov (United States)

    Taufik, Nurshahira Alwani Mohd; Maat, Siti Mistima

    2017-05-01

    Mathematics education is one of the branches to be mastered by students to help them compete with the upcoming challenges that are very challenging. As such, all parties should work together to help increase student achievement in Mathematics education in line with the Malaysian Education Blueprint (MEB) 2010-2025. Teaching methods play a very important role in attracting and fostering student understanding and interested in learning Mathematics. Therefore, this study was conducted to identify the perceptions of teachers in carrying out cooperative methods in the teaching and learning of mathematics. Participants of this study involving 4 teachers who teach Mathematics in primary schools around the state of Negeri Sembilan. Interviews are used as a method for gathering data. The findings indicate that cooperative methods help increasing interest and understanding in the teaching and learning of mathematics. In conclusion, the teaching methods affect the interest and understanding of students in the learning of Mathematics in the classroom.

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

    Science.gov (United States)

    Lin, Zu-Chun

    2013-05-01

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

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

    Science.gov (United States)

    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.

  9. PENERAPAN COOPERATIVE LEARNING TIPE JIGSAW UNTUK MENINGKATKAN PEMAHAMAN DAN KETERAMPILAN MAHASISWA

    Directory of Open Access Journals (Sweden)

    Rediana Setiani

    2009-06-01

    Full Text Available The objectives of this study are: (1 to improve students’ understanding in Accounting Computer subject mahasiswa pada mata kuliah Komputer Akuntansi, (2 to improve students’ skills in Accounting Computer subject. The subject of this research is accounting students of education program that take accounting computer subject. This research is class action research consists of  3 cycles. The given action in the first cycle according to the result of beginning reflection. In every cycle consists of 4 stages that are planning, actuating, observation, and reflection. This research reached standardized indicator that 70% students have minimum score that was 71 (B. It showed that the application of cooperative learning jigsaw type can improve the students’ ability in a computer accounting subject.   Key Words : Cooperative Learning, Jigsaw, the students’ understanding, creativity

  10. PENERAPAN COOPERATIVE LEARNING TIPE JIGSAW UNTUK MENINGKATKAN PEMAHAMAN DAN KETERAMPILAN MAHASISWA

    Directory of Open Access Journals (Sweden)

    Rediana Setiani

    2011-05-01

    Full Text Available The objectives of this study are: (1 to improve students’ understanding in Accounting Computer subject mahasiswa pada mata kuliah Komputer Akuntansi, (2 to improve students’ skills in Accounting Computer subject. The subject of this research is accounting students of education program that take accounting computer subject. This research is class action research consists of  3 cycles. The given action in the first cycle according to the result of beginning reflection. In every cycle consists of 4 stages that are planning, actuating, observation, and reflection. This research reached standardized indicator that 70% students have minimum score that was 71 (B. It showed that the application of cooperative learning jigsaw type can improve the students’ ability in a computer accounting subject.   Key Words : Cooperative Learning, Jigsaw, the students’ understanding, creativity

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    Sugiharto

    2015-01-01

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

  13. Cooperative learning model with high order thinking skills questions: an understanding on geometry

    Science.gov (United States)

    Sari, P. P.; Budiyono; Slamet, I.

    2018-05-01

    Geometry, a branch of mathematics, has an important role in mathematics learning. This research aims to find out the effect of learning model, emotional intelligence, and the interaction between learning model and emotional intelligence toward students’ mathematics achievement. This research is quasi-experimental research with 2 × 3 factorial design. The sample in this research included 179 Senior High School students on 11th grade in Sukoharjo Regency, Central Java, Indonesia in academic year of 2016/2017. The sample was taken by using stratified cluster random sampling. The results showed that: the student are taught by Thinking Aloud Pairs Problem-Solving using HOTs questions provides better mathematics learning achievement than Make A Match using HOTs questions. High emotional intelligence students have better mathematics learning achievement than moderate and low emotional intelligence students, and moderate emotional intelligence students have better mathematics learning achievement than low emotional intelligence students. There is an interaction between learning model and emotional intelligence, and these affect mathematics learning achievement. We conclude that appropriate learning model can support learning activities become more meaningful and facilitate students to understand material. For further research, we suggest to explore the contribution of other aspects in cooperative learning modification to mathematics achievement.

  14. Metacognition in a process of autonomous and cooperative learning in the university classroom

    Directory of Open Access Journals (Sweden)

    Alicia Pérez de Albéniz Iturriaga

    2014-11-01

    Full Text Available In the new framework of the European Higher Education Area, teaching should be guided and managed in light of students learning. Students need to activate the necessary competencies to carry out an autonomous learning. In this context, an experience was conducted in the subject Psychology of Education with the first year Pre-service Elementary School Teachers from theUniversity ofLa Rioja. The objective was to know the metacognitive analysis made by students when they had to do tasks that required both autonomous and cooperative strategies. As expected, results from the metacognitive analysis revealed a positive evaluation of this methodology. Moreover, students reported having achieved a better mastery of contents worked through the autonomous and cooperative development in comparison with those worked through common strategies based on receptive learning.

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

    Directory of Open Access Journals (Sweden)

    María Martínez Lirola

    2016-07-01

    Full Text Available 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 article describes some such activities and the emotional competences that students acquire with them. Moreover, a survey was conducted in order to establish students’ opinions about the main competences they acquired with the activities designed and their opinion about a cooperative methodology. Students’ answers were positive and they were aware of what they had learned.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

  18. The Effectiveness of MURDER Cooperative Model towards Students' Mathematics Reasoning Ability and Self Concept of Ten Grade

    Directory of Open Access Journals (Sweden)

    Sofan Tri Prasetiyo

    2017-08-01

    Full Text Available The purpose of this research was to know the effectiveness of MURDER cooperative model towards students’ mathematics reasoning ability and self concept of ten grade. Population of this research were students of MIA ten grade Senior High School 1 Kebumen in the academic year 2016/1017. Sampling technique using simple random sampling technique. The data collected by the method of documentation, test methods, observation methods, and questionnaire methods. The analyzed of data are used completeness test and average different test. The results showed that: (1 mathematics reasoning ability of students that following MURDER cooperative model have completed individual and classical study completeness; (2 mathematics reasoning ability of students that following MURDER cooperative model better than mathematics reasoning ability of students that following ekspository learning; (3 self concept of students that following MURDER cooperative model better than self concept of students that following ekspository learning.

  19. Cooperative learning that features a culturally appropriate pedagogy

    NARCIS (Netherlands)

    Phuong-Mai, Nguyen; Terlouw, C.; Pilot, Albert; Elliott, Julian

    2009-01-01

    Many recent intercultural studies have shown that people cooperate with each other differently across cultures. We argue that cooperative learning (CL), an educational method originating in the USA and with fundamental psychological assumptions based on Western values, should be adjusted to be

  20. Instructional design principles for cooperative learning in Asia

    NARCIS (Netherlands)

    Nguyen, Phuong-Mai; Terlouw, C.; Pilot, A.

    2006-01-01

    Social sciences possess a plethora of studies about cooperative learning. However, most of these researches have been conducted mainly by and on Westerners with fundamental assumptions based on Western values. Many recent intercultural studies proved that people cooperate with each other differently

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

    Directory of Open Access Journals (Sweden)

    Takahiro Ezaki

    2016-07-01

    Full Text Available 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.

  2. Students as Learning Designers

    DEFF Research Database (Denmark)

    Levinsen, Karin; Sørensen, Birgitte Holm

    2013-01-01

    This paper focuses on students in the youngest classes at primary school as learning designers of ICT-integrated productions. It is based on the project Netbook 1:1 (2009-2012) funded by the municipality of Gentofte and Microsoft Denmark. The paper presents a model for designing ICT-integrated st......This paper focuses on students in the youngest classes at primary school as learning designers of ICT-integrated productions. It is based on the project Netbook 1:1 (2009-2012) funded by the municipality of Gentofte and Microsoft Denmark. The paper presents a model for designing ICT......-integrated student productions which was developed during the project in relation to different subjects. Ownership, iteration and feedforward are the central concepts in this model. Two exemplary cases are presented illustrating the students’ and teachers’ roles as learning designers in relation to the model...

  3. Enhancing Possible Sentence through Cooperative Learning (Open to Suggestion).

    Science.gov (United States)

    Jensen, Sharon J.; Duffelmeyer, Frederick A.

    1996-01-01

    Describes using Think-Pair-Share (a three-step cooperative learning activity) to complement the sentence-generation phase of the Possible Sentences Activity, a highly recommended prereading vocabulary strategy. (SR)

  4. Replacing Lecture with Peer-led Workshops Improves Student Learning

    OpenAIRE

    Preszler, Ralph W.

    2009-01-01

    Peer-facilitated workshops enhanced interactivity in our introductory biology course, which led to increased student engagement and learning. A majority of students preferred attending two lectures and a workshop each week over attending three weekly lectures. In the workshops, students worked in small cooperative groups as they solved challenging problems, evaluated case studies, and participated in activities designed to improve their general learning skills. Students in the workshop versio...

  5. Filipino ESL Learners' Attitudes toward Cooperative Learning and Their Relationship to Reading Comprehension

    Science.gov (United States)

    Gonzales, Wilkinson Daniel Wong; Torres, Patrisha Lliane O.

    2016-01-01

    Departing from Gonzales and Torres' (2015) quantitative quasi-experimental study on the effectiveness of cooperative learning (CL) on Grade 8 students in a private school in Manila, the present study attempts to uncover possible findings in the affective dimension through a 25-item survey questionnaire that quantitatively gauges the Grade 8…

  6. Using Jigsaw-Style Spectroscopy Problem-Solving to Elucidate Molecular Structure through Online Cooperative Learning

    Science.gov (United States)

    Winschel, Grace A.; Everett, Renata K.; Coppola, Brian P.; Shultz, Ginger V.

    2015-01-01

    Cooperative learning was employed as an instructional approach to facilitate student development of spectroscopy problem solving skills. An interactive online environment was used as a framework to structure weekly discussions around spectroscopy problems outside of class. Weekly discussions consisted of modified jigsaw-style problem solving…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Foldnes, Njål

    2016-01-01

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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

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

    2017-01-01

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

  12. Making EFL Instruction More CLT-Oriented through Individual Accountability in Cooperative Learning

    Science.gov (United States)

    Astuti, Puji; Lammers, Jayne C.

    2017-01-01

    This article attempts to add to the literature supporting Communicative Language Teaching (CLT) by proposing the use of Cooperative Learning (CL), specifically focusing on the enactment of a key principle of CL, i.e., individual accountability. It illustrates how to train students on CL and its individual accountability work and demonstrates how…

  13. Impact of Instructional Decisions on the Effectiveness of Cooperative Learning in Chemistry through Meta-Analysis

    Science.gov (United States)

    Apugliese, Andrew; Lewis, Scott E.

    2017-01-01

    Meta-analysis can provide a robust description of the impact of educational reforms and also offer an opportunity to explore the conditions where such reforms are more or less effective. This article describes a meta-analysis on the impact of cooperative learning on students' chemistry understanding. Modifiers in the meta-analysis are purposefully…

  14. Effects of Cooperative Education on Student Adaptation to University.

    Science.gov (United States)

    Carrell, Suzanne E.; Rowe, Patricia M.

    1993-01-01

    In a comparison of cooperative education and regular students in arts, math, and science (n=267), co-op students reported better social adjustment and attachment to the university and greater commitment to educational goals. Arts students were better adapted to university than others. (SK)

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

    Science.gov (United States)

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

    2017-06-01

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

  16. Multiagent cooperation and competition with deep reinforcement learning.

    Directory of Open Access Journals (Sweden)

    Ardi Tampuu

    Full Text Available 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.

  17. Multiagent cooperation and competition with deep reinforcement learning.

    Science.gov (United States)

    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.

  18. Multiagent cooperation and competition with deep reinforcement learning

    Science.gov (United States)

    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

  19. The effect of cooperative learning on students’ achievement and views on the science and technology course

    Directory of Open Access Journals (Sweden)

    Sertel Altun

    2015-06-01

    Full Text Available 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. For this purpose, mixed method was used. The study is conducted in the second term of the 2013-2014 academic year, on a study group consisted of 7 girls and 13 boys, a total of 20 students of a private middle school in Istanbul. An achievement scale was utilized for the quantitative data and focus group interviews were hold for the qualitative data. While t-test was used for the quantitative findings, content analysis technique was used for the qualitative data. The result of the study indicated that CL method had a favorable effect on learning. The cooperation based learning-teaching environment provided cooperation, supported permanent learning, provided opportunities to be successful, contributed to the development of social and personal skills, but also caused worry as it requires students to be successful at all stages.

  20. The Effect of Cooperative Learning on Students’ Achievement and Views on the Science and Technology Course

    Directory of Open Access Journals (Sweden)

    Sertel ALTUN

    2015-06-01

    Full Text Available 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. For this purpose, mixed method was used. The study is conducted in the second term of the 2013-2014 academic year, on a study group consisted of 7 girls and 13 boys, a total of 20 students of a private middle school in Istanbul. An achievement scale was utilized for the quantitative data and focus group interviews were hold for the qualitative data. While t-test was used for the quantitative findings, content analysis technique was used for the qualitative data. The result of the study indicated that CL method had a favorable effect on learning. The cooperation based learning-teaching environment provided cooperation, supported permanent learning, provided opportunities to be successful, contributed to the development of social and personal skills, but also caused worry as it requires students to be successful at all stages.

