Cooperative Learning Exercises Research Articles

Cooperative learning exercises in an online asynchronous economics classroom

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.

One nation under stress: A cooperative learning exercise to promote diversity and inclusion in introductory macroeconomics

The author of this article discusses a cooperative learning exercise designed for introductory macroeconomics that was completed by 44 groups of three or four students during the spring 2021, fall 2021, and spring 2022 semesters at a private U.S. liberal arts college. The exercise aims to foster an active learning community where students collaborate with people of diverse backgrounds and discuss economic issues with sensitivity and open-mindedness to promote mutual understanding. It provides students an opportunity to apply the concepts they learned in class to a real-world example and to integrate economic insights with those from other disciplines. The article details the exercise’s design and implementation process so that its structure can be adapted to a different content or course.

Qualitative Study: Teaching Indonesian as the National Language to Students in the All-digital Era: Challenges and Solutions

This qualitative study examines the difficulties and solutions of teaching Indonesian as the national language to students in a world dominated by technology. The research examines how Indonesian language teachers and students deal with the difficulties of teaching and learning the language online. Interviews with Indonesian language teachers and students, class observations, and document analysis of language textbooks and digital resources contributed to data collection. According to the findings, language proficiency, digital literacy, motivation, cultural diversity, and authenticity are among the challenges of teaching Indonesian as the national language in an era dominated by technology. The review proposes a few answers for these difficulties, including computerized media, intuitive and cooperative learning exercises, language variety and pragmatics, and social mindfulness. The study concludes that addressing these obstacles can enable students to communicate effectively in the digital age and increase the effectiveness of teaching Indonesian as the national language in an all-digital world.

The Future Positive micro-intervention protocol: A program aiming to increase a healthy life-style among employees with a low socio-economic position.

This paper describes the development of a Dutch micro-intervention, Future Positive, that aims to increase health behaviors among employees with a low socio-economic position (SEP), with the ultimate aim to decrease socio-economic health inequalities. Intervention Mapping (IM) was used to adapt previously developed psychological capital interventions into a micro-intervention suitable to be delivered in the work context for employees with a low socio-economic position. The first 4 steps of IM including the results of pre-testing the developed intervention program are described. Step 1 consists of the needs assessment, and investigated (a) the individual determinants of health behavior and health inequalities, and (b) the needs of employees with a low SEP and their employers regarding the implementation of the intervention at the worksite. Matrices-of-change were produced in Step 2, and relevant methods and applications were selected in step 3. Step 4 involved the intervention development, resulting in a brief micro-intervention that will be delivered in small groups, guided by trained facilitators using motivational interviewing techniques. Program materials include informative video-clips and active and cooperative learning exercises. The intervention was pre-tested among three groups of employees. The IM process, as well as the pre-testing, revealed that emphasizing autonomy and using easy to understand and mostly visual materials offered in chunks is essential for a well-tailored intervention that is suitable for people with low SEP. Also, participation should be facilitated by employers: It should be free of costs, offered during working hours, and take place at the job site. Results showed that the Future Positive micro-intervention is substantiated by theory, applicable in a work setting (high reach), and tailored to the needs of employees with a low SEP. We therefore fill the gap in this existing range of interventions aimed to improve life-style behaviors and contribute to theory-based interventions aimed to decrease the SEP-Health gradient.

Bridging the Classroom Gap between Asset Pricing and Business Cycle Theory

The tools presented in the standard undergraduate economics and finance curricula are insufficient for explaining the complex dynamics of the modern U.S. economy. For instance, students of macroeconomics are not provided with a satisfactory framework for assessing how a financial shock may reverberate through the real economy, as it did during the Great Recession of 2008-2009. Similarly, students of finance are left with little guidance as to the origins of two key inputs into asset pricing models, namely cash flows and discount rates. In this article we present a unified macro-financial model to bridge the gap between the typical undergraduate treatments of asset pricing and business cycle theory. The Dynamic Empirical Macroeconomic (DyEM) model we introduce here offers several innovations, the most important of which is expanding the role of the interest rate to include term and default risk premia. We combine these elements to construct a series of discount rates that are critical for a range of present discounted value calculations. Moreover, we link economic activity to earnings growth in order to facilitate macro-based equity pricing. The paper concludes with an illustration of how the DyEM model may be used in the classroom via a cooperative learning exercise centered on the Great Recession.

