Cooperative Learning In Classroom Research Articles

Mentoring in a Cooperative Learning Classroom

This manuscript introduces an experiential model of cooperative learning, and a public/private partnership between industry and higher education—one that included mentors as an integral part of the classroom experience. Each of thirty-seven students in a Principles of Management Experiential Learning class was assigned an experienced executive/professional who served as their mentor. These individuals had experience congruent with students’ career goals and aspirations, and they were able to help them craft a reflective end-of-term paper. Interview data from mentors illustrates the type of career guidance and advice they offered to their mentees, and why they thought that mentoring was important for college students.

‘Zoom’ing into MUET Students' Perception in Writing Skills Through Online Cooperative Learning

Technology and the internet has been used as an educational platform for years. Due to the pandemic learning online has become part of the norms. This study explored the use of cooperative learning by using the feature of breakout room in Zoom application towards Malaysian University English Test (MUET) students’ writing skills. Besides this study investigates students’ perception towards online cooperative learning methods. This study uses case study research design. There were 18 students chosen as a sample of this study who were from a secondary school in Malaysia that at the pre-university level (19 years old) which have never tried breakout room features in Zoom application but all of them are digital literate. The participants underwent six sessions of online cooperative learning treatment. Participant journals and individual interviews were used to collect data which highlighted their opinion on these methods and also the challenges that they were facing while using this platform. Findings reveal that the participant had positive perception towards online cooperation learning via breakout room in zoom application for writing skills. Another implication that can be derived from this study is that even in virtual classroom cooperative learning improves the participants’ social and problem solving skills. Thus, online cooperative learning is recommended to improve MUET students and it is aligned with Malaysian Education Blueprint (MEB) to promote student centered learning and create critical thinking students.

Female and Male Students' Perceptions of Cooperative Learning in the Fields of Educational Sciences and Counselling

Despite the importance of cooperative learning in university classrooms, few studies have been conducted as a comparative form in terms of field of study and gender. Therefore, the present study seeks to study the perception of students of Educational sciences and Counselling from cooperative learning in university classrooms in terms of disciplines and gender. In this study two classes in the field of Educational sciences and Counseling at the University of Tehran were selected. Qualitative data were collected through unstructured interviews and data were analysed using Atlas-ti Software. The analysis of students’ descriptions of implementing cooperative learning in classroom environment showed four categories including quality of learning, life skills, classroom environment, and opportunities for improvement. Findings indicated that female students paid more attention to the quality of learning and male students paid more attention to opportunities for improvement. However, the percentage of participants' attention to the quality of learning in the cooperative learning class was more than the other three categories. University instructors can turn challenges into an opportunity to improvement by proper implementation of cooperative learning in university classrooms. Also Counselling students paid more attention to opportunities for improvement than Educational sciences students. Findings of this study have important applications in improving the quality of teaching methods of faculty members. The results, while encouraging instructors to learn more about cooperative learning, provide new insights for them about students' interests and concerns. The findings of the study encourage faculty members to turn the challenges into an opportunity for their teaching improvemen

The importance of classroom cooperative learning space as an immediate environment for educational success. An action research study in Greek Kindergartens

ABSTRACT Classroom space is a fundamental field of interaction in which all interchange and determination activities between the person and the social environment can be developed. The purpose of this study is to demonstrate the systemic relationship between places and groups. It specifically investigates how the pedagogical reorganization of classroom space during the application of cooperative structured mathematical activities can lead to educational success. The method employed was action research. The research tools used were the sociogram, an observation guide and an archive, interviews, math tests and photos. The assessment of the programme was formative and final. The basic conclusion was that both the places the children created and the group have a systemic function in the classroom’s educational environment because their structure and function have common characteristics. This systemic function led the children in the research classrooms to ‘educational success’; they all did better in mathematical activities and tests than the children in the control classes. They particularly improved their ability to ask questions, to problem solving, to compare and combine information and thoughts, and to generalize their ideas and the mathematical concepts.

