Cooperative Learning Environment Research Articles

Enhancing Reading Comprehension through Speed Reading: A Study of Eighth-Grade Students in an Indonesian EFL Classroom

This study investigates the impact of the Speed-Reading method on the reading comprehension of eighth-grade students at SMPN 8 Makassar. Utilizing a quantitative pre-experimental design, the research involved a one-group pretest-posttest approach, engaging 34 students. The intervention consisted of structured speed-reading sessions supplemented with visual aids, aimed at enhancing students' reading speed and comprehension. Data were collected through pre-tests and post-tests and analysed using SPSS to determine the effectiveness of the Speed-Reading method. The findings reveal a significant improvement in students' reading comprehension scores post-intervention. The mean pre-test score of 59.29 increased to 83.5 in the post-test, with statistical analysis confirming the significance of this improvement (p < 0.05). These results align with previous studies, highlighting the Speed-Reading method's efficacy in fostering a more engaging and cooperative learning environment. The method not only boosts reading speed but also enhances comprehension, making it a valuable addition to EFL instructional strategies. The study concludes that the Speed-Reading method is an effective pedagogical tool for improving reading comprehension in EFL contexts. Its implementation can lead to substantial gains in students' reading abilities, suggesting its broader applicability across various educational settings. Future research should explore the long-term benefits and potential adaptations of Speed-Reading techniques to further validate and expand upon these findings.

ART OF GAMIFICATION: EXPLORING THE TRANSFORMATIVE INFLUENCE OF GAMES ON ENGLISH LANGUAGE TEACHING AND LEARNING

The article explores the intricate dynamics of language acquisition, highlighting the fact that learning a language is a skill-based endeavour rather than just a subject of knowledge. Language learning primarily relies on mastering the fundamental language abilities, encompassing speaking, listening, reading, and writing. The intimate interaction between active and passive abilities, which results in a comprehensive language competency, highlights the interconnection of various talents. Incorporating games into language classrooms is lauded as an innovative and captivating teaching strategy, fostering engagement, and facilitating effective learning experiences. In addition to making language learning engaging, games enhance student’s engagement, teamwork, and the development of relationships. According to the study, games work as a conduit between the theoretical underpinnings of language learning and the actual, pragmatic application of the language. The study also emphasizes the cognitive and psychological advantages of using games to aid with language learning. It highlights how playing games fosters a joyful and positive learning atmosphere, making language learning engaging and entertaining. The research shows that games are a fantastic equalizer since they reduce stress, foster social interaction, and allow students of all skill levels to play and succeed. The research discusses the benefits of games for language learning and emphasizes the importance of bringing together different language skills in a learner-centered approach. Additionally, it highlights how games can help develop cooperative learning environments, lessen learning anxiety, and improve communicative competence. Thus, this study presents games as a potent and useful instrument in the toolset for teaching English, offering a comprehensive strategy for language learning that surpasses conventional techniques. The study emphasizes the need for innovative and engaging strategies to meet the demands of the rapidly evolving world. It highlights the value of creativity in educational methods and adds to the continuing conversation about cutting-edge language teaching approaches.

Potensi Augmented Reality sebagai Sarana Promosi Kolaborasi dan Kerjasama Siswa dalam Pendidikan Agama di SD

Religious education plays an important role in forming harmonious understanding and cooperation among students. However, challenges often arise in creating a learning environment that encourages collaboration and collaboration among students. In recent years, augmented reality (AR) technology has emerged as an innovative tool in education. This article aims to explore the potential of augmented reality in encouraging collaboration and cooperation among students in religious education. This research focuses on the use of augmented reality in the context of religious learning to create an environment that allows students to collaborate actively. By combining virtual and physical elements, augmented reality provides an immersive and interactive learning experience, and allows students to explore religious concepts in greater depth. An analysis of related studies that have been conducted in this field, serves to identify the benefits and challenges associated with using AR in creating a cooperative learning environment. In addition, discussions about strategy and pedagogy can be used to optimize the use of augmented reality in the context of religious education. By harnessing the potential of this technology, it is hoped that students will be able to have more meaningful and mutually supportive learning experiences, which in turn will strengthen their understanding of religion and promote wider intercultural cooperation.