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

    Science.gov (United States)

    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,…

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

    Science.gov (United States)

    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.…

  3. Using Cooperative Learning to Foster the Development of Adolescents’ English Writing Skills

    Directory of Open Access Journals (Sweden)

    Paula Andrea Caicedo Triviño

    2016-01-01

    Full Text Available Seventh grade teachers at a Colombian public school chose cooperative learning as a strategy to improve student’s social performance and as a tool to get learners to enrich their academic level. This article reports on an action research and innovation project focused on the results eight students obtained in their written performance in English classes during three cooperative lessons. This article gathers some existing research on writing skills and cooperative learning and a presentation and analysis about students’ real expectations and thoughts about writing in the English language. The systematization of this teaching experience also sheds lights on further actions to analyze closely students’ texts construction in a cooperative environment.

  4. Strategies to improve learning of all students in a class

    Science.gov (United States)

    Suraishkumar, G. K.

    2018-05-01

    The statistical distribution of the student learning abilities in a typical undergraduate engineering class poses a significant challenge to simultaneously improve the learning of all the students in the class. With traditional instruction styles, the students with significantly high learning abilities are not satisfied due to a feeling of unfulfilled potential, and the students with significantly low learning abilities feel lost. To address the challenge in an undergraduate core/required course on 'transport phenomena in biological systems', a combination of learning strategies such as active learning including co-operative group learning, challenge exercises, and others were employed in a pro-advising context. The short-term and long-term impacts were evaluated through student course performances and input, respectively. The results show that it is possible to effectively address the challenge posed by the distribution of student learning abilities in a class.

  5. Student Modeling and Machine Learning

    OpenAIRE

    Sison , Raymund; Shimura , Masamichi

    1998-01-01

    After identifying essential student modeling issues and machine learning approaches, this paper examines how machine learning techniques have been used to automate the construction of student models as well as the background knowledge necessary for student modeling. In the process, the paper sheds light on the difficulty, suitability and potential of using machine learning for student modeling processes, and, to a lesser extent, the potential of using student modeling techniques in machine le...

  6. The flipped classroom and cooperative learning: Evidence from a randomised experiment

    OpenAIRE

    Foldnes, Njål

    2016-01-01

    This article describes a study which compares the effectiveness of the flipped classroom relative to the traditional lecturebased classroom.We investigated two implementations of the flipped classroom. The first implementation did not actively encourage cooperative learning, with students progressing through the course at their own pace. With this implementation student examination scores did not differ between the lecture classes and the flipped classroom. The second implementation ...

  7. An Experimental Study of Career Development in Cooperative and Non-Cooperative Education Liberal Arts Students.

    Science.gov (United States)

    Martello, John S.; Shelton, Paul D.

    1980-01-01

    A study comparing cooperative and noncooperative education students across time on several variables related to career maturity, career choice, and major certainty showed that co-op students rate higher in career maturity, career planning and problem-solving abilities. (JOW)

  8. Effects of cooperative and problem-solving learning strategies on ...

    African Journals Online (AJOL)

    Learning is internalised faster and better when students are given opportunity to interact with one another in small groups; when topics are structured to solve real life problems, studying becomes fun and learning is facilitated and internalised; students learn better when a problem is used as a starting point for new ...

  9. Challenges for Cooperative Learning Implementation: Reports from Elementary School Teachers

    Science.gov (United States)

    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…

  10. Integrating Dynamic Mathematics Software into Cooperative Learning Environments in Mathematics

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  13. PENGARUH MODEL COOPERATIVE LEARNING TIPE TEAMS GAMES TOURNAMENT (TGT TERHADAP KECERDASAN INTERPERSONAL PADA MATA PELAJARAN IPS

    Directory of Open Access Journals (Sweden)

    Mari anti

    2017-12-01

    Full Text Available Interpersonal intelligence is one of the goals in elementary school education. Interpersonal intelligence is a key element in the adaptation of children in their social relationships. SDN Kebon Jeruk 11 Pagi West Jakarta found a number of 19 students of 30 children (63% have barriers Interpersonal intelligence. Quantitative Research with One Shot Case Study Experiment using sample saturated with size 30 in research influence influence model cooperative learning type Teams Games Tournament (TGT to interpersonal intelligence. The results of this study prove that: The more effective the steps of cooperative learning model type TGT done then the better the interpersonal intelligence. So in this research result that model Cooperative Learning type Teams Games Tournament (TGT have positive effect to interpersonal intelligence.

  14. Cooperation and perception specifics of working students by employers

    Directory of Open Access Journals (Sweden)

    N. I. Fedorenko

    2015-01-01

    Full Text Available The article describes that competition for attractive working position is actively growing up between categories of employees which are different in age, experience and educational level. The severity of this competition is also increasing for the account of students. Further the author describes results of personal research regarding cooperation and perception specifics of working students with the relation to employers. The main trends of employers attitude toward working students are defined and described: interest in cooperation, underlying factors that redound to cooperation between employers and students, employers suggestions toward reasons that lead students to work, particularities in perception of students as employees by employers, job usually offered students by employers, concessions on the needs of students employers are ready to fit. The research presents items of formal relationships between employers and students. Respondent’s answers also allow to analyze particularities in perception of working students by employers and draw up hierarchy of positive and negative qualities of working students according to the viewpoint of employers. The conclusions of the article summarize particularities in perception and relationships between students and employers and indicate whether students are able to realize themselves in additional employment and to form necessary professional skills and abilities.

  15. Cycles of cooperation and defection in imperfect learning

    International Nuclear Information System (INIS)

    Galla, Tobias

    2011-01-01

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

  16. Cooperative Problem-Based Learning (CPBL: A Practical PBL Model for a Typical Course

    Directory of Open Access Journals (Sweden)

    Khairiyah Mohd-Yusof

    2011-09-01

    Full Text Available Problem-Based Learning (PBL is an inductive learning approach that uses a realistic problem as the starting point of learning. Unlike in medical education, which is more easily adaptable to PBL, implementing PBL in engineering courses in the traditional semester system set-up is challenging. While PBL is normally implemented in small groups of up to ten students with a dedicated tutor during PBL sessions in medical education, this is not plausible in engineering education because of the high enrolment and large class sizes. In a typical course, implementation of PBL consisting of students in small groups in medium to large classes is more practical. However, this type of implementation is more difficult to monitor, and thus requires good support and guidance in ensuring commitment and accountability of each student towards learning in his/her group. To provide the required support, Cooperative Learning (CL is identified to have the much needed elements to develop the small student groups to functional learning teams. Combining both CL and PBL results in a Cooperative Problem-Based Learning (CPBL model that provides a step by step guide for students to go through the PBL cycle in their teams, according to CL principles. Suitable for implementation in medium to large classes (approximately 40-60 students for one floating facilitator, with small groups consisting of 3-5 students, the CPBL model is designed to develop the students in the whole class into a learning community. This paper provides a detailed description of the CPBL model. A sample implementation in a third year Chemical Engineering course, Process Control and Dynamics, is also described.

  17. Investigating the Effects of Group Investigation (GI and Cooperative Integrated Reading and Comprehension (CIRC as the Cooperative Learning Techniques on Learner's Reading Comprehension

    Directory of Open Access Journals (Sweden)

    Mohammad Amin Karafkan

    2015-11-01

    Full Text Available Cooperative learning consists of some techniques for helping students work together more effectively. This study investigated the effects of Group Investigation (GI and Cooperative Integrated Reading and Composition (CIRC as cooperative learning techniques on Iranian EFL learners’ reading comprehension at an intermediate level. The participants of the study were 207 male students who studied at an intermediate level at ILI. The participants were randomly assigned into three equal groups: one control group and two experimental groups. The control group was instructed via conventional technique following an individualistic instructional approach. One experimental group received GI technique. The other experimental group received CIRC technique. The findings showed that there was a meaningful difference between the mean of the reading comprehension score of GI experimental group and CRIC experimental group. CRIC technique is more effective than GI technique in enhancing the reading comprehension test scores of students.

  18. Semi-Cooperative Learning in Smart Grid Agents

    Science.gov (United States)

    2013-12-01

    this PhD program , but watching you grow has only made me realize how much more awesome human learning is. You have been a source of profound joy and...which should alleviate concern for scala - bility along this dimension. • Learning the negotiation model: Figure 6.23 shows single-episode results that...for Semi-cooperative Multi-agent Coordination. In IEEE Symposium on Adaptive Dynamic Programming and Reinforcement Learning . [Prendergast, 1999

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

    Science.gov (United States)

    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.

  20. Cooperative Learning with a Computer in a Native Language Class.

    Science.gov (United States)

    Bennett, Ruth

    In a cooperative task, American Indian elementary students produced bilingual natural history dictionaries using a Macintosh computer. Students in grades 3 through 8 attended weekly, multi-graded bilingual classes in Hupa/English or Yurok/English, held at two public school field sites for training elementary teaching-credential candidates. Teams…

  1. The Effect of the 5E Instructional Model Enriched with Cooperative Learning and Animations on Seventh-Grade Students' Academic Achievement and Scientific Attitudes

    Science.gov (United States)

    Dasdemir, Ikramettin

    2016-01-01

    The aim of this research is to determine the effect of the different teaching methods, on seventh-grade students' academic achievement and scientific attitudes. The research was carried out using quasi-experimental methods. The research sample consisted of 84 seventh grade students studying in three different classes. One of these classes an…

  2. Hybrid Method for Mobile learning Cooperative: Study of Timor Leste

    Science.gov (United States)

    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.

  3. Hybrid Method for Mobile learning Cooperative: Study of Timor Leste

    Directory of Open Access Journals (Sweden)

    da Costa Tavares Ofelia Cizela

    2018-01-01

    Full Text Available 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.

  4. Cooperative Learning for Distributed In-Network Traffic Classification

    Science.gov (United States)

    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.

  5. EFFECTS OF COOPERATIVE LEARNING METHOD ON THE DEVELOPMENT OF LISTENING COMPREHENSION AND LISTENING SKILLS

    Directory of Open Access Journals (Sweden)

    Abdülkadir

    2017-04-01

    Full Text Available 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, Yakutiye district Şair Nef'i Secondary School and Palandöken District, Alparslan Secondary School of Erzurum province were selected. Socio-economic statuses and success rates were taken into consideration when selecting the experimental and control groups. 'Listening-Comprehension Achievement Test' was applied to measure the listening skills of the experimental and control groups. In terms of pre-test scores, it was determined that the listening skills of the experiment and control group were similar. The selected experimental groups were taught by the learning together technique of cooperative learning method for seven weeks and the control group was taught in the traditional way. As a result of the research, the 'Listening-Comprehension Achievement Test', which was applied as the pre-test to the experimental and control groups, was applied again as the final test. When the findings obtained from the research were examined, it was determined that the students in the experimental group were more successful than the students in the control group in terms of post - test achievement scores. When the results of the study are examined, it can be said that the learning together technique, which is one of the cooperative learning methods, is more effective than the traditional learning method in improving the listening comprehension and the listening skills of the eighth grade students in Turkish class.

  6. COOPERATIVE LEARNING STRATEGY TYPE STAD IN TEACHING ISLAMIC EDUCATION SUBJECT (PAI AT SMPN 3 LENGAYANG

    Directory of Open Access Journals (Sweden)

    Zulvia Evi Trinova

    2018-04-01

    Full Text Available SMPN 3 Lengayang has applied STAD as a type of cooperative learning to improve students’ passiveness. The learning is initiated by forming study groups and assigning tasks to be discussed together. However, in fact the learning is not effective that the students still can not understand the materials properly. It is noticable that the tasks given have been done by one student only, meanwhile the others are less serious and rely on those who are willing to do the group work. This is a field reasearch which describes the implementation of STAD in teaching PAI qualitatively. Data collection techniques used are in the form of observation, interviews, and documentation. As the result; 1 the planning of STAD strategy in teaching PAI at SMPN 3 Lengayang does not yet fulfill the requirement such as in organizing teaching materials (systematic/systematic demands with unsuitable time allocation, and detail of learning scenario (strategy step / method at each stage not clearly illustrated. 2 the implementation of STAD type in teaching PAI at SMPN 3 Lengayang is not fully implemented from the six STAD type cooperative learning steps, namely on teamwork and quiz, and 3 the evaluation in STAD type co-operative learning at SMPN 3 Lengayang is a written test or in the form of quiz. In addition, a test through a special quiz for individual assessment while group assessment is taken from group work. Especially the group with the highest score is given an additional mark.

