Abstract
Cooperative learning is associated with a variety of potential benefits to students, including better comprehension and retention, improved perceptions and attitudes, and increased openness to diversity. Yet, there is limited evidence or instruction on cooperative learning activities in asynchronous online classrooms, an increasingly common course delivery format. The author describes an innovative way to incorporate cooperative learning into an asynchronous online principles-level economics classroom. After a brief discussion of cooperative learning, sample structure, assignments, and student instructions are provided. Additionally, the author includes a reflection, including anecdotal evidence of student perceptions and learning, and addresses several implementation challenges.
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