Encouraging Students to Co-Construct and Co- and Self-Regulate Their Learning Within a Cooperative Learning Environment in Physical Education

Purpose: Improving students’ learning is dependent on students’ participation, meaningfulness, and value of the teaching–learning process. This study explores students’ learning experiences when undertaking the role of co-constructors and co- and self-regulators in a cooperative learning environment. Methods: The study included 110 school students aged between 15 and 18 years from four physical education preservice teachers’ classes. Data were collected through student focus group interviews, a postteaching units’ survey, students’ class reflections, and the researcher’s field notes. Results/Discussion: Data report that (a) having access to learning goals and assessment criteria was essential for the co-construction and co- and self-regulation processes, (b) there is a positive reciprocal relationship between students’ involvement in co-construction and co- and self-regulations, and (c) co-construction and co- and self-regulations were strengthened by students’ involvement in cooperative learning and vice versa.

774. Trivia Game for Learning Zoonotic Diseases in Pre-clinical Medical Curriculum

Abstract Background Zoonotic diseases are high-yield material, frequently tested on USMLE Step 1. For learning infectious diseases, many medical students supplement or replace coursework with outside resources that are personalizable and utilize active learning1,2, but these resources can be prohibitively expensive, have questionable reliability, and align imperfectly with course content2. Spencer Fox Eccles SOM historically used a Team-Based Learning (TBL) format for teaching zoonotic diseases, but this content is primarily memorization-based, while TBL is well suited for conceptual material. To teach zoonotic diseases, we created a trivia game3 (“ZooTrivia”) to mimic the low-stakes, fast-paced, engagement of outside resources, while still capturing the cooperative learning environment of TBL. Methods We used the Kirkpatrick model for student reaction and learning to assess efficacy of ZooTrivia. The session was opt-in and students chose their own teams to answer trivia questions. All answers were provided at the end. We used attendance data and surveys to assess student enjoyment of and perceived learning from ZooTrivia. Results Twenty (20/125) students reported attending ZooTrivia. Three students, who do not usually attend class, chose to attend ZooTrivia, which suggests that trivia is an attractive format. 60% of attendees reported that they would like more games like this in their education. 30% responded that they would “maybe” want more games like this. For enjoyment, students on average reported preferring trivia over both TBL and outside resources (average 3.9 and 3.6, respectively on a scale of 1-5). However, for student learning, students on average reported TBL and outside resources as better learning formats (average 2.8 for both, on a scale of 1-5). Conclusion Trivia is an alternative to TBL-based learning of zoonotic disease that students report enjoying more but learning slightly less than TBL. Analysis of student learning was limited by incomparable attendance of ZooTrivia and TBL; ZooTrivia was an optional session, while TBL was required attendance. This comparison is a direction for future study. Disclosures All Authors: No reported disclosures

Enhancing Reading Instruction for Second Semester Students at Universitas Nahdlatul Ulama Sidoarjo Using Graphic Organizers

The aim of this research is to describe the process, advantages, and disadvantages of implementing Graphic Organizers (GO) in teaching reading. This study is of a descriptive qualitative nature and was conducted in the English Teaching Department of Universitas Nahdlatul Ulama Sidoarjo. Class PBI 2021 was selected as the sample using the purposive sampling technique. Data collection was carried out through observation and interview methods. Data analysis involved the steps of data classification, interpretation, and conclusion. The results of this research indicate that the application of GO consists of three steps: pre-reading, while reading, and post-reading. The advantages include making reading instruction more effective, fostering cooperative learning environments, enhancing students' confidence and motivation in reading classes, and promoting an active and engaging classroom atmosphere. However, some disadvantages were noted, such as the strategy's limited applicability to certain texts and the potential for increased noise levels in the classroom. It is recommended for lecturers to incorporate this strategy into their reading instruction.