  7. Learning from nature: binary cooperative complementary nanomaterials.

    Science.gov (United States)

    Su, Bin; Guo, Wei; Jiang, Lei

    2015-03-01

    In this Review, nature-inspired binary cooperative complementary nanomaterials (BCCNMs), consisting of two components with entirely opposite physiochemical properties at the nanoscale, are presented as a novel concept for the building of promising materials. Once the distance between the two nanoscopic components is comparable to the characteristic length of some physical interactions, the cooperation between these complementary building blocks becomes dominant and endows the macroscopic materials with novel and superior properties. The first implementation of the BCCNMs is the design of bio-inspired smart materials with superwettability and their reversible switching between different wetting states in response to various kinds of external stimuli. Coincidentally, recent studies on other types of functional nanomaterials contribute more examples to support the idea of BCCNMs, which suggests a potential yet comprehensive range of future applications in both materials science and engineering. © 2014 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

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

    Science.gov (United States)

    Souvignier, Elmar; Kronenberger, Julia

    2007-12-01

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

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

    Science.gov (United States)

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

    2013-01-01

    This article describes the development of an interactive computer-based laboratory manual, created to facilitate the teaching and learning of medical histology. The overarching goal of developing the manual is to facilitate self-directed group interactivities that actively engage students during laboratory sessions. The design of the manual includes guided instruction for students to navigate virtual slides, exercises for students to monitor learning, and cases to provide clinical relevance. At the end of the laboratory activities, student groups can generate a laboratory report that may be used to provide formative feedback. The instructional value of the manual was evaluated by a questionnaire containing both closed-ended and open-ended items. Closed-ended items using a five-point Likert-scale assessed the format and navigation, instructional contents, group process, and learning process. Open-ended items assessed student's perception on the effectiveness of the manual in facilitating their learning. After implementation for two consecutive years, student evaluation of the manual was highly positive and indicated that it facilitated their learning by reinforcing and clarifying classroom sessions, improved their understanding, facilitated active and cooperative learning, and supported self-monitoring of their learning. Copyright © 2013 American Association of Anatomists.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  12. "Earthquake!"--A Cooperative Learning Experience.

    Science.gov (United States)

    Hodder, A. Peter W.

    2001-01-01

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

  13. Cooperative learning as applied to resident instruction in radiology reporting.

    Science.gov (United States)

    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 (Pcooperative 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.

  14. Cooperative Learning in Graduate Education: A Study of Its Effectiveness in Administrator Training in Two California Universities.

    Science.gov (United States)

    Hughes, H. Woodrow; Townley, Arthur J.

    This paper presents findings from a study that explored students' perceptions of cooperative learning strategies used in educational administration classes. Specifically, the study sought to determine whether students perceived the strategies to be more effective than traditional methods in increasing their knowledge and retention and in improving…

  15. Student Learning-Game Designs

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    This article presents new knowledge about how students can implement learning and game elements into analogue and digital learning games as a means of learning and teaching curriculum‐based subject matter. The purpose of the analysis is to identify what learning‐game design elements were used...... in four learning games created by students, to investigate how these elements were em83 ployed, to determine what learning trajectories emerged in the two digital game tools and to offer reflections and suggestions regarding the learning processes students experienced when building the various learning...... trajectories for specific learning goals into the digital games. The article examines how specific features in the two digital game tools, Scratch and RGBMaker, afford creation of learning trajectories in various ways, enabling deep learning and gameplay processes for the players of the games. According...

  16. Use of Online Information Resources by RMIT University Economics, Finance, and Marketing Students Participating in a Cooperative Education Program

    Science.gov (United States)

    Costa, Cathy

    2009-01-01

    This paper examines the use of online information resources by Economics, Finance, and Marketing 3rd year students in a cooperative education program and explores some possible factors and issues that influence how students use these resources. The nature of Work Integrated Learning (WIL) programs, the business information environment, and the…

  17. A Staff Development Program Designed To Reach the Partnership School's Goals: Cooperative Learning Strategies, Coaching Sessions and a Narrowed Academic Performance Gap among Student Populations.

    Science.gov (United States)

    Cook, Kathy; Karr-Kidwell, PJ

    This paper describes the design and implementation of a staff-development program at Vivian Field Junior High School in Carrollton, Texas. The school is a member of the Texas Partnership School Initiative, which was created to give schools latitude in raising student achievement. The goal of the staff-development program was to identify gains in…

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

    Science.gov (United States)

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

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

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

    Science.gov (United States)

    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…

  20. Cooperative learning and Mathematics Education: A happy Marriage?

    NARCIS (Netherlands)

    Terwel, J.; Stéphan Vincent-Lancrin, S.; Kiira Kärkkäinen, K.; Francesco Avvisati, F.

    2011-01-01

    One of the main questions in this paper is: ‘Should knowledge be provided or generated in mathematics education?’ In trying to respond on this fundamental question it became clear that this dichotomy is not fruitful. Therefore we looked for a third way in which guided cooperative learning was a

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

    Science.gov (United States)

    Dirlikli, Murat

    2016-01-01

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

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

    Science.gov (United States)

    Linn, Patricia

    2015-01-01

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

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

    Science.gov (United States)

    Denton, David W.

    2012-01-01

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

  4. Reading, Writing, and Cooperative Learning in a JTPA Summer Program.

    Science.gov (United States)

    Thistlethwaite, Linda

    1989-01-01

    A Job Training Partnership Act-funded reading, writing, mathematics, and cooperative learning program for 83 participants aged 14-21 was evaluated with pre- and postassessments. Program strengths identified were emphasis on a workplace atmosphere, structure with flexibility, variety in grouping procedures, computer-assisted writing, and outside…

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

    Science.gov (United States)

    Pinho-Lopes, Margarida; Macedo, Joaquim

    2016-01-01

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

  6. Effects of Cooperative and Individualistic Learning Strategies on ...

    African Journals Online (AJOL)

    2016-10-02

    Oct 2, 2016 ... It was also found that numerical ability had a significant main effect on the ... are indispensable tools for geographers at different levels. .... analysis of the “Effect of face-to-face cooperative learning: Do recent studies falsify or.

  7. Introverts Can Succeed with Cooperative Learning

    Science.gov (United States)

    Jacobs, George

    2014-01-01

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

  8. Learning and the cooperative computational universe

    NARCIS (Netherlands)

    Adriaans, P.; Adriaans, P.; van Benthem, J.

    2008-01-01

    In the summer of 1956, a number of scientists gathered at the Dartmouth College in Hanover, New Hampshire. Their goal was to study human intelligence with the help of computers. Their central hypothesis was: "that every aspect of learning or any other feature of intelligence can in principle be so

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

    Science.gov (United States)

    Affhalter, Maria Geralyn

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

  10. Cooperative learning of neutron diffusion and transport theories

    International Nuclear Information System (INIS)

    Robinson, Michael A.

    1999-01-01

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

  11. Gender differences in cooperation: experimental evidence on high school students.

    Directory of Open Access Journals (Sweden)

    J Alberto Molina

    Full Text Available The emergence of cooperation among unrelated human subjects is a long-standing conundrum that has been amply studied both theoretically and experimentally. Within the question, a less explored issue relates to the gender dependence of cooperation, which can be traced back to Darwin, who stated that "women are less selfish but men are more competitive". Indeed, gender has been shown to be relevant in several game theoretical paradigms of social cooperativeness, including prisoner's dilemma, snowdrift and ultimatum/dictator games, but there is no consensus as to which gender is more cooperative. We here contribute to this literature by analyzing the role of gender in a repeated Prisoners' Dilemma played by Spanish high-school students in both a square lattice and a heterogeneous network. While the experiment was conducted to shed light on the influence of networks on the emergence of cooperation, we benefit from the availability of a large dataset of more 1200 participants. We applied different standard econometric techniques to this dataset, including Ordinary Least Squares and Linear Probability models including random effects. All our analyses indicate that being male is negatively associated with the level of cooperation, this association being statistically significant at standard levels. We also obtain a gender difference in the level of cooperation when we control for the unobserved heterogeneity of individuals, which indicates that the gender gap in cooperation favoring female students is present after netting out this effect from other socio-demographics factors not controlled for in the experiment, and from gender differences in risk, social and competitive preferences.

  12. Exploring Hope, Self-Efficacy, Procrastination, and Study Skills between Cooperative and Non-Cooperative Education Students

    Science.gov (United States)

    Drysdale, Maureen T. B.; McBeath, Margaret

    2014-01-01

    The aim of this study was to examine the relationship between participation in cooperative education, and several psychological constructs believed to be related to success in both academic and professional settings. Participants, undergraduate cooperative (n = 1224) and non-cooperative education (n = 746) students in all years of study and from…

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

    Science.gov (United States)

    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…

  14. Distributed Economic Dispatch in Microgrids Based on Cooperative Reinforcement Learning.

    Science.gov (United States)

    Liu, Weirong; Zhuang, Peng; Liang, Hao; Peng, Jun; Huang, Zhiwu; Weirong Liu; Peng Zhuang; Hao Liang; Jun Peng; Zhiwu Huang; Liu, Weirong; Liang, Hao; Peng, Jun; Zhuang, Peng; Huang, Zhiwu

    2018-06-01

    Microgrids incorporated with distributed generation (DG) units and energy storage (ES) devices are expected to play more and more important roles in the future power systems. Yet, achieving efficient distributed economic dispatch in microgrids is a challenging issue due to the randomness and nonlinear characteristics of DG units and loads. This paper proposes a cooperative reinforcement learning algorithm for distributed economic dispatch in microgrids. Utilizing the learning algorithm can avoid the difficulty of stochastic modeling and high computational complexity. In the cooperative reinforcement learning algorithm, the function approximation is leveraged to deal with the large and continuous state spaces. And a diffusion strategy is incorporated to coordinate the actions of DG units and ES devices. Based on the proposed algorithm, each node in microgrids only needs to communicate with its local neighbors, without relying on any centralized controllers. Algorithm convergence is analyzed, and simulations based on real-world meteorological and load data are conducted to validate the performance of the proposed algorithm.

  15. PERANGKAT PEMBELAJARAN PERISTIWA ALAM DENGAN MODEL COOPERATIVE LEARNING TIPE INSIDE OUTSIDE CIRCLE

    Directory of Open Access Journals (Sweden)

    Diah Sunarsih

    2015-08-01

    Full Text Available Tujuan penelitian ini menghasilkan perangkat pembelajaran IPA dengan model pembelajaran cooperative learning tipe inside outside circle untuk dapat meningkatkan kemampuan berpikir kognitif dan menumbuhkan kemampuan komunikasi ilmiah siswa yang valid materi peristiwa alam. Uji coba skala terbatas dilakukan di SDN 02 Ambowetan. Uji coba skala luas kelas eksperimen SDN 01 Ambowetan VA, sedangkan kelas kontrol SDN 01 Ambowetan VB. Desain uji coba penelitian ini nonequivalent control group design. Prosedur pengembangan dan penelitian dikembangkan mengacu model pengembangan Dick dan Carry terdiri 4 tahap yaitu define, design, develop, dan disseminate. Hasil penelitian diperoleh pengembangan perangkat pembelajaran menerapkan model pembelajaran cooperative learning tipe inside outside circle berupa silabus, RPP, bahan ajar, lembar tes formatif, lembar observasi kemampuan komunikasi ilmiah, dan angket respon siswa valid, efektif, dan praktis diterapkan dalam pembelajaran IPA kelas V sekolah dasar materi peristiwa alam. Perangkat pembelajaran valid dengan nilai skor validitas akhir 3,43. Perangkat pembelajaran efektif terlihat peningkatan hasil uji N-gain menunjukkan hasil 0,50 pada klasifikasi tingkat sedang dan prosentase kemampuan ilmiah kelas eksperimen hasil sebesar 82%. Kriteria praktis dari nilai angket menunjukkan respon siswa kelas eksperimen lebih tinggi dibandingkan kelas kontrol (73% > 67 %.Purpose of this study is produce device the learning cooperative learning type inside outside circle to improve cognitive ability students and foster communication skills scientific a valid on material natural events. Trials limited scale in the SDN 02 Ambowetan. Trials wide scale for experimental class in the SDN 01 Ambowetan 5A, while the control class SDN 01 Ambowetan 5B. Design wide scale nonequivalent control group design. Procedures the development and developed research Dick and Carry consisting of 4 stage define, design, develop, and disseminate

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

    Science.gov (United States)

    Eshietedoho, Cobb G.

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

  17. COOPERATIVE LEARNING: METHOD OF WORK IN THE CLASSROOM TO FACILITATE THE COEXISTENCE

    Directory of Open Access Journals (Sweden)

    María del Carmen Cano Tornero

    2014-12-01

    Full Text Available The present communication is immersed in the investigations conducted on the application of the methods of Cooperative Learning in the classroom, through the Creativity and taking as resource the use from the TIC. It has as it bases the general Conclusions found and the produced Effects on the development of the activities, in the importance that has the social interaction for the coexistence in any educative scope. We set out an interaction between equal and, student and professor; coordinating interests, collective decision making, mutual aid, through dialogue, and always valuing and trusting the student. To conclude and to affirm, without doubt, that the processes of Interaction in the classroom improve the execution of the students in the cooperative activities.

  18. Blended Learning: The Student Viewpoint

    African Journals Online (AJOL)

    Student perceptions were assessed using Mann–Whitney. U‑test and ... Keywords: Blended learning, Online learning, Students' perceptions. Access this article online ..... performance, EC: Educational counseling, MIB: Medical insurance billing, MT: .... distance in education at the harvard business school. Educ. Technol ...

