Cooperative Learning Environment Research Articles

Students’ Motivation and Engagement with Task-Based Activities Using Google Workspace

The current demand for integrating technology into English language instruction to engage students in meaningful conversations is pressing in the digital era. Despite this, research on employing Google tools for collaborative, task-based activities in English education is scarce, particularly in meeting the needs of today's digital learners and boosting their motivation. This study aims to bridge this research gap by evaluating the impact of using task-based Google's collaborative tools on creating a cooperative learning environment and increasing students’ engagement and motivation in English classes. Over one academic year, data were collected from 65 Saudi university students with varying levels of English proficiency using approximately 45 task-based activities administered using different Google tools. According to questionnaire results, motivation was a significant predictor of students' initiative and enjoyment in using these collaborative tools. The study confirms that students appreciate these Google tools and associates their use with increased motivation to learn English. These findings suggest that educators should align their teaching with the preferences of the digital generation by incorporating tools like Google Forms with preemptive feedback, Google Slides, and Google Docs to foster meaningful English learning. This approach can narrow the divide between traditional teaching methods and the preferred learning styles of digital learners. This study was conducted prior to the surge in Artificial Intelligence (AI) tools; the study also points out that the rise of AI has expedited the creation of task-based activities, warranting further consideration in educational practices.

Enhancing creative problem solving and learning motivation in social studies classrooms with gamified cooperative learning

Creative problem solving (CPS) is crucial for learners in our rapidly changing society. Literature suggests that cooperative learning environments, which encourage the exchange of ideas and new perspectives, can foster CPS. However, in reality, students often face low motivation, which hinders their willingness to work collaboratively. Limited empirical research has simultaneously addressed both CPS and learning motivation. Therefore, this quasi-experimental research aims to compare CPS and learning motivation in social studies before and after participation in gamified cooperative learning activities (GCL) and traditional cooperative learning activities (TCL), as well as between the two groups. The study involved 64 seventh-grade Thai students selected through purposive sampling. Data analysis included descriptive statistics, paired samples, and independent-samples t-tests. The findings indicated a significant increase in overall CPS and learning motivation in the GCL group. Furthermore, the overall CPS of the GCL group was significantly higher than that of the TCL group, although certain subcategories did not show significant differences. This study provides empirical insights into developing learning activities that enhance creative problem-solving and learning motivation, contributing to the literature on cooperative learning approaches that incorporate gamification.

Empowering Students’ Autonomous Learning through Self-regulation, Metacognitive Strategies, and Collaborative Learning Environments

This article presents the enhancement of autonomous learning among learners using self-regulation strategies, metacognition, and a cooperative learning environment. These elements contribute to higher academic achievement. Promoting learners to enhance their knowledge of self-regulation and developing metacognitive skills in a cooperative learning environment is important for student learning in the 21st century. It helps learners spend time outside of universities to develop their knowledge and understanding. These skills are necessary for lifelong learning. This study shows that to promote students’ autonomy, teachers need to develop new teaching strategies and encourage students to have skills in planning, teamwork, self-reflection, and self-assessment, as well as time management with technology and effective communication. Recognizing the value of self- autonomous learning is essential for students. To transition from being passive recipients of information from lecturers to actively seeking knowledge and continuously learning independently, learners must embrace new learning strategies.