Promoting children’s creative thinking through reading and writing in a cooperative learning classroom

The objectives of the present study were to investigate whether students' creative thinking can be enhanced through a structured program of reading and writing activities in the context of a cooperative learning classroom, and to test for a possible correlation between improvements in creative thinking and improvements in academic performance. Sixty fifth-grade students from a primary school in the south of Spain participated over two months: half received reading and writing activities in a cooperative learning classroom (experimental group, n=30), and half received the standard fifth-grade reading and writing program (control group, n=30). Creative thinking was assessed through a divergent thinking task (CREA Test; Corbalán et al., 2003), and Grade Point Average (GPA) was used as index of academic achievement. The results revealed a significant increase in creativity scores in the experimental group as compared with the control, and a moderate positive correlation between creative thinking and academic achievement. The present findings are consistent with the idea that creative thinking (divergent thinking) can be enhanced with reading and writing activities implemented through cooperative learning in school-age children.

Shaping College Students’ Civic Attitudes Through Faculty Teaching Practices and Student-Faculty Interactions

Using data from the Wabash National Study of Liberal Arts Education, this study examined the relationship between several faculty practices and interactions with students and students’ civic engagement attitudes. Several faculty practices were associated with positive civic attitudes, including frequency of student–faculty contact, use of cooperative learning classroom activities, use of course content that helps students see connections between intended careers and how they affect society, and use of course content that helps students understand the historical, political, and social connections of past events. Implications for institutional policy and practice are discussed.

Ecological Study on Cooperative Learning Classroom Implementation of Elementary School Teacher

Ecological Study on Cooperative Learning Classroom Implementation of Elementary School Teacher

A Team-Teaching Model in an Informal Cooperative Learning Classroom

Research has indicated that informal cooperative learning (ICL) can make the environment in a classroom more conducive for teaching and learning. Through ICL, students could focus their attention on the material taught in class and help each other in the learning process. However, implementing ICL may require more time and effort from the lecturers because they need to prepare teaching materials and different tasks for class activities. Some-times it may be difficult for the lecturer to monitor all students in the groups when implementing ICL. Thus, this study aimed to explore the im-plementation of team-teaching in ICL classroom. The action research meth-od was used in this study where the researchers themselves involve in im-plementing ICL through team-teaching, evaluate the process, do reflection and change the practice based on the evidence gathered. The participants were 32 first-year-students who were mainly exposed to the traditional method of lecture. Students and lecturers’ activities, behaviors, interac-tions, and reflections were recorded in a research journal and later analyzed to determine the students’ and lecturers’ experience in ICL classroom con-ducted through team-teaching. The findings showed that it was easier to monitor and facilitate the students as well as to manage the class by imple-menting ICL through team-teaching. In addition, the workload of the lectur-ers has reduced which in turn gave them more time to plan, prepare and or-ganize teaching materials.

STUDENTS’ PERCEPTION IN APPLYING COOPERATIVE LEARNING IN EFL CLASSROOM

This study focuses on college students’ perceptions of cooperative learning in EFL classrooms. The purpose of the study is to know students’ opinion about applying cooperative learning in the classroom especially in EFL classroom. Case study was chosen as an approach in this study. Participants of this study were the final year students of Indonesian education study program. The numbers of participants were 33 students. The data were collected using questionnaire consisted of 20 (twenty) questions that relate with cooperative learning. The result of this research showed that the final year students of Indonesian education study program of IKIP Siliwangi Bandung had positive responses toward the implementation of Cooperative Learning. Besides that, it was found that students familiar with group activities in EFL classroom. To sum up, Cooperative Learning is a good approach for the students to learn English easily. Keywords: cooperative learning, EFL classroom, perception.

Standing Up or Standing By? Middle School Students and Teachers Respond to Bullying: A Responsive Program Evaluation

ABSTRACTUsing a responsive program evaluation method, the researchers conducted interviews with stakeholders following implementation of a brief classroom intervention, based on the Olweus Bullying Prevention Program (OBPP), with 7th-grade students in 1 school. Thematic analysis yielded several themes related to participants' perspectives on bullying prevention, bystanding, outcomes of a cooperative learning classroom intervention, and recommendations for participative bullying prevention programs.