Investigation of the relationship between gifted students' attitudes to collaborative learning and their perfectionist structure

The aim of this study is to examine the relationship between gifted students' attitudes towards cooperative learning and their perfectionist structures and to investigate the views of gifted students on perfectionism and cooperative learning. This research is a mixed method research. Relational survey design was used in the quantitative part of the study. The relationship between the perfectionism levels of gifted students and their participation in cooperative learning environments was examined. In the qualitative part of the study, case study was used. By making more detailed examinations with semi-structured interview questions, it is aimed to touch on the perfectionist structures of gifted students and the reasons underlying the basic thoughts that affect whether they want to participate in cooperative learning environments or not. The sample of the research consists of 5th grade 242 gifted students studying at Science and Art Centers in Istanbul. In data collection, the Attitude Scale of Gifted Students towards Cooperative Learning and the Compatible-Incompatible Perfectionism Scale to determine their level of perfectionism. As a result of the research, it can be stated that students' attitudes towards cooperative learning are high, adaptive perfectionism is high, and maladaptive perfectionism is low. In the study, it was determined that there was a weak, positive and significant relationship between students' adaptive perfectionism and their attitudes towards avoidance and cooperative learning. It was determined that there was a moderate, positive and significant relationship between students' adaptive perfectionism and disposition. Accordingly, it can be said that as adaptive perfectionism increases, attitudes towards avoidance, disposition and cooperative learning increase. It was determined that adaptive perfectionism was a significant predictor of students' attitudes towards cooperative learning scale avoidance and disposition sub-dimension and attitude scores towards cooperative learning. According to this result, it can be said that the avoidance sub-dimension scores in their attitudes towards cooperative learning can be predicted by examining the adaptive perfectionism scores or situations of the students. Findings obtained semi-structured interview questions show that students have positive and negative attitudes towards cooperative learning and perfectionism. In line with the findings, suggestions are presented.

IMPROVING THE METHODOLOGY OF TEACHING CHEMISTRY LESSONS AT SCHOOL WITH THE HELP OF DIFFERENT GAMES

Chemistry education plays a crucial role in equipping students with the necessary scientific knowledge and skills. However, traditional teaching methodologies often fail to engage students effectively, leading to disinterest and limited retention of information. This article explores the potential of incorporating different games into chemistry education to enhance the learning experience and improve students' understanding and retention of key concepts.The integration of games into the classroom environment offers a dynamic and interactive approach to teaching chemistry. By leveraging gamification techniques, educators can create engaging and immersive learning experiences that foster curiosity, critical thinking, and problem-solving skills. Various types of games, including digital simulations, board games, and hands-on experiments, can be utilized to provide students with a multifaceted learning experience.Digital simulations provide students with a virtual laboratory where they can conduct experiments, observe chemical reactions, and explore complex concepts in a safe and controlled environment. These simulations not only enhance understanding but also allow students to visualize abstract concepts, making learning more tangible and relatable. Furthermore, gamified elements such as achievements, leaderboards, and rewards can be incorporated to promote healthy competition and motivate students to actively participate and excel in their learning.Board games designed specifically for chemistry education serve as valuable tools to reinforce knowledge and promote collaborative learning. These games encourage students to apply their understanding of chemical principles in a fun and interactive manner. By working together in teams, students can engage in strategic thinking, communication, and problem-solving, fostering a cooperative learning environment.