INNOVATIONS IN SCHOOL ROOM RESERVATION MANAGEMENT: TOWARDS SMART AND SUSTAINABLE SOLUTIONS

Abstract The efficient management of school room reservations is crucial for maximizing resource utilization and ensuring smooth operations within educational institutions. Traditional room reservation systems often suffer from inefficiencies, leading to underutilization of spaces, scheduling conflicts, and increased administrative burden. This research paper explores the development and implementation of smart and sustainable solutions for school room reservation management. The suggested approach makes use of contemporary technologies to expedite the classroom reservation process, giving teachers, administrators, and students effective means of scheduling and overseeing room reservations. The technology has significantly improved classroom utilization rates and overall operational efficiency in our institution, according to preliminary tests. The school room reservation system provides a scalable solution for improving the management of educational facilities by lowering scheduling conflicts, minimizing downtime between courses, and enabling better resource allocation. Future improvements could incorporate support for mobile platforms, integrate with current school management systems, and introduce new capabilities in response to user feedback and changing needs. In general, the establishment of this school room reservation system is a step toward the modernization of facilities management procedures in academic establishments, which will ultimately lead to the creation of a more efficient and cooperative learning environment. Index Term : Frontend development HTML, CSS, React, Backend NodeJS, Express, MongoDB

Applications to Support Smart Learning Environments in Project-Based Cooperative Learning Models in Java Programming Courses and Applied in Science

This research paper proposes the development of an application to support an intelligent learning environment in a project-based cooperative learning model on Java programming courses. The application is built using the Laravel framework where the end result later lecturers can easily see the student portfolio of each learning access on the java programming course. An intelligent learning environment will enable students to learn from their experiences, adapt to new input, and perform project tasks already assigned to lecturers. This application will also help teachers in groups that are adapted from the cooperative learning model of the STAD type. The proposed application will be designed to make it easier for teachers to form groups based on the ability of students from high, medium and low, so that the groups formed are not homogeneous groups. This application will be useful for a variety of study programmer that have practical programming courses devised. This paper will discuss the benefits of cooperative learning, project-based learning, and intelligent learning environments in the context of Java programming courses. It will also provide insights into the proposed application development process. This application facilitates communication and discussion among students in a group that is easily connected with their lecturer, so that the lecturer can also monitor the activity of the group members. This paper will conclude with a discussion of the potential impact of the proposed applications on the field of education and the future in the learning environment.

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.

INNOVATIONS IN SCHOOL ROOM RESERVATION MANAGEMENT: TOWARDS SMART AND SUSTAINABLE SOLUTIONS

Abstract— In order to maximize resources and create an optimal atmosphere for learning, educational institutions must manage their facilities effectively. This essay describes the planning and execution of a system for reserving school rooms with the goal of increasing classroom usage. The suggested approach makes use of contemporary technologies to expedite the classroom reservation process, giving teachers, administrators, and students effective means of scheduling and overseeing room reservations. The technology has significantly improved classroom utilization rates and overall operational efficiency in our institution, according to preliminary tests. The school room reservation system provides a scalable solution for improving the management of educational facilities by lowering scheduling conflicts, minimizing downtime between courses, and enabling better resource allocation. Future improvements could incorporate support for mobile platforms, integrate with current school management systems, and introduce new capabilities in response to user feedback and changing needs. In general, the establishment of this school room reservation system is a step toward the modernization of facilities management procedures in academic establishments, which will ultimately lead to the creation of a more efficient and cooperative learning environment. Index Term: Frontend development HTML, CSS, React, Backend NodeJS, Express, MongoDB

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.

Facilitating networked learning with AI

The breakthrough of generative AI is disrupting education in many ways and universities and other educational institutions are tasked with navigating a host of new challenges. But in the classroom we might be seeing a familiar pattern: As with most new technologies in the classroom, there is a tendency to design exercises as individual tasks: AI as your personal tutor, AI as a Study Buddy, AI as your editor / idea generator / etc. However, if we believe that learners construct knowledge rather than just passively receive information, it is crucial that we discuss questions like these: How can we design good cooperative and collaborative learning environments for students? How can we design good exercises for with AI – considering that learning is not just transfer (or cramming) of information? How can we maintain a balance between AI assistance and human interaction in the learning environment? How can we encourage peer-to-peer learning and social engagement? How generative AI can enhance group discussions, facilitate idea generation, and support collaborative problem-solving? What are the best strategies to prevent the over-individualization of the learning process when incorporating generative AI? And not least: How can we best prepare teachers to use AI in their teaching? How can institutions best support teachers and students in this?

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