  19. Learning Environment and Student Effort

    Science.gov (United States)

    Hopland, Arnt O.; Nyhus, Ole Henning

    2016-01-01

    Purpose: The purpose of this paper is to explore the relationship between satisfaction with learning environment and student effort, both in class and with homework assignments. Design/methodology/approach: The authors use data from a nationwide and compulsory survey to analyze the relationship between learning environment and student effort. The…

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

    Science.gov (United States)

    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.…

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

    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…

  3. Assessing student clinical learning experiences.

    Science.gov (United States)

    Nehyba, Katrine; Miller, Susan; Connaughton, Joanne; Singer, Barbara

    2017-08-01

    This article describes the use of an activity worksheet and questionnaire to investigate the learning experience of students on clinical placement. The worksheet measures the amount of time students spend in different learning activities, and the questionnaire explores student satisfaction and preferred learning activities. An activity worksheet and questionnaire … investigate[d] the learning experiences of students on clinical placement METHODS: The activity worksheet and questionnaire were used in a cohort pilot study of physiotherapy students on clinical placement. The activity worksheet provides details of the amount of time students engage in a range of clinical and non-clinical tasks while on placement, such as time spent treating patients, working individually, working with their peers and engaging in reflective practice. In combination with the questionnaire results, it allows clinicians to gain an understanding of the clinical learning environment experienced by their students. The data collected using these tools provide a description of the students' activities while undertaking the clinical placement. This information may guide the refinement of the clinical experience, and offers an opportunity to individualise learning activities to match students' needs and preferences. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

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

    Science.gov (United States)

    Zhang, Aimao

    2012-01-01

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

  5. UPAYA PENINGKATAN AKTIVITAS DAN PRESTASI BELAJAR PENDIDIKAN AGAMA HINDU MELALUI PENERAPAN COOPERATIVE LEARNING TIPE GROUP INVESTIGATION (GI

    Directory of Open Access Journals (Sweden)

    Ida I Dewa Ayu Ketut Putri

    2016-08-01

    Full Text Available Cooperative learning : group investigation (GI is a learning strategy to determine the student’s development and progress that oriented to class activities and allow students to use a variety of learning resources besides teachers. Thelow learning achievement obtained by students in particular on the subjects of Hinduism is noteworthy. It is caused by several factors, including the intelligence of students, student motivation, interest in learning, study habits, as well as external factors such as student living environment, the infrastructure that supports the learning process inadequate. To see whether the implementation of Cooperative Learning type Group Investigation able to improve student learning outcomes, this study applied the model to the 2nd year student (class F in SMP Negeri 3 Denpasar school year 2011/2012. This study was classifiedas a class action (classroom action reseach which is the subject is the 2nd year student (class F as many as 28 people and the object of research is thestudent’s learning activities. This study used primary data obtained directly from the students by using the technique of testing and observation sheet. The collected data were analyzed descriptively based on the average and standarddeviation that obtained through the results of the evaluation scores at each end of the cycle. The results showed a very significant increase in activity of students from an average score of 2.93 in the first cycle to 4.14 in the second cycle. The average student achievement in the first cycle is 70.64 with classical completeness of 60% increased to 75.54 with classical completeness of 92.9%.

  6. Cooperative Learning Technique through Internet Based Education: A Model Proposal

    Science.gov (United States)

    Ozkan, Hasan Huseyin

    2010-01-01

    Internet is gradually becoming the most valuable learning environment for the people which form the information society. That the internet provides written, oral and visual communication between the participants who are at different places, that it enables the students' interaction with other students and teachers, and that it does these so fast…

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

    Science.gov (United States)

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

    2018-04-01

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

  8. Competitive debate classroom as a cooperative learning technique for the human resources subject

    Directory of Open Access Journals (Sweden)

    Guillermo A. SANCHEZ PRIETO

    2018-01-01

    Full Text Available The paper shows an academic debate model as a cooperative learning technique for teaching human resources at University. The general objective of this paper is to conclude if academic debate can be included in the category of cooperative learning. The Specific objective it is presenting a model to implement this technique. Thus the first part of the paper shows the concept of cooperative learning and its main characteristics. The second part presents the debate model believed to be labelled as cooperative learning. Last part concludes with the characteristics of the model that match different aspects or not of the cooperative learning.

  9. Designing and Facilitating Learning in a Cooperative Setting

    DEFF Research Database (Denmark)

    Poulsen, Søren Bolvig; Rustrup, Louise Lønborg; Mortensen, Helle

    2010-01-01

    the learning of students. Student involvement in research projects appears to be an increasing trend, which is affecting both the practice of research and education. The Danish research project ‘Innodoors’ investigates, through various initiatives, how User-driven innovation can contribute to innovation...... and affect the culture of innovation in the building sector. One of the research initiatives was originally probing hypothesizes through student projects, where the students not only play a practical and performing role, but also engage in a rather equal partnership with the academic. This was also the case...... for the involved industrial design students, but they found it necessary to redefine the initial, given hypothesis, which surprisingly uncovered knowledge deficiencies for both students and academic; yet, it contributed to a mutual learning situation. Educators are facing new challenges with the responsibility...

  10. Measuring the influence of Cooperative Learning and Project Based Learning on problem solvin skill.

    OpenAIRE

    García Martín, Javier; Pérez Martínez, Jorge Enrique

    2011-01-01

    The aim of this study is to evaluate the effects obtained after applying two active learning methodologies (cooperative learning and project based learning) to the achievement of the competence problem solving. This study was carried out at the Technical University of Madrid, where these methodologies were applied to two Operating Systems courses. The first hypothesis tested was whether the implementation of active learning methodologies favours the achievement of ?problem solving?. The secon...

  11. Evaluation of FCS self and peer-assessment approach based on Cooperative and Engineering Design learning.

    Science.gov (United States)

    Cvetkovic, Dean

    2013-01-01

    The Cooperative Learning in Engineering Design curriculum can be enhanced with structured and timely self and peer assessment teaching methodologies which can easily be applied to any Biomedical Engineering curriculum. A study was designed and implemented to evaluate the effectiveness of this structured and timely self and peer assessment on student team-based projects. In comparing the 'peer-blind' and 'face-to-face' Fair Contribution Scoring (FCS) methods, both had advantages and disadvantages. The 'peer-blind' self and peer assessment method would cause high discrepancy between self and team ratings. But the 'face-to-face' method on the other hand did not have the discrepancy issue and had actually proved to be a more accurate and effective, indicating team cohesiveness and good cooperative learning.

  12. Developing Distance Learning Environments in the Context of Cross-Border Cooperation

    Directory of Open Access Journals (Sweden)

    Sebastian Fuicu

    2017-04-01

    Full Text Available By using a plethora of technologies and formats, the distance learning paradigm offers access to education through a large spectrum of subjects which are situated in different geographic areas. This paper presents the successful collaboration between Politehnica University of Timisoara, Romania, and the Technical Faculty "Mihajlo Pupin" of Zrenjanin, Serbia, which offer a low maintenance cooperation model based on a web cast system that allows subjects from both countries to have access to each other’s educational material. The aim of this project is to raise the interest of pupils, students and graduates to the latest information regarding technical content used in the IT industry. The access takes place in real time and from the distance without the necessity of being present in order to receive the information. The obtained results are very encouraging regarding the usage of such a distance learning environment and the further development of such tools and cooperation.

  13. THE EFFECTS OF COOPERATIVE LEARNING MODEL GROUP INVESTIGATION AND MOTIVATION TOWARD PHYSICS LEARNING RESULTS MAN TANJUNGBALAI

    Directory of Open Access Journals (Sweden)

    Amalia Febri Aristi

    2014-12-01

    Full Text Available This study aimed to determine: (1 Is there a difference in student's learning outcomes with the application of learning models Investigation Group and Direct Instruction teaching model. (2 Is there a difference in students' motivation with the application of learning models Investigation Group and Direct Instruction teaching model, (3 Is there an interaction between learning models Investigation Group and Direct Instruction to improve students' motivation in learning outcomes Physics. This research is a quasi experimental. The study population was a student of class XII Tanjung Balai MAN. Random sample selection is done by randomizing the class. The instrument used consisted of: (1 achievement test (2 students' motivation questionnaire. The tests are used to obtain the data is shaped essay. The data in this study were analyzed using ANOVA analysis of two paths. The results showed that: (1 there were differences in learning outcomes between students who used the physics model of Group Investigation learning compared with students who used the Direct Instruction teaching model. (2 There was a difference in student's learning outcomes that had a low learning motivation and high motivation to learn both in the classroom and in the classroom Investigation Group Direct Instruction. (3 There was interaction between learning models Instruction Direct Group Investigation and motivation to learn in improving learning outcomes Physics.

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

    Science.gov (United States)

    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…

  15. Predicting High School Student Use of Learning Strategies: The Role of Preferred Learning Styles and Classroom Climate

    Science.gov (United States)

    Cheema, Jehanzeb; Kitsantas, Anastasia

    2016-01-01

    This study investigated the predictiveness of preferred learning styles (competitive and cooperative) and classroom climate (teacher support and disciplinary climate) on learning strategy use in mathematics. The student survey part of the Programme for International Student Assessment 2003 comprising of 4633 US observations was used in a weighted…

  16. Student Learning in the Information Age. American Council on Education Series on Higher Education.

    Science.gov (United States)

    Breivik, Patricia Senn

    This book discusses resource-based learning in higher education. One premise of resource-based learning is that as students become able to select their own learning materials from information resources, they become active, independent learners, while professors become learning facilitators in cooperation with librarians and other information…

  17. Improving Student Reflection in Experiential Learning Reports in Post-Secondary Institutions

    Science.gov (United States)

    Tiessen, Rebecca

    2018-01-01

    Work-integrated learning options--or experiential learning--(such as co-operative education, practicum placements, and community service learning/volunteer placements) offer much scope for enhancing educational opportunities for post-secondary students to learn about the workplace and to develop skills that may contribute to their future…

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

    Science.gov (United States)

    Lo, Hao-Chang

    2013-01-01

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

  19. The Effects of CBI Lesson Sequence Type and Field Dependence on Learning from Computer-Based Cooperative Instruction in Web

    Science.gov (United States)

    Ipek, Ismail

    2010-01-01

    The purpose of this study was to investigate the effects of CBI lesson sequence type and cognitive style of field dependence on learning from Computer-Based Cooperative Instruction (CBCI) in WEB on the dependent measures, achievement, reading comprehension and reading rate. Eighty-seven college undergraduate students were randomly assigned to…

  20. CALL AND COOPERATIVE LEARNING: A SOLUTION TO DEVELOP STUDENTS‟ LISTENING ABILITY

    Directory of Open Access Journals (Sweden)

    Delsa Miranty

    2017-04-01

    Full Text Available This paper aims to provide some ideas both for English teachers and target learners about how to apply CALL and Cooperative Learning as the solution to develop students‘ listening activities in the classroom. Since teachers need to understand about students‘ needs, background, age and expectations when they learn English as the foreign language in the classroom. Therefore, the English teacher should provide environment which facilitates the children to have fun di the teaching learning process, nice atmosphere, comfort and enjoyable to learn English and practice it both in the classroom and in the laboratory. Furthermore, this paper will provide what the teachers should do related activities such as: listening to the songs, movies, cartoon by applying STAD (Students Teams – Achievement Divisions in the classroom in order to develop students‘ listening ability both in the classroom and laboratory.

  1. Engaging Students' Learning Through Active Learning

    Directory of Open Access Journals (Sweden)

    Margaret Fitzsimons

    2014-06-01

    Full Text Available This paper discusses a project carried out with thirty six final year undergraduate students, studying the Bachelor of Science in Business and Management and taking the module Small Business Management during the academic year 2012 and 2013 in Dublin Institute of Technology. The research had two separate objectives, 1 to engage in active learning by having students work on a consulting project in groups for a real life business and 2 to improve student learning. The Small Business Management previously had a group assignment that was to choose an article related to entrepreneurship and critic it and present it to the class. Anecdotally, from student feedback, it was felt that this process did not engage students and also did not contribute to the key competencies necessary in order to be an entrepreneur. The desire was for students on successful completion of this module to have better understood how business is conducted and equip them with core skills such as innovation, critical thinking, problem solving and decision making .Student buy in was achieved by getting the students to select their own groups and also work out between each group from a one page brief provided by the businesses which business they would like to work with. It was important for the businesses to also feel their time spent with students was worthwhile so they were presented with a report from the students at the end of the twelve weeks and invited into the College to hear the presentations from students. Students were asked to provide a reflection on their three key learning points from the assignment and to answer specific questions designed to understand what they learnt and how and their strengths and weaknesses. A survey was sent to the businesses that took part to understand their experiences. The results were positive with student engagement and learning rating very highly and feedback from the businesses demonstrated an appreciation of having a different

  2. Internationalizing Student Learning and Development

    Science.gov (United States)

    Roberts, Dennis C.; Komives, Susan R.

    2016-01-01

    Best practices in internationalizing student learning and development require cultural critical analysis before transferring, adapting, hedging, or avoiding existing practices in cross-border applications both in and beyond the classroom.

  3. Learning Styles and Student Diversity.

    Science.gov (United States)

    Loper, Sue

    1989-01-01

    A teacher reports on helpful advice she received from a colleague when she started teaching: to teach students in the cognitive mode in which they learn best (auditory, visual, kinesthetic, or tactile). (TE)

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

    Science.gov (United States)

    Jones, Karrie A.; Jones, Jennifer L.