The Use of Skype to Expose Students to A Cooperative Learning Environment Through Oral Interaction Tasks

This action research study aimed to reveal the practices of a group of students when exposed to a cooperative environment and its effect on the students’ oral interaction through Skype. Four task-based workshops were implemented involving peer work and tasks centered on topics to enhance critical thinking. Data was gathered through video recordings, reflective diaries, a semi-structured interview and feedback checklists. The findings revealed that the participants experienced certain aspects of cooperative learning such as teamwork and goal-sharing. In addition, the tasks contributed to enhancing some characteristics of peer team work, as well as language development. While working with Skype, technological problems emerged which were solved synchronously. Backgrounds, beliefs, and problem-solving also appeared.

Strategies for Including the Excluded in Education: A Case of Children with Intellectual Disabilities

This article has been prepared to disclose a number of strategies that need to be implemented to ensure the inclusion of students with intellectual disabilities in education. This research is guided by interpretive paradigm accompanied by institutional ethnography. Eight special education teachers, four resource classroom teachers, and five experts working in the field of inclusive education were chosen as the sample of the study by employing purposive sampling technique. In-depth interview and desk review were used as the main techniques to collect information and then the information were transcribed, edited, classified, and thematized by considering the objective of this study. External audit, peer review and thick description have been used as major techniques to maximize the credibility and authenticity of this article. Results of this study reveal that almost all students with intellectual disabilities were receiving educational services in segregated settings though there are policy provisions of providing inclusive education. Therefore, different strategies such as providing multi-tiered supports, developing sense of belongingness, educating in the mainstream classroom, mobilizing peers, formulating alternative learning standards, creating cooperative learning environment, etc. should be employed to optimize the inclusion of these children in education.

Retracted: Application of Web 2.0 Technology to Cooperative Learning Environment System Design of Football Teaching

Retracted: Application of Web 2.0 Technology to Cooperative Learning Environment System Design of Football Teaching

EFL students’ beliefs towards usefulness of corrective feedback in cooperative learning environment

The current study aimed to find out English as a foreign language (EFL) students’ beliefs regarding the usefulness of corrective feedback (CF) in a cooperative learning (CL) environment. This study was a qualitative research design in which a narrative approach was used. The data were collected using interview questions as the research instrument. The researchers had a close observation, prepared notes, and made a record of interview responses from each student to explore and understand their beliefs towards CF provided by the instructors in the CL environment. The findings of this qualitative study revealed that EFL teachers get motivation and inspiration from EFL learners to give a suitable CL environment to second language learners which made the provided CF more effective. In the CL environment, the results indicate that EFL learners realised that they can find solutions to their problems in CL, and in their interviews, they stated that they would not be able to find solutions to their errors individually.
 Keywords: Cooperative learning, corrective feedback, English as a foreign language, perceptions

EFL students’ beliefs towards usefulness of corrective feedback in cooperative learning environment

The current study aimed to find out English as a foreign language (EFL) students’ beliefs about the usefulness of corrective feedback in a cooperative learning (CL) environment. This study was qualitative research in which a narrative approach was used. This study emphasises each student’s learning experiences with CL strategy. The data were collected using interview questions as a research instrument. The researchers had a close observation, prepared notes, and made a record of interview responses from each student to explore and understand their beliefs towards corrective feedback (CF) provided by the instructors in the CL environment. The findings of this qualitative study revealed that EFL teachers were motivated to give a suitable CL environment to second language learners which made the provided CF more effective. The results indicate that EFL learners realised that they can find solutions to their problems through CL. Keywords: Cooperative learning, corrective feedback, English as a foreign language, perceptions

Does a cooperative training design influence pre-service teachers’ perceived quality of life?