Una intervención en Aprendizaje Cooperativo sobre el perfil del Observador en la dinámica Bullying.

El acoso escolar contempla como protagonistas a un grupo de alumnos con papeles bien diferenciados: Agresor, víctima y observadores, estos últimos testigos del acoso, que pueden condicionar el curso del mismo. Con este estudio se pretende determinar que tras la aplicación en el aula de técnicas de Aprendizaje Cooperativo, los observadores detectan y confirman reducción de la frecuencia de conductas de acoso escolar dentro del aula. Con el fin de evaluar dichas conductas, se diseña un instrumento “Escala de frecuencias de acoso escolar entre iguales. Perspectiva Observador”. Nuestros resultados apoyan la hipótesis, de que tras la aplicación de técnicas de aprendizaje cooperativo en el aula, los observadores detectan una reducción de las conductas de acoso propias de la dinámica bullying.

Investigating the Influence ofWeb 2.0 Tools on the Group Cohesion of Pre-service Teachers

The study investigated the Influence of Web 2.0 Tools on the Group Cohesion of Pre-service teachers in cooperative learning classroom. It adopted the two-group post-test only quasi experimental design. Task and social cohesion were the two dimensions of Group Cohesion that were studied. The sample was seventy (70) fourth year students from the Department of Educational Management, University of Port Harcourt, Rivers State, Nigeria. The sample size was seventy (70) fourth year students from one teaching option (Economics) in the Department of Educational Management who offered the course Computer in Education during the 2013/2014 session. It was an intact class. The technique used for selecting this sample was purposive sampling. The instrument for data collection was Group Cohesion Questionnaire designed by Carless and De Paola (2000). The internal consistency of the Group Cohesion Questionnaire was determined by the authors. Using a sample of students outside the study sample, the researcher used the split-half method to determine the reliability of the instrument. Cronbachs coefficient alpha was reported at .680. Research questions were answered using mean and standard deviation while hypotheses were analysed using Z-test. The results showed that there was no significant difference in the task and social cohesion of students who used web 2.0 technologies and those who did not. Though, the major findings showed that web 2.0 technologies did not significantly affect students task and social cohesion, incidental findings showed that students communication and information literacy skills were improved as they worked online. Thus, the researchers recommended that Web 2.0 technologies should be adopted in higher institutions.

Development of Socio-emotional Skills through Cooperative Learning in a University Environment

Abstract This paper presents the results obtained on the socio-emotional variables arising from a cooperative learning project conducted in the university classroom. The idea of using this type of methodology comes mainly from the experience of university lecturers with regard to the routine difficulties encountered by students in groupwork sessions. For this research project, a Likert scale questionnaire was used on a sample of 103 undergraduates reading degrees in Pre-School Education and Primary Education, in order to evaluate a possible improvement in the students’ acquisition of socio-emotional skills. Once the research was completed in a cooperative learning classroom, the results reflected greater empathy and assertiveness among group members, as well as greater cohesion and confidence in reaching agreements and accepting views which differ from their own. Therefore, we can establish a positive relationship between the use of a cooperative methodology and an improvement in the socio-emotional skills of university students

Invoking and Supporting Engineering Student Mathematical Thnking in Informal Cooperative Learning Classroom

Through our experience in teaching mathematics to engineering undergraduates, we found that students had numerous difficulties with the mathematics learned. Although our students have demonstrated the ability to answer standard or routine questions, there were still some inconsistencies between their ability to answer questions and their understanding of the concepts and the mathematical procedures they were using. In previous work, we had highlighted the importance of mathematical thinking and adopted suitable approaches in teaching and learning of engineering mathematics. However, innovative strategies were deemed necessary to assist students in their learning. In this paper, we will share how we transform our teaching practice to facilitate the development of students’ ability in understanding the various mathematical concepts, in reconstructing them as parts of a whole through cooperative learning. The approach allows them to develop efficient strategies in constructing new knowledge and be empowered with more successful ways of thinking about mathematics and solving problems. Here, we will share our experience in translating some of the theories into classroom practice through informal cooperative learning environment. Data were gathered through our own reflections, classroom observation, and interviews with the students. We will bring to light the findings on the students’ ability to solve problems related to the topics learned and discuss the implications for effective mathematics teaching and learning of prospective engineers.