    2008-01-01

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

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

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

    2016-09-01

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

  8. Mobile Learning and Student Retention

    Directory of Open Access Journals (Sweden)

    Bharat Inder Fozdar

    2007-06-01

    Full Text Available Student retention in open and distance learning (ODL is comparatively poor to traditional education and, in some contexts, embarrassingly low. Literature on the subject of student retention in ODL indicates that even when interventions are designed and undertaken to improve student retention, they tend to fall short. Moreover, this area has not been well researched. The main aim of our research, therefore, is to better understand and measure students’ attitudes and perceptions towards the effectiveness of mobile learning. Our hope is to determine how this technology can be optimally used to improve student retention at Bachelor of Science programmes at Indira Gandhi National Open University (IGNOU in India. For our research, we used a survey. Results of this survey clearly indicate that offering mobile learning could be one method improving retention of BSc students, by enhancing their teaching/ learning and improving the efficacy of IGNOU’s existing student support system. The biggest advantage of this technology is that it can be used anywhere, anytime. Moreover, as mobile phone usage in India explodes, it offers IGNOU easy access to a larger number of learners. This study is intended to help inform those who are seeking to adopt mobile learning systems with the aim of improving communication and enriching students’ learning experiences in their ODL institutions.

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

    International Nuclear Information System (INIS)

    Mueanploy, Wannapa

    2016-01-01

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

  10. Cooperative Learning through Team-Based Projects in the Biotechnology Industry.

    Science.gov (United States)

    Luginbuhl, Sarah C; Hamilton, Paul T

    2013-01-01

    We have developed a cooperative-learning, case studies project model that has teams of students working with biotechnology professionals on company-specific problems. These semester-long, team-based projects can be used effectively to provide students with valuable skills in an industry environment and experience addressing real issues faced by biotechnology companies. Using peer-evaluations, we have seen improvement in students' professional skills such as time-management, quality of work, and level of contribution over multiple semesters. This model of team-based, industry-sponsored projects could be implemented in other college and university courses/programs to promote professional skills and expose students to an industry setting.

  11. Building Maintenance. Student Learning Guide.

    Science.gov (United States)

    Palm Beach County Board of Public Instruction, West Palm Beach, FL.

    This student learning guide contains one module for completing a course in building maintenance. It is designed especially for use in secondary schools in Palm Beach County, Florida. The module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student…

  12. Student Perceptions of Active Learning

    Science.gov (United States)

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

    2015-01-01

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

  13. Acceptance of e-learning devices by dental students.

    Science.gov (United States)

    Schulz, Peter; Sagheb, Keyvan; Affeldt, Harald; Klumpp, Hannah; Taylor, Kathy; Walter, Christian; Al-Nawas, Bilal

    2013-01-01

    E-Learning programs and their corresponding devices are increasingly employed to educate dental students during their clinical training. Recent progress made in the development of e-learning software as well as in hardware (computers, tablet PCs, smartphones) caused us to more closely investigate into the habits of dental students in dealing with these learning techniques. Dental students during their clinical training attended a survey compiled in cooperation with biostatisticians. The questionnaire probands were asked to complete based on previous surveys of similar subjects, allowing single as well as multiple answers. The data, which were obtained with respect to the learning devices students commonly employ, were compared with their internet learning activities. The e-learning devices utilized are of heterogeneous brands. Each student has access to at least one hardware type suitable for e-learning. All students held mobile devices, about 90 percent employed laptops, and about 60 percent possess smartphones. Unexceptional all participants of the survey acknowledged an unlimited internet access. In contrast, only 16 percent of students utilized tablet PCs. A detailed analysis of the survey outcome reveals that an increasing use of mobile devices (tablet PC, smartphone) facilitates internet learning activities while at the same time utilization of computers (desktop, laptop) declines. Dental students overwhelmingly accept e-learning during their clinical training. Students report outstanding preconditions to conduct e-learning as both their access to hardware and to the internet is excellent. Less satisfying is the outcome of our survey regarding the utilization of e-learning programs. Depending of the hardware employed only one-third to barely one-half of students comprise learning programs.

  14. Learning to Fly? First Experiences on Team Learning of Icaros Cooperative

    Science.gov (United States)

    Juvonen, Pasi

    2013-01-01

    Icaros is an information technology (IT) cooperative that was originally owned by 11 IT degree programme students of Saimaa University of Applied Sciences. This article describes experiences and challenges of team building of these students who are called "teampreneurs" during their first year as team entrepreneurs. The findings provided…

  15. Blended Learning: The Student Viewpoint.

    Science.gov (United States)

    Shantakumari, N; Sajith, P

    2015-01-01

    Blended learning (BL) is defined as "a way of meeting the challenges of tailoring learning and development to the needs of individuals by integrating the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning." The Gulf Medical University (GMU), Ajman, UAE, offers a number of courses which incorporate BL with contact classes and online component on an E-learning platform. Insufficient learning satisfaction has been stated as an obstacle to its implementation and efficacy. To determine the students' perceptions toward BL which in turn will determine their satisfaction and the efficacy of the courses offered. This was a cross-sectional study conducted at the GMU, Ajman between January and December 2013. Perceptions of BL process, content, and ease of use were collected from 75 students enrolled in the certificate courses offered by the university using a questionnaire. Student perceptions were assessed using Mann-Whitney U-test and Kruskal-Wallis test on the basis of gender, age, and course enrollment. The median scores of all the questions in the three domains were above three suggesting positive perceptions on BL. The distribution of perceptions was similar between gender and age. However, significant differences were observed in the course enrollment (P = 0.02). Students hold a positive perception of the BL courses being offered in this university. The difference in perceptions among students of different courses suggest that the BL format offered needs modification according to course content to improve its perception.

  16. Learning profiles of Master students

    DEFF Research Database (Denmark)

    Sprogøe, Jonas; Hemmingsen, Lis

    2005-01-01

    at DPU in 2001 several evaluations and research have been carried out on several topics relating to form, content, and didactics, but one important focus is missing: the research about the psychological profile and learning style of the master student. Knowledge is lacking on how teaching methods......Master education as a part of lifelong learning/education has over the last years increased in Denmark. Danish Universities now offer more than110 different programmes. One of the characteristics of the master education is that the students get credits for their prior learning and practical work...... experiences, and during the study/education theory and practise is combined. At the Master of Adult Learning and Human Resource Development, one of DPU´s master programmes, the students have a very diverse background and have many different experiences and practises. Since the first programme was introduced...

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

    Science.gov (United States)

    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.

  18. Are University Co-Operative Education Students Safe? Perceptions of Risk to Students on Work Terms

    Science.gov (United States)

    Newhook, Rebecca

    2016-01-01

    As students venture off campus for university-sponsored activities, are they at risk, given that universities are better able to control risk factors on campus than they can for their off-campus activities? Co-operative education is a formalized and longstanding academic program that often sees students spend upwards of a third of their time off…

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

    Science.gov (United States)

    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.

  20. Diversity, Effort, and Cooperation in Team-Based Learning

    Science.gov (United States)

    Espey, Molly

    2018-01-01

    Student and team performance in 17 sections of an introductory microeconomic theory course taught using team-based learning are analyzed to determine what measurable characteristics of teams influence team and individual outcomes. Results suggest that team performance is positively influenced by the grade point average of the top individual on the…

  1. Effects of Cooperative Learning Method Type Stad, Language Aptitude, and Intelligence on the Achievement English Hotel at Medan Tourism Academy

    Directory of Open Access Journals (Sweden)

    Abdul Kadir Ritonga

    2017-01-01

    Full Text Available STAD cooperative learning method which is considered effective in achieving the goal of learning the English language, especially for students majoring in Tourism Academy who are required to master English for Specific Purposes (ESP in accordance with their needs. This study uses factorial design 2x3x3 version of the non-equivalent control group design with ANOVA 3 Ways. The subjects were students MDK III / 5 A and B courses MDK III.5 Rooms Division department Hospitality Academy Year 2015/2016. The samples are saturated samples. Data were collected through a pretest, posttest, and instrument of Language Aptitude and Intelligence parametric statistics analyzed by parametric statistics with significance level of 0.05%. The results showed that: (1 there are differences between method STAD cooperative learning and expository on Hospitality English achievement, (2 there are differences between the students who have high language aptitude and low language aptitude on English achievement, (3 there are differences between students who have high language aptitude and medium on Hospitality English achievement, (4 there are differences between students who have the medium language aptitude and low language aptitude on Hospitality English achievement, (5 there are differences between students who have high intelligence and low intelligence\\ on Hospitality English achievement, (6 there are no differences between who have high intelligence and medium intelligence on Hospitality English achievement, (7 there are differences between students who have the medium intelligence and low intelligence on Hospitality English achievement, (8 there is no interaction between the learning method and language aptitude on Hospitality English achievement, (9 there is an interaction between the learning method and the intelligence on Hospitality English achievement, (10 there is no interaction between intelligence and language aptitude on Hospitality English achievement. (11

  2. Comprensive-cooperative learning of handball in physical education: Effect on the motivational climate

    Directory of Open Access Journals (Sweden)

    Antonio Valls Castillo

    2017-06-01

    Full Text Available The comprehensive-cooperative learning hybrid model in sport increases the effects of both strategies separately and promotes a more comprehensive and meaningful learning for students. However is still little used in Physical Education (PE and handball teaching. The participants in this study were 96 students, 31 in the experimental group and 65 in the control group, of 4th in Secondary Education. A quasi-experimental design was used with non-equivalent control group and pre-test and post-test measures to analyze the motivational climate variable. We used the perceived motivational climate in sport questionnaire-2 (PMCSQ-2. Non-parametric tests were applied (Wilcoxon and U of Mannwithney for related and for independent samples respectively.The results show significant differences (z = 2.88, p = 0.004 in the perceived motivational climate in experimental group versus control group, with similar records in the different elements of this variable. These data suggest that the hybrid model comprehensive-cooperative positively modifies student motivation and behavior towards PE classes and handball practice.

  3. Student Motivation in Constructivist Learning Environment

    Science.gov (United States)

    Cetin-Dindar, Ayla

    2016-01-01

    The purpose of this study was to investigate the relation between constructivist learning environment and students'motivation to learn science by testing whether students' self-efficacy in learning science, intrinsically and extrinsically motivated science learning increase and students' anxiety about science assessment decreases when more…

  4. Cooperative learning combined with short periods of lecturing: A good alternative in teaching biochemistry.

    Science.gov (United States)

    Fernández-Santander, Ana

    2008-01-01

    The informal activities of cooperative learning and short periods of lecturing has been combined and used in the university teaching of biochemistry as part of the first year course of Optics and Optometry in the academic years 2004-2005 and 2005-2006. The lessons were previously elaborated by the teacher and included all that is necessary to understand the topic (text, figures, graphics, diagrams, pictures, etc.). Additionally, a questionnaire was prepared for every chapter. All lessons contained three parts: objectives, approach and development, and the assessment of the topic. Team work, responsibility, and communication skills were some of the abilities developed with this new methodology. Students worked collaboratively in small groups of two or three following the teacher's instructions with short periods of lecturing that clarified misunderstood concepts. Homework was minimized. On comparing this combined methodology with the traditional one (only lecture), students were found to exhibit a higher satisfaction with the new method. They were more involved in the learning process and had a better attitude toward the subject. The use of this new methodology showed a significant increase in the mean score of the students' academic results. The rate of students who failed the subject was significantly inferior in comparison with those who failed in the previous years when only lecturing was applied. This combined methodology helped the teacher to observe the apprenticeship process of students better and to act as a facilitator in the process of building students' knowledge. Copyright © 2008 International Union of Biochemistry and Molecular Biology, Inc.

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

    OpenAIRE

    Lotz, Maja

    2008-01-01

    In this paper I explore the constructive links between co-operation, rivalry, and learning within the structure of team communities. Drawing upon social learning theory, the main purpose of this paper is to argue that both co-operation and rivalry are important triggers for mobilizing learning processes within and between teams. However, social learning theory tends to disregard the positive aspects of rivalry. Consequently, this paper will argue for the need to extend social learning theory ...

  6. Once upon a time patients taught students interprofessional cooperation

    DEFF Research Database (Denmark)

    Nielsen, Mulle Signe; Rasmussen, Annemette Vibeke

    Introduction: We want to present our experiences and qualitative evaluation on facilitating IPE through a narrative patient engagement approach. The IPE program is implemented in a student driven health clinic at the Metropolitan University College in Copenhagen. We wish to present our theoretical...... perspectives behind the narrative patient engagement approach, and the results of a qualitative evaluation of the students learning process. Background: Students from four different Bachelor Degree programs volunteer in an IPE program in a student driven health clinic. Through the last four years we have...... developed, tested and implemented a patient engagement narrative approach in one of the classes in the program, and the results are very good. Problem: How can you use narrative patient engagement in IPE? A case study from a student driven health clinic at the Metropolitan University College in Copenhagen...

  7. Sustaining Student Engagement in Learning Science

    Science.gov (United States)

    Ateh, Comfort M.; Charpentier, Alicia

    2014-01-01

    Many students perceive science to be a difficult subject and are minimally engaged in learning it. This article describes a lesson that embedded an activity to engage students in learning science. It also identifies features of a science lesson that are likely to enhance students' engagement and learning of science and possibly reverse students'…

  8. Learning to cooperate is essential for progress in physics

    Science.gov (United States)

    Dickau, Jonathan J.