PurposeOne of the main challenges of teacher education is to prepare pre-service teachers (PSTs) to implement various instructional models that promote the quality of learning at school. Beyond individualistic efforts and competition, cooperative learning (CL) environments provide PSTs with opportunities to experience positive interpersonal relationships and support. However, both instructional content knowledge acquisition and motivation for serenely implementing learning environments later in classrooms depend on PSTs being trained to make links between theory, research, and practice. The purpose of this study is to explore the effects of CL instructional programs on PSTs’ quality of life in light of their motivation and competencies for teaching in comparison with traditional direct instruction in the physical education (PE) setting.MethodAfter a pre-test, 69 PE-PSTs were randomly assigned to one of the following three training conditions comprising a theoretical presentation of CL designs coupled with (a) a Learning Jigsaw experience (LJE), (b) a Teaching Jigsaw experience focused on instructional acts (TJE), and (c) a Direct Instruction experience (DI).ResultsAlthough integrating CL into the PE-PST training program positively influenced instructional content knowledge acquisition, unexpected results related to participants’ motivation were obtained when the instructor made links between theory, research, and practice focusing on the teaching activity during Jigsaw training sessions.DiscussionRecommendations for planning innovative conditions in PE-PSTs’ training with respect to CL instruction and quality of life are discussed.

Development of the project activities of future primary school teachers based on a collaborative environment

The aim of this study is to determine the views of future primary school teachers on the development of project activities based on a collaborative environment. Permanent teaching is provided by providing diversity in learning with new generation learning techniques. For this purpose, the project activities listed in the education faculties of the universities were analysed. Primary school teacher candidates' opinions on whether education is provided in a cooperative learning environment in project activities are very important. Depending on the results of this research, it will be clear whether the prospective classroom teachers will use these techniques in their future professional lives. For this purpose, a qualitative research method was used with the participation of 72 university students in the spring term of 2021–2022 in order to determine the opinions of the students of the classroom teaching department studying at the university about the collaborative environment. Project-based teaching and two universities with education faculties were included in the research. The research study group consists of senior students studying at the education faculty of the university. As a result of the survey, the opinions of future classroom teachers about the probe activities and the collaborative environment were taken. Semi-structured interview questions prepared by the researchers were asked of the students. It was revealed that, in the last year, teacher candidates studying in the department of primary school teaching were effective in project-based learning and supported the collaborative approach. In the same way, it was suggested that the project activities of the teacher candidates should be increased.
 
 Keywords: Teacher training, classroom teaching, project-based teaching, collaboration, education

블렌디드 협동학습에서 교직이수 대학생들의 교직선택동기수준과 수업만족도 간 교수실재감과 사회적 실재감의 매개효과

Objectives The purpose of this study is to suggest a more effective online course design direction by analyzing whether a sense of teaching presence and social presence have a mediating effect in the relationship between teaching job selection motivation and course satisfaction in online small group cooperative learning environment. Methods The subjects were 51 students in the teaching profession course in Semester 21-2. To analyze the mediating effect, a multiple regression analysis was performed. Results First, According to the level of altruistic motivation, significant differences were found in teaching presence, social presence, and course satisfaction. According to the level of intrinsic motivation, there was a significant difference in social presence and course satisfaction, and extrinsic motivation showed significant differences in teaching presence and social presence. Second, The significant influence of the teaching presence and social presence on the class satisfaction was confirmed. Third, Intrinsic and altruistic motivation have a significant effect on teaching presence and social presence, and extrinsic motivation has a significant effect on social presence. Fourth, Teaching presence showed a partial mediating effect on intrinsic motivation and a fully mediating effect on altruistic motivation. Fifth, The social presence showed a fully mediating effect on intrinsic and altruistic motives. Conclusions In the online class environment, learners' motivation and sense of presence are very important factors for course satisfaction. In particular, in the case of learners with intrinsic and altruistic motives for choosing a teaching profession, class satisfaction can be increased when the level of presence is increased. Therefore, it is necessary to design an online class that considers the learner's motivational type and level of presence.