An Experiment in Teaching International Relations: The Effects of a World War I Role-Playing Simulation on Student Performance

Traditional pedagogical techniques – lectures, readings, and discussion of historical case studies – often lead students to conclude that history is predetermined by processes over which individuals have little control. These teaching methods also force students to passively receive information before they get the opportunity to apply it – a delay that probably diminishes the information’s relevance to students when they attempt to understand the causes of international conflict.In the Fall 2009 semester, I used a self-designed role-playing simulation of World War I (“Europe 1914”) in an introductory international relations course. The instrumental function of simulation in relation to course content was to demonstrate to students the importance and immediacy of individual decision making in historical events – specifically, that playing the roles of various heads of state would illustrate the political and ethical consequences of actions taken by European leaders on the eve of World War I. Each student had particular objectives to attain as the simulation unfolded. Students were also assigned the tasks of collaboratively preparing writing assignments online using a blog and making speeches in class while in character. In this paper, I assess whether the simulation succeeded as a cooperative learning exercise and compare student performance from this class to that of another class on the same topic that did not participate in the Europe 1914 simulation.

An experimental study of cooperative learning in cs1

An experiment was conducted to study the effectiveness of the cooperative learning approach to teaching CS1. The cooperative learning exercises, which used specific roles to focus students' attention on key concepts, were designed so they could be used in a variety of educational settings. Experimental results show that the benefits of cooperative learning clearly outweighed any possible losses due to reduced lecture time. These benefits were enjoyed by both male and female students, and by students from a variety of majors. Majority and minority students performed at approximately the same overall level when using the cooperative learning approach. There are indications that the educational benefits continue when students who had a cooperative learning experience in CS1 go on to CS2.

Measuring the Impact of Cooperative Learning Exercises on Student Perceptions of Peer-to-Peer Learning: A Case Study

Purpose: The purpose of this case study was to present a model cooperative learning exercise in physician assistant (PA) education. Student perceptions of peer-to-peer learning and course evaluation comments were examined along with observational evidence from an instructor teaching a pharmacotherapy course sequence using informal group work (comparison group) and cooperative learning group work strategies (intervention group). Method: Four new cooperative learning cases were added to semester I and semester II of the twosemester pharmacotherapy sequence for the intervention group. The rest of the course structure remained the same. Online course evaluation results were compared to evaluate the effect of the addition of the cooperative learning exercises on the students’ impression of peerto-peer learning. Subjective comments from course evaluations were reviewed for themes regarding learning from peers and cooperative learning cases. Instructor observations were also examined. Results: After semester II, the members of the intervention group felt they learned more from their classmates than the comparison group did (p = 0.02); this difference was not significant after semester I (p = 0.79). With regard to teaching their classmates, no significant difference between the groups was found at the end of semester I (p = 0.72) or semester II (p = 0.15). Subjective comments from course evaluations were largely positive. Instructor observations suggested that the cooperative learning exercises fostered enhanced engagement with the subject matter and augmented critical thinking. Conclusions: The addition of cooperative learning cases enhanced students’ impressions of peer-to-peer learning in a group setting and increased student engagement in the learning process.

Cooperative learning techniques in CS1

A set of cooperative learning exercises were designed for use in a Java-based CS1 course. The exercises used specific roles to focus students' attention on key concepts of the Java language, and on key mental processes of programming and problem solving. A controlled experiment was conducted to evaluate the effectiveness of this approach. The results show that the cooperative learning experience had a significant positive effect on student performance, and may have been of special benefit to women and minority students.

Comparing Student Performance Using Cooperative Learning

The purpose of this paper is to investigate empirically student performance in principles of microeconomics classes taught via co-operative learning versus the traditional lecture. In a fall semester, I taught one cohort of micro principles students as a traditional lecture, while presenting the course content to the other cohort via co-operative learning. A major distinction between this study and previous empirical works is that co-operative learning did not serve as a supplement to the traditional lecture. Rather, co-operative learning exercises essentially replaced the traditional lecture. The evidence reveals that whereas performance on multiple choice exams was fairly comparable, students who were enrolled in the co-operative learning class were better able to apply theory on a project that required a higher level of economic reasoning than