TESTING STUDENTS' ACCOUNTABILITY IN COOPERATIVE LEARNING CLASSROOM: A CASE STUDY OF WRITING 2 CLASS

A classroom implementing cooperative learning (CL) has to carefully design and organize the lesson so that each student could interact with others, and most importantly all students are motivated to increase each, others process of learning. It is because CL will benefit the students when they perform interaction structured by interdependence among the students. However, one major issues emerging under the cooperative learning classroom is to make sure that students gain the lesson objectives of the • designed class, and in fact, the students really learn each other as well. The teacher needs to know best that students work cooperatively among the group, and each student contributes during the learning process. Students accountability needs to be assessed in order to achieve the benefits of CL. Therefore, one primary way to ensure accountability is through testing.This research report is to investigate both the individual and group accountability in the cooperative learning classroom and whether or not CL setting benefits the students. The research is conducted in Writing 2class in which students work in-group by doing the team project writing on paragraphs. Students individual and group accountability is assessed by the quizzes, and it is cross-checked through the class discussion.The study shows that students individual accountability is supported by their competence. The performance of group accountability is closely related to their competence. Their answers and responses show positive effects of working and learning each other; therefore, they do benefit from this CL setting in Writing 2 class.

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

Objective: 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. Method: 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. Results: 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. Conclusion: 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.

Gamified probes for cooperative learning: a case study

This paper advances the idea of tangible gamified probes for cooperative learning processes, which require synchronous in-presence and in-situ interactions. The paper focuses on gamified probes for promoting a sense of progression and control, as well as social relations in a cooperative learning process in classroom. It reports a case study in a primary school. The study employed gamified probes as early-design solutions: each probe had limited ad-hoc functionalities, tested in the field, and was flexible enough to enable different usages so as to inspire designers. Probes were also endowed with embedded micro-electronic components for enhancing their interaction with children and human-to-human interaction, besides for storing relevant interaction data. After reporting the study results, the paper discusses them, and it concludes reflecting on the design of future gamified probes for enhancing cooperative learning in classroom.

Patterns of Communication with Reference to Gender in Cooperative Learning Classroom

The main objectives of this research are to investigate patterns of communication with reference to gender in Cooperative Learning Classroom and to find out what contextual and psychological factors affect male and female students communicate in “report” type talk and “rapport” type talk in CL Classroom. The method of this study was descriptive qualitative research. The source of data was the students of the eighth grade of Ar-Rahman Junior High School in Percut. There was one CL classroom which consists of three groups with the total number of students is 15 students namely 8 female students and 7 male students. The data were collected by recording CL classroom, transcribing the male and female utterances and identifying communication patterns of male and female in CL classroom. The findings of the study are a) there are 17 sentences of male students communicate in “report” type talk and 15 sentences of female students communicate in “report” type talk; b)) there are 28 sentences of female students communicate in “rapport” type talk and 11 sentences of male students communicate in “rapport” type talk; c) contextual factor which is the type of evaluation/rewards is the most important role in male and female communication in classroom. Keywords: Male Communication Patterns, Female Communication Patterns, Cooperative Learning Classroom, Contextual Factors in Cooperative Learning, Psychological Factors in Cooperative Learning

Meaningful learning in the cooperative classroom

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 countries and settings seek ways to incorporate these approaches to create meaningful learning in the multicultural classroom and in the co-operative learning classroom. This article presents some of the ideas, studies and methods that signal a major shift of emphasis in education from product to process.

Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms

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 teaching method, there are many misunderstandings and disagreements about the reasons why. This paper investigated this question and suggested a range of theoretical models to explain the effectiveness of cooperative learning. These theoretical perspectives include the social interdependence theory, the cognitive perspective, and the social learning theory, all of which contribute to the theory of learning known as constructivism.