Teaching cooperative learning through cooperative learning environment: a qualitative follow-up of an experimental study

ABSTRACT The purpose of this study was to examine the effects of cooperative learning (CL) on the academic achievement of student teachers. A mixed-methods sequential explanatory design was implemented in which quantitative data were collected first, followed by qualitative data to clarify the results of the experimental study. Achievement test, interviews, and classroom observations were used for data collection. The results showed that there was a significant difference between the achievement of students in the experimental and control groups in favour of students in the experimental group (p < 0.01). Follow-up interviews and classroom observations indicated that CL creates a suitable learning environment for students, and it strengthens their life skills. Implementing CL in a university classroom provided opportunities for student teachers to learn how to apply CL in their school classrooms. This study was used to firstly, provide insights into student teachers’ perceptions of their CL experiences and secondly, to help explain these experiences in more depth.

Integrating Immersive Experiences to Instruction through BreakoutEDU

This study employed an escape room motif to engage students to use information literacy course material to solve puzzles. Students practiced research techniques in a classroom environment that bypassed their expectations of traditional course instruction. Instructor objectives were to increase student engagement with the course material, and to foster teamwork among students in a cooperative learning environment. Authors initially obtained 9 kits from Breakout EDU, a company specializing in immersive games. Games were devised for three of the course units, with each unit identifying 4-5 information literacy skills or concepts. The puzzles were focused on reinforcement of the key concepts. After each escape room class session, students completed a short survey. At the end of the semester students completed another survey about their experiences. Over 80% of students indicated the games helped them understand course concepts. Comparisons of final grades in the gamified courses with previous, non-gamified courses revealed that students achieved more A’s and fewer D’s and F’s in the gamified courses. Future directions for study include flipping game design to student groups, and further analysis of correlations between concepts learned through traditional teaching techniques and those learned in Breakout EDU classes.

국내 대학 우수학생 관련 연구동향

Objectives This study intends to present the direction and implications for the future research of honor students in domestic universities by analyzing research trends related to honor students in domestic universities.&#x0D; Methods This study was conducted from December 2021 to January 2022, and 31 domestic journals were selected and the study period, research subjects, research types, research contents, related variables, and program trends were analyzed.&#x0D; Results First, domestic research related to honor students was actively conducted between 2007 and 2011 and between 2017 and 2021. Second, the trend by study subject was the highest among four-year students, followed by four-year freshmen, cyber college students, and four-year graduates. Third, as for the trend by research type, the proportion of qualitative research was high, followed by quantitative research, mixed research and literature study. Fourth, as for the trend by research content, most of the studies on the characteristics of honor students were conducted. Fifth, as for the trend by related variable, the use of academic achievement and career confidence as the independent variable was high, and the university honor student program was used as the dependent variable. Sixth, when designing programs for honor students, the development of a portfolio management system, cooperative learning environment establishment, and continuous program quality management were emphasized.&#x0D; Conclusions This study is meaningful in that it examines research trends related to honor students in domestic universities, seeks directions for future research, and suggests implications.&#x0D; &#x0D;

국내 대학 우수학생 관련 연구동향

Objectives This study intends to present the direction and implications for the future research of honor students in domestic universities by analyzing research trends related to honor students in domestic universities.&#x0D; Methods This study was conducted from December 2021 to January 2022, and 31 domestic journals were selected and the study period, research subjects, research types, research contents, related variables, and program trends were analyzed.&#x0D; Results First, domestic research related to honor students was actively conducted between 2007 and 2011 and between 2017 and 2021. Second, the trend by study subject was the highest among four-year students, followed by four-year freshmen, cyber college students, and four-year graduates. Third, as for the trend by research type, the proportion of qualitative research was high, followed by quantitative research, mixed research and literature study. Fourth, as for the trend by research content, most of the studies on the characteristics of honor students were conducted. Fifth, as for the trend by related variable, the use of academic achievement and career confidence as the independent variable was high, and the university honor student program was used as the dependent variable. Sixth, when designing programs for honor students, the development of a portfolio management system, cooperative learning environment establishment, and continuous program quality management were emphasized.&#x0D; Conclusions This study is meaningful in that it examines research trends related to honor students in domestic universities, seeks directions for future research, and suggests implications.&#x0D; &#x0D;