    2012-06-01

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

  9. Cooperative learning strategies to teach nutrition to geriatric nursing staff.

    Science.gov (United States)

    Arroyo, Marta; Rocandio, Ana Ma; Ansotegui, Laura; Pascual, Estíbaliz; Martínez de la Pera, Concepción

    2008-03-01

    The objective of this study was to test the hypothesis that cooperative learning strategies will help to increase nutrition knowledge of nurses and nursing assistants caring for the elderly in different institutional communities of the Basque Country, Spain. The target population was a sample of volunteers, 16 nurses and 28 nursing assistants. Training consisted of 12 nutrition education sessions using cooperative strategies conducted over a period of 3 consecutive weeks. The assessment instruments included two pretest and two posttest questionnaires with questions selected in multiple-choice format. The first questionnaire was about general knowledge of applied nutrition (0-88 point scale) and the second one on geriatric nutrition knowledge (0-18 point scale). Data were analyzed using SPSS vs. 11.0. The outcomes indicated a significant increase in general nutrition knowledge (difference between the pre- and post-test mean score: 14.5+/-10.1; Pcooperative learning strategies could improve the nutrition knowledge of nursing staff. Additionally, the results of this study provide direction to continuing nutrition education program planners regarding appropriate content and methodology for programs.

  10. Student enthusiasm for learning in language classrooms

    OpenAIRE

    Tokunaga, Masahiko; 徳永, 昌彦

    2005-01-01

    Student enthusiasm would seem to be a fundamental aspect of learning, yet it is a difficult concept to define because it takes in a range of different behaviours on the part of students. Nevertheless, it is important to consider just what student enthusiasm for learning is. This concept will be explored before comparing how the various theories of learning treat it. Finally, theories that are most useful for maximising student enthusiasm for learning particularly related to language learning,...

  11. Culture and cooperation: cooperative learning in Asian Confucian heritage cultures. The case of Viet Nam

    OpenAIRE

    Nguyen, P.M.

    2008-01-01

    The study is concerned with the influence of western educational approaches upon non-western societies and cultural groups. In applying western educational approaches, often a detailed consideration of its consequences to the culture and heritage of a non-western civilization is neglected. This is both the case of a multicultural classroom where students come from different backgrounds and the case of homogeneous classroom in non-western countries where the western teaching and learning appro...

  12. Features Students Really Expect from Learning Analytics

    Science.gov (United States)

    Schumacher, Clara; Ifenthaler, Dirk

    2016-01-01

    In higher education settings more and more learning is facilitated through online learning environments. To support and understand students' learning processes better, learning analytics offers a promising approach. The purpose of this study was to investigate students' expectations toward features of learning analytics systems. In a first…

  13. Knowledge, evaluation and use, by students, of «Google Drive» as a tool for cooperative work

    Directory of Open Access Journals (Sweden)

    Miguel ÁLVAREZ FERRÓN

    2014-10-01

    Full Text Available The legislation governing the Spanish educational system, seems apparently focused on of a constructivist approach of the teaching-learning process. The methodology of this model aims to build students’ learning through interaction in the classroom, with the help of a teacher who acts as a guide. It is, the refore, consustantial to it, the peer learning in a context of cooperative interaction. Within the general trend towards the application of Information and communications technology (ICT in education, there is special interest in the search for tools to facilitate collaborative learning in schools. At the theoretical level, there have been many studies on this subject. In practical terms, numerous applications have been developed based on the so-called Web 2.0 which try to encourage this type of learning. This research describes the general assessment that a group of students from a secondary school performed on the cooperative work. It also describes the frequency of use of ICT (and specifically Google Drive application as a tool for cooperative work, perceived use fulness, and influence student motivation. In all cases, the assessment of students was clearly positive.

  14. Academic Controversy in Macroeconomics: An Active and Collaborative Method to Increase Student Learning

    Science.gov (United States)

    Santicola, Craig F.

    2015-01-01

    The literature indicates that there is a lack of learning outcomes in economics that can be attributed to the reliance on traditional lecture and the failure to adopt innovative instructional techniques. This study sought to investigate the student learning effects of academic controversy, a cooperative learning technique that shows promise in the…

  15. [An experience applying the teaching strategies of cooperative learning and creative thinking in a mental-health nursing practicum for undergraduates at a technical college].

    Science.gov (United States)

    Huang, Yu-Hsien; Lin, Mei-Feng; Ho, Hsueh-Jen; Chang, Lu-Na; Chen, Shiue

    2015-04-01

    Lack of knowledge and experience is prevalent in undergraduate students who are taking their clinical practicum for mental-health nursing. This issue negatively affects the learning process. This article shares an experience of implementing a practicum-teaching program. This program was developed by the authors to facilitate the cooperative learning and clinical care competence of students. A series of multidimensional teaching activities was designed by integrating the strategies of peer cooperation and creative thinking to promote group and individual learning. Results indicate that the program successfully encouraged the students to participate more actively in the learning process. Additionally, the students demonstrated increased competence in empathetic caring toward patients, stronger friendship relationships with peers, and improved self-growth. The authors hope this teaching program provides a framework to increase the benefits for students of participating in clinical practicums and provides a teaching reference for clinical instructors.

  16. Service-learning in nursing: Integrating student learning and ...

    African Journals Online (AJOL)

    Service-learning in nursing: Integrating student learning and community-based service experience through reflective practice. ... the students' reflective journals, group project reports and a focus-group discussion as the primary data sources.

  17. Medical student use of digital learning resources.

    Science.gov (United States)

    Scott, Karen; Morris, Anne; Marais, Ben

    2018-02-01

    University students expect to use technology as part of their studies, yet health professional teachers can struggle with the change in student learning habits fuelled by technology. Our research aimed to document the learning habits of contemporary medical students during a clinical rotation by exploring the use of locally and externally developed digital and print self-directed learning resources, and study groups. We investigated the learning habits of final-stage medical students during their clinical paediatric rotation using mixed methods, involving learning analytics and a student questionnaire. Learning analytics tracked aggregate student usage statistics of locally produced e-learning resources on two learning management systems and mobile learning resources. The questionnaire recorded student-reported use of digital and print learning resources and study groups. The students made extensive use of digital self-directed learning resources, especially in the 2 weeks before the examination, which peaked the day before the written examination. All students used locally produced digital formative assessment, and most (74/98; 76%) also used digital resources developed by other institutions. Most reported finding locally produced e-learning resources beneficial for learning. In terms of traditional forms of self-directed learning, one-third (28/94; 30%) indicated that they never read the course textbook, and few students used face-to-face 39/98 (40%) or online 6/98 (6%) study groups. Learning analytics and student questionnaire data confirmed the extensive use of digital resources for self-directed learning. Through clarification of learning habits and experiences, we think teachers can help students to optimise effective learning strategies; however, the impact of contemporary learning habits on learning efficacy requires further evaluation. Health professional teachers can struggle with the change in student learning habits fuelled by technology. © 2017 John

  18. Learning Perl Student Workbook

    CERN Document Server

    foy, brian

    2012-01-01

    This is an ebook-only workbook to accompany the 6th Edition of Learning Perl ("the Llama"). If you're just getting started with Perl, this is the book you want-whether you're a programmer, system administrator, or web hacker. This 6th edition of Learning Perl covers recent changes to the language up to version 5.14. Exercises are presented in the first half of the workbook, with the answers in the second. Topics include: Scalar DataLists and ArraysSubroutinesInput and OutputHashesIn the World of Regular ExpressionsMatching with Regular ExpressionsProcessing Text with Regular Expressions10.

  19. Creating a supportive learning environment for students with learning difficulties

    OpenAIRE

    Grah, Jana

    2013-01-01

    Co-building of supporting learning environment for the learners with learning difficulties is one of the 21st century inclusive school’s elements. Since the physical presence of learners with learning difficulties in the classroom does not self-evidently lead to an effective co-operation and implementation of 21st century inclusive school, I have dedicated my doctor thesis to the establishment of supporting learning environment for the learners with learning difficulties in primary school wit...

  20. Online Learning for Students from Diverse Backgrounds: Learning Disability Students, Excellent Students and Average Students

    Directory of Open Access Journals (Sweden)

    Miri Shonfeld

    2015-09-01

    Full Text Available The perceived contribution of science education online course to pre-service students (N=121 from diverse backgrounds - students with learning disabilities (25 LD students, 28 excellent students and 68 average students is presented in this five years research. During the online course students were asked to choose a scientific subject; to map it and to plan teaching activities; to carry out the proposed activities with students in a classroom experience; and to reflect the process. The assumption was that adapting the online course by using information and communication technology following formative assessment will improve students' self-learning ability as well as broaden their science knowledge, their lab performance and teaching skills. Data were collected using quantitative and qualitative tools including: pre and post questionnaires and nine (three students from each group depth interviews upon completion of the course. Findings, based on students` perceived evaluation, pinpointed on the advantages of the online course for students of the three groups. LD students’ achievements were not inferior to those of their peers, excellent students and average students. Yet, it carefully reports on a slight but explicitly marginal perceived evaluation of the LD students in comparison to excellent students and average students regarding: forum participation, authentic task and water lab performance. The article discusses the affordance of the online course via additional features that can be grouped into two categories: knowledge construction and flexibility in time, interaction and knowledge. Further research is suggested to extend the current study by examine the effect of other courses and different contents and by considering various evaluation methods of online courses, such as: observation, the think aloud, text and tasks analysis, and reflection.

  1. Physiotherapy students' perceptions about the learning ...

    African Journals Online (AJOL)

    The clinical education introductory module provided valuable opportunities, where students learnt productively in a non-threatening learning environment. Junior students linked theoretical and practical concepts to clinical implementation. Peer mentoring and progressive mastering were valuable learning strategies.

  2. On the Development of Creativity and Cooperation Skills in Indigenous Elementary School Students During a LEGO Mindstorms NXT Course

    Directory of Open Access Journals (Sweden)

    Jenyi Chao

    2013-06-01

    Full Text Available The objective of the nine-year integrated curriculum in Taiwan is to cultivate the ten basic competencies of students. Nations around the world have also accentuated the importance of key competencies in citizens, and it is hoped that through education, civic literacy can be enhanced. Among the basic competencies, many nations value the abilities to use technology, to be creative, and cooperative. This study investigated the development of two abilities, creativity and cooperation, in indigenous students while they learned basic mechanical concepts in a LEGO Mindstorms NXT course, which comprised nine units, during the 2010-2011 school year. Indigenous Atayal culture and teaching strategies involving collaborative problem solving were integrated into the course. The participants were 24 third graders from an elementary school serving the Atayal Tribes of Nan-ao, Ilan County. Data was collected through pretests, posttests, and classroom observations. The findings of this study are as follows. (1 The scores of the pretests and posttests indicate that the basic mechanical concepts of the students improved significantly. (2 The results of the figural Torrance Tests of Creative Thinking showed that the students improved significantly in fluency, originality, elaboration, openness, and creative potential. (3 In learning, cooperating, and the division of labor, the students were able to perform their respective duties; in discussion, problem-solving, and presentation, they required some guidance from the teacher; in reflection, assessment, and summary, the students displayed high levels of interest and creative performance.

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

    Science.gov (United States)

    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.

  4. Accommodating Elementary Students' Learning Styles.

    Science.gov (United States)

    Wallace, James

    1995-01-01

    Examines the perceptual learning style preferences of sixth- and seventh-grade students in the Philippines. Finds that the visual modality was the most preferred and the auditory modality was the least preferred. Offers suggestions for accommodating visual, tactile, and kinesthetic preferences. (RS)

  5. Student Nutrition, Learning and Behavior.

    Science.gov (United States)

    Royster, Martha

    This discussion addresses several nutrition issues considered important to schools, students, and educators in the United States. Contents consist of a review of malnutrition and learning research and discussions of food additives and allergies, diet and hyperkinesia, the effects of caffeine and sugar on children's behavior, and the National…

  6. Multiagent Cooperative Learning Strategies for Pursuit-Evasion Games

    Directory of Open Access Journals (Sweden)

    Jong Yih Kuo

    2015-01-01

    Full Text Available This study examines the pursuit-evasion problem for coordinating multiple robotic pursuers to locate and track a nonadversarial mobile evader in a dynamic environment. Two kinds of pursuit strategies are proposed, one for agents that cooperate with each other and the other for agents that operate independently. This work further employs the probabilistic theory to analyze the uncertain state information about the pursuers and the evaders and uses case-based reasoning to equip agents with memories and learning abilities. According to the concepts of assimilation and accommodation, both positive-angle and bevel-angle strategies are developed to assist agents in adapting to their environment effectively. The case study analysis uses the Recursive Porous Agent Simulation Toolkit (REPAST to implement a multiagent system and demonstrates superior performance of the proposed approaches to the pursuit-evasion game.

  7. Research on the Mode of University-Enterprise Cooperation to Promote Engineering Students' Employment

    Science.gov (United States)

    Hui, Yan; Lihua, Sun

    2018-06-01

    The employment of university students has become a hot issue of concern to the whole society. Promoting the employment of university students is a top priority for higher education institutions. University-enterprise cooperation is an important trend in the development of modern higher education. It is also an important channel for promoting the employment of university students, especially for engineering students. Through an in-depth analysis of the status quo of employment of university graduates, this paper proposes four modes of university-enterprise cooperation to promote university graduates' employment: The post-employment cooperation model, the professional internship cooperation model, the second classroom expansion cooperation model and the enterprise-oriented recruitment model, and further proposed the countermeasures to strengthen the cooperation between university and enterprise in order to promote the employment of university students.

  8. THE PUZZLE TECHNIQUE, COOPERATIVE LEARNING STRATEGY TO IMPROVE ACADEMIC PERFORMANCE

    Directory of Open Access Journals (Sweden)

    M.ª José Mayorga Fernández

    2012-04-01

    Full Text Available This  article  presents  an  innovative  experience  carried  out  in  the  subject Pedagogical Bases of Special Education, a 4.5 credit core subject taught at the second year of the Degree in Physical Education Teacher Training (to be extinguish, based on the use of a methodological strategic in accordance with the new demands of the EEES. With the experience we pursue a double purpose: firstly, to present the technique of jigsaw or puzzle as a useful methodological strategy for university learning and, on the other hand, to show whether this strategy improves students results. Comparing the results with students previous year results shows that the performance of students who participated in the innovative experience has improved considerably, increasing their motivation and involvement towards the task.

  9. Supporting Teachers in Identifying Students' Learning Styles in Learning Management Systems: An Automatic Student Modelling Approach

    Science.gov (United States)

    Graf, Sabine; Kinshuk; Liu, Tzu-Chien

    2009-01-01

    In learning management systems (LMSs), teachers have more difficulties to notice and know how individual students behave and learn in a course, compared to face-to-face education. Enabling teachers to know their students' learning styles and making students aware of their own learning styles increases teachers' and students' understanding about…

  10. The Effect of Cooperative Learning Methods on Academic Success in Social Studies Course

    Directory of Open Access Journals (Sweden)

    Mehmet ŞENTÜRK

    2016-12-01

    Full Text Available The aim of this study is to determine the effect of Jigsaw and Ask Together Learn Together technique used in the application of cooperative learning model on the academic success of social studies of 6th degree students. Experimental research design, including pretest and post-test, was used in the study. Work group of the study consisted of 54 6th grade students studying in three different classes of a secondary school in Trabzon between 2015-2016 school years. The study was conducted with two experimental groups and one control group. The related unit was taught via the related techniques for four weeks with experimental groups. Academic Success Test (AST was used as data collection tool of the study. The pre-test and post test scores of experimental and control groups from AST were analysed by using ANOVA and ANCOVA. According to the AST pre-test and posttest results of research groups, there was no significant difference between pre-test and posttest scores of Jigsaw and Ask Together Learn Together technique students in experimental groups, while significant difference was measured between experimental groups and control group.

  11. Peer/Self Assessment and Student Learning

    Science.gov (United States)

    Ndoye, Abdou

    2017-01-01

    Effective and durable learning achievements can result from students' engagement in their own learning. This study explored students' perceptions of the mechanisms and processes through which peer and self-assessment can contribute to their learning. More specifically, the study investigated students' perceived ways in which peer and…

  12. Learning Style Preferences of Southeast Asian Students.

    Science.gov (United States)

    Park, Clara C.

    2000-01-01

    Investigated the perceptual learning style preferences (auditory, visual, kinesthetic, and tactile) and preferences for group and individual learning of Southeast Asian students compared to white students. Surveys indicated significant differences in learning style preferences between Southeast Asian and white students and between the diverse…

  13. Are Students' Learning Styles Discipline Specific?

    Science.gov (United States)

    Jones, Cheryl; Reichard, Carla; Mokhtari, Kouider

    2003-01-01

    This study examines the extent to which community college students' learning style preferences vary as a function of discipline. Reports significant differences in students' learning style preferences across disciplines, but not by gender. Adds that student learning style preferences varied by academic performance as measured by gender. Discusses…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  19. Using Cooperative Learning To Improve Reading and Writing in Language Arts.

    Science.gov (United States)

    Bromley, Karen; Modlo, Marcia

    1997-01-01

    Deals with S. Kagan's (1990) structural approach to cooperative learning and its application to language arts. Offers detailed descriptions of several cooperative learning structures, including Numbered Heads Together, Roundtable, Think-Pair-Share, Corners, and others. Provides examples from actual classroom settings, along with various teacher…

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

    Science.gov (United States)

    Campbell, Manda D.

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

  1. Students' Views of Learning in Vocational Education.

    Science.gov (United States)

    Eklund-Myrskog, Gunilla

    1997-01-01

    Conceptions of learning and approaches to learning within vocational education were studied with 30 Finnish students of automotive mechanics. About half the students took a quantitative view of learning and favored a surface approach. Encouraging a qualitative view of learning and deeper approaches in vocational education is discussed. (SLD)

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

    Science.gov (United States)

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

    2018-05-01

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

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

    Directory of Open Access Journals (Sweden)

    Yi Luo

    2015-09-01

    Full Text Available 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. Students’ design journals and reflections were also analyzed for an inductive qualitative analysis. The findings indicate three major themes of design fixation: 1 fixation on common features of things; 2 fixation on popular teenage culture; 3 fixation on the first design idea. In the cooperative learning process of elementary engineering design project, although pupils had demonstrated some abilities to solve concrete problems in a logical fashion, the participants encountered a number of obstacles in the group. Dominance, social loafing, and other problems occurring in the group process might have offset certain benefits of cooperative learning. Implications of the findings are also discussed.

  4. Design fixation and cooperative learning in elementary engineering design project: A case study

    Directory of Open Access Journals (Sweden)

    Yi Luo

    2015-09-01

    Full Text Available 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. Students’ design journals and reflections were also analyzed for an inductive qualitative analysis. The findings indicate three major themes of design fixation: 1 fixation on common features of things; 2 fixation on popular teenage culture; 3 fixation on the first design idea. In the cooperative learning process of elementary engineering design project, although pupils had demonstrated some abilities to solve concrete problems in a logical fashion, the participants encountered a number of obstacles in the group. Dominance, social loafing, and other problems occurring in the group process might have offset certain benefits of cooperative learning. Implications of the findings are also discussed.

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

    Science.gov (United States)

    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 learning resources in an active, team-based, cooperative learning environment. © 2013 American Association of Anatomists.

  6. Integrated learning through student goal development.

    Science.gov (United States)

    Price, Deborah; Tschannen, Dana; Caylor, Shandra

    2013-09-01

    New strategies are emerging to promote structure and increase learning in the clinical setting. Nursing faculty designed a mechanism by which integrative learning and situated coaching could occur more readily in the clinical setting. The Clinical Goals Initiative was implemented for sophomore-, junior-, and senior-level students in their clinical practicums. Students developed weekly goals reflecting three domains of professional nursing practice. Goals were shared with faculty and staff nurse mentors at the beginning of the clinical day to help guide students and mentors with planning for learning experiences. After 6 weeks, faculty and students were surveyed to evaluate project effectiveness. Faculty indicated that goal development facilitated clinical learning by providing more student engagement, direction, and focus. Students reported that goal development allowed them to optimize clinical learning opportunities and track their growth and progress. Faculty and students indicated the goals promoted student self-learning, autonomy, and student communication with nurse mentors and faculty. Copyright 2013, SLACK Incorporated.

  7. Replacing lecture with peer-led workshops improves student learning.

    Science.gov (United States)

    Preszler, Ralph W

    2009-01-01

    Peer-facilitated workshops enhanced interactivity in our introductory biology course, which led to increased student engagement and learning. A majority of students preferred attending two lectures and a workshop each week over attending three weekly lectures. In the workshops, students worked in small cooperative groups as they solved challenging problems, evaluated case studies, and participated in activities designed to improve their general learning skills. Students in the workshop version of the course scored higher on exam questions recycled from preworkshop semesters. Grades were higher over three workshop semesters in comparison with the seven preworkshop semesters. Although males and females benefited from workshops, there was a larger improvement of grades and increased retention by female students; although underrepresented minority (URM) and non-URM students benefited from workshops, there was a larger improvement of grades by URM students. As well as improving student performance and retention, the addition of interactive workshops also improved the quality of student learning: Student scores on exam questions that required higher-level thinking increased from preworkshop to workshop semesters.

  8. Espacial.com : a cooperative learning model in internet

    Science.gov (United States)

    Perez-Poch, A.; Solans, R.

    Espacial.com is the leading and oldest internet site in Spanish language which reports 24 hours a day on space exploration. Moreover it is the only specialized site that has broadcasted live the main space events in the past years with expert comments in Spanish . From its first day, education is the main purpose of the site always with an international and multidisciplinary approach. Fernando Caldeiro, Class 16 NASA Astronaut, is the leading person in the project with his non-stop presence in the forums making valuable comments and answering questions from its young audience. We analyse the ongoing dynamics in the forum, and how a virtual community of space enthusiasts is created. We show that, because of the presence of some key factors (leadership, commitment to excel, motivation, communicative skills, ldots), it is possible to establish a high degree of compromise for learning although in an non-formal way. Cooperative learning is a well-known pedagogical technique which has proven its efficacy in different formal and non-formal areas. Using internet capabilities this technique proves to be an excellent approach to educational outreach on space-related subjects.

  9. Learning environment, approaches to learning and learning preferences: medical students versus general education students.

    Science.gov (United States)

    Ullah, Raza

    2016-05-01

    The main objective of the study was to see whether medical students use more desirable approaches to studying than general education students. Survey method was used to collect data from both the medical students and the general education students. The survey of the medical students was carried out between January and March, 2012. The survey was administered to all the medical students present in lecture halls on day of data collection, while general education students were randomly selected from four subject areas at two universities. In total, 976 medical students and 912 general students participated in the study. Of the general students, 494(54%) were boys and 418(46%)were girls with an overall mean age of 20.53±1.77 years (range: 17-27 years). The medical students' perceptions of their learning environment and their learning preferences were broadly similar to that of general education students with the exception of workload. The medical students perceived the workload to be less appropriate (Mean = 2.06±0.72) than the students in general education (Mean = 2.84±0.90). The medical students were more likely to use the deep approach to studying (Mean = 3.66±0.59) than the students in general education (Mean = 3.16±0.91). The students in general education were slightly more likely to use the organized studying (Mean = 3.44±0.90) than the medical students (Mean =3.23±0.90). Both medical students and the students in general education tended to use the surface approaches along with other approaches to studying. There was not a great difference between the medical students and the students pursuing general education with regard to perceptions of the learning environment and approaches to learning.

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

    Science.gov (United States)

    Townsend, Michael; Wilton, Keri

    2003-12-01

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

  11. A Cooperative Training Program for Students with Severe Behavior Problems: Description and Comparative Evaluation.

    Science.gov (United States)

    Reganick, Karol A.

    The Cooperative Training Program was implemented with 20 students having severe behavior problems, to augment a classroom employability curriculum. Educators and business managers at a local Perkins restaurant worked cooperatively to design a new curriculum and recruitment procedure to benefit both students and the business. A continuous and…

  12. Multidisciplinary Cooperation by Students in a European University of Applied Sciences

    Science.gov (United States)

    Kamphorst, Jan Cornelis

    2018-01-01

    Today, multidisciplinary cooperation is an important objective of higher vocational education in Europe as well as other countries. The aim of this study was to explore how, and to what extent, fourth year bachelor students from different domains cooperate in multidisciplinary teams at two research centers. Data for 71 students were collected with…

  13. Understanding Learning Style Variations among Undergraduate Students

    Directory of Open Access Journals (Sweden)

    N. Jayakumar

    2017-09-01

    Full Text Available A study was conducted in Vellore district of Tamil Nadu state to understand the learning styles of students. The term learning style refers to the way or method or approach by which a student learns. The study explored the possible learning style variations among agricultural, horticultural, engineering and arts & science students and their association with academic achievement. One hundred and twelve students were randomly selected from the four streams and their learning styles were analyzed. In the agricultural and horticultural streams, a majority of the students were auditory learners. They were also found to be predominantly unimodal learners. Overall, it was found that majority of the students were visual learners followed by auditory and kinesthetic style. The highest percentage of kinesthetic learners was found among engineering students. Trimodal learners scored the highest mean percentage of marks. The influence of learning styles on the academic achievements of the students did not show a significant relationship.

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

    Science.gov (United States)

    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.

  15. Win-stay-lose-learn promotes cooperation in the prisoner's dilemma game with voluntary participation.

    Directory of Open Access Journals (Sweden)

    Chen Chu

    Full Text Available Voluntary participation, demonstrated to be a simple yet effective mechanism to promote persistent cooperative behavior, has been extensively studied. It has also been verified that the aspiration-based win-stay-lose-learn strategy updating rule promotes the evolution of cooperation. Inspired by this well-known fact, we combine the Win-Stay-Lose-Learn updating rule with voluntary participation: Players maintain their strategies when they are satisfied, or players attempt to imitate the strategy of one randomly chosen neighbor. We find that this mechanism maintains persistent cooperative behavior, even further promotes the evolution of cooperation under certain conditions.

  16. The Effect of Situated Learning on Students Vocational English Learning

    Science.gov (United States)

    Özüdogru, Melike; Özüdogru, Fatma

    2017-01-01

    The current study aimed to find out the effect of situated learning on students' Vocational English learning. This research employed a mixed method research design. In the quantitative part of the study, pre-tests and post-tests were implemented to investigate the differences in students' vocational English learning between the experimental and…

  17. Attitudes of Economics and Sociology Students towards Cooperation. A Cross-Cultural Study

    Directory of Open Access Journals (Sweden)

    Joanna Dzionek-Kozlowska

    2017-12-01

    Full Text Available The impact of university education on the learners’ attitudes remains uncertain. Nevertheless, the Economics students’ unwillingness to cooperate is frequently attributed to the content of economic courses, and the theories of profit maximization. This article contributes to the discussion on students’ attitudes towards cooperation based on the survey of 341 Polish and Romanian students. Since these countries differ in terms of collectivism/individualism dimension, we focus on tracing the influence of cultures on cooperativeness. Specifically, we investigate three variables. First, the impact of culture on the willingness to cooperate, secondly, the influence of gender on collaboration, and finally, the differences in attitudes among the students of Sociology and Economics. We find significant differences between Polish and Romanian students’ attitudes towards cooperation, we also observe higher level cooperation among females than males. We detect a drop in cooperation from the first year to the subsequent years of undergraduate studies in Economics.

  18. Contribution diversity and incremental learning promote cooperation in public goods games

    Science.gov (United States)

    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.

  19. Student Involvement in Learning and School Achievement.

    Science.gov (United States)

    Anderson, Lorin W.

    The purpose of the study was to investigate the relationship between selected student characteristics, student involvement in learning, and achievement. Both naturalistic (n = 28, 27) and experimental studies were conducted. In the experimental study, two classes (n = 29, 26) learned a sequence of matrix arithmetic by mastery learning strategies.…

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

    Science.gov (United States)

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

    2018-05-01

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

  1. Students' Preferred Learning Styles in Graphic Communications

    Science.gov (United States)

    Ernst, Jeremy V.; Clark, Aaron C.

    2008-01-01

    The objective of this study was to identify changes in dominant preferred learning styles of students based on instructional presentation of course content. This study evaluates dominant preferred learning styles of two groups of university students. The first group of students was enrolled in a course that introduces graphical representation in…

  2. Students' Plans for Lifelong Learning and Teaching

    Science.gov (United States)

    Plavšic, Marlena; Dikovic, Marina

    2015-01-01

    One of the roles of higher education is to prepare and encourage students for lifelong learning. However, no evidence can be found about students' plans for further learning and teaching related to formal, non-formal and informal context. The purpose of this study was to explore these students' plans in relation to their study group, level of…

  3. Will Flexible Learning Raise Student Achievement?

    Science.gov (United States)

    Guest, Ross

    2005-01-01

    This paper presents both theoretical and survey evidence on the effect of flexible learning--in particular, the shift to a more student-centred approach to learning--on academic achievement by students. A survey was conducted of 577 business students at a major Australian university in order to elicit their preferences for academic achievement and…

  4. Learning How to Learn: Implications for Non Traditional Adult Students

    Science.gov (United States)

    Tovar, Lynn A.

    2008-01-01

    In this article, learning how to learn for non traditional adult students is discussed with a focus on police officers and firefighters. Learning how to learn is particularly relevant for all returning non-traditional adults; however in the era of terrorism it is critical for the public safety officers returning to college after years of absence…

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

    Science.gov (United States)

    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.

  6. Comparisons of Cooperative and Non-Cooperative Students: An Analysis of Student Accounting System Data. Interim Report, June, 1981.

    Science.gov (United States)

    Frazier, Don

    The major purpose of this study was to identify unique effects of cooperative vocational education. This interim report is of results of the analyses of existing data bases. Comparisons of cooperative and non-cooperative vocational programs are made on the following variables: enrollments by age, sex and race, school status, work status,…

  7. Cognitive communication and cooperative hetnet coexistence selected advances on spectrum sensing, learning, and security approaches

    CERN Document Server

    Bader, Faouzi

    2014-01-01

    This book, written by experts from universities and major industrial research laboratories, is devoted to the very hot topic of cognitive radio and networking for cooperative coexistence of heterogeneous wireless networks. Selected highly relevant advanced research is presented on spectrum sensing and progress toward the realization of accurate radio environment mapping, biomimetic learning for self-organizing networks, security threats (with a special focus on primary user emulation attack), and cognition as a tool for green next-generation networks. The research activities covered include work undertaken within the framework of the European COST Action IC0902, which is geared towards the definition of a European platform for cognitive radio and networks. Communications engineers, R&D engineers, researchers, and students will all benefit from this complete reference on recent advances in wireless communications and the design and implementation of cognitive radio systems and networks.

  8. Managing students' learning in classrooms: Reframing classroom research

    Science.gov (United States)

    Fawns, Rod; Salder, Jo

    1996-06-01

    Research on improving teaching typically focuses on the public statements of teachers and students. In the treatment of transcripts only the public “on task” utterances are usually coded and formally enter the research. In this paper the authors analysed Year 8 students' public and private statements to themselves and their peers collected in the course of their multi-year study of teacher management of communication in cooperative learning groups. The authors analysed the students' utterances as data about their cognitive and emotional responses to the management strategies The data reflect how the students perceived and responded to subtle features in the public enactment of the curriculum, the task and the setting during the ongoing lesson. The approach allows a better understanding of students' actual experiences, their responses to the overt and covert curriculum, their use of prior knowledge and their strategies for engaging with the science curriculum.

  9. Learning the Students' Names: Does it Matter?

    DEFF Research Database (Denmark)

    Jørgensen, Anker Helms

    2014-01-01

    on the effect of learning the students' names are sparse. Against this background, this paper reports on a method for learning all the students' names and two studies of the effect, based on my use of the method in my teaching. The two survey studies were carried in 2011 and in 2014. A survey was in the first...... sent to 50 students and I received 18 answers (38%). The second survey was sent to 86 students and I received 48 answers (56%). These figures provides a good indication.The answers showed a marked positive effect: the students felt welcome, accepted and respected; the learning environment was more......A key factor in successful teaching and learning is the relationship between the students and the teacher. A simple approach nurturing this relationship is learning the students' names. This is often suggested in the literature, but seems rarely practised. Substantial reports in the literature...

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

    Science.gov (United States)

    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…

  11. Designing informal learning spaces using student perspectives

    OpenAIRE

    Matthew David Riddle; Kay Souter

    2012-01-01

    This article describes the design of informal learning spaces at an Australian university that support students in the generation of knowledge. Recent learning space design projects at La Trobe have been informed by a number of pre-existing projects, including a small research project on student use of technologies, a national project on learning space design, and a significant curriculum renewal process at the university. It demonstrates the ways in which evidence based on student perspectiv...

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

    Science.gov (United States)

    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)

  13. Capacity development or new learning spaces through municipal international cooperation: policy mobility at work?

    NARCIS (Netherlands)

    van Ewijk, E.; Baud, I.; Bontenbal, M.; Hordijk, M.; van Lindert, P.; Nijenhuis, G.; van Westen, G.

    2015-01-01

    The importance of strengthening local governments is widely recognised as local governments face new challenges against the backdrop of global decentralisation processes. Municipal International Cooperation (MIC) contributes strategically to such processes by peer-to-peer learning within existing

  14. Capacity development or new learning spaces through municipal international cooperation : Policy mobility at work?

    NARCIS (Netherlands)

    van Ewijk, E.; Baud, I.; Bontenbal, M.; Hordijk, M.; van Lindert, P.; Nijenhuis, G.; van Westen, G.

    2015-01-01

    The importance of strengthening local governments is widely recognised as local governments face new challenges against the backdrop of global decentralisation processes. Municipal International Cooperation (MIC) contributes strategically to such processes by peer-to-peer learning within existing

  15. RELATION BETWEEN COOPERATION AND ORGANIZATIONAL LEARNING WITH THE COMPETITIVENESS IN AN INTERORGANIZATIONAL NETWORK

    Directory of Open Access Journals (Sweden)

    Paulo Cesar Zonta

    2015-05-01

    Full Text Available The study analyzed the relationship between cooperation and organizational learning with competitiveness in a small and medium enterprises (SME network, with business of the groups of the Commercial and Industrial Association of Chapecó (ACIC. The methodology used was quantitative, with the factorial analysis. Currently, ACIC has 14 groups and 236 SME´s nucleated, developing joint activities of economic and social sustainability in Chapecó. The theoretical study raised concepts already endorsed by the scientific community on interorganizational networks, competitiveness, cooperation and organizational learning. The results demonstrated that indicators related to cooperation and learning in horizontal networks are characterized as antecedents of competitiveness in organizational networks, and that there is a positive correlation between the constructs cooperation and organizational learning with competitiveness construct. The study confirms the belief that small businesses associated in networks can increase their competitiveness, thus contributing to regional development.

  16. Designing learning environments to promote student learning: ergonomics in all but name.

    Science.gov (United States)

    Smith, Thomas J

    2013-01-01

    This report introduces evidence for the conclusion that a common theme underlies almost all proposed solutions for improving the performance of K-12 students, namely their reliance on the design of educational system environments, features and operations. Two categories of design factors impacting such performance are addressed: (1) 9 factors reliably shown to have a strong influence - namely environmental design of classroom and building facilities, longer exposure to learning, cooperative learning designs, early childhood education, teaching quality, nutritional adequacy, participation in physical activity, good physical fitness, and school-community integration; and (2) 11 factors with an equivocal, varied or weak influence - classroom technology, online learning environments, smaller class size, school choice, school funding, school size, school start times, teacher training level, amount of homework, student self-confidence and informal learning. It is concluded that: (1) student learning outcomes, and more broadly the edifice of education itself, are largely defined in terms of an extensive system of design factors and conditions; (2) the time is long overdue for the educational system to acknowledge the central role of E/HF design as the major influence on student performance and learning; and (3) K-12 educators and administrators should emphasize allocation of resources to design factors reliably shown to have a strongly positive impact on student performance, but should treat expenditure on factors with equivocal, varied or weak influence on such performance with more caution and/or skepticism.

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

    Science.gov (United States)

    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.

  18. Assessing students' readiness towards e-learning

    Science.gov (United States)

    Rahim, Nasrudin Md; Yusoff, Siti Hawa Mohd; Latif, Shahida Abd

    2014-07-01

    The usage of e-Learning methodology has become a new attraction for potential students as shown by some higher learning institutions in Malaysia. As such, Universiti Selangor (Unisel) should be ready to embark on e-Learning teaching and learning in the near future. The purpose of the study is to gauge the readiness of Unisel's students in e-Learning environment. A sample of 110 students was chosen to participate in this study which was conducted in January 2013. This sample consisted of students from various levels of study that are foundation, diploma and degree program. Using a structured questionnaire, respondents were assessed on their basic Internet skills, access to technology required for e-Learning and their attitude towards characteristics of successful e-Learning student based on study habits, abilities, motivation and time management behaviour. The result showed that respondents did have access to technology that are required for e-Learning environment, and respondents were knowledgeable regarding the basic Internet skills. The finding also showed that respondents' attitude did meet all characteristics of successful e-Learning student. Further analysis showed that there is no significant relationshipeither among gender, level of study or faculty with those characteristics. As a conclusion, the study shows that current Unisel's students are ready to participate in e-Learning environment if the institution decided to embark on e-Learning methodology.

  19. Designing informal learning spaces using student perspectives

    Directory of Open Access Journals (Sweden)

    Matthew David Riddle

    2012-06-01

    Full Text Available This article describes the design of informal learning spaces at an Australian university that support students in the generation of knowledge. Recent learning space design projects at La Trobe have been informed by a number of pre-existing projects, including a small research project on student use of technologies, a national project on learning space design, and a significant curriculum renewal process at the university. It demonstrates the ways in which evidence based on student perspectives and principles developed through applied research in teaching and learning can inform real world learning space design projects in a higher education context.

  20. INDIVIDUAL ACCOUNTABILITY IN COOPERATIVE LEARNING: MORE OPPORTUNITIES TO PRODUCE SPOKEN ENGLISH

    Directory of Open Access Journals (Sweden)

    Puji Astuti

    2017-05-01

    Full Text Available The contribution of cooperative learning (CL in promoting second and foreign language learning has been widely acknowledged. Little scholarly attention, however, has been given to revealing how this teaching method works and promotes learners’ improved communicative competence. This qualitative case study explores the important role that individual accountability in CL plays in giving English as a Foreign Language (EFL learners in Indonesia the opportunity to use the target language of English. While individual accountability is a principle of and one of the activities in CL, it is currently under studied, thus little is known about how it enhances EFL learning. This study aims to address this gap by conducting a constructivist grounded theory analysis on participant observation, in-depth interview, and document analysis data drawn from two secondary school EFL teachers, 77 students in the observed classrooms, and four focal students. The analysis shows that through individual accountability in CL, the EFL learners had opportunities to use the target language, which may have contributed to the attainment of communicative competence—the goal of the EFL instruction. More specifically, compared to the use of conventional group work in the observed classrooms, through the activities of individual accountability in CL, i.e., performances and peer interaction, the EFL learners had more opportunities to use spoken English. The present study recommends that teachers, especially those new to CL, follow the preset procedure of selected CL instructional strategies or structures in order to recognize the activities within individual accountability in CL and understand how these activities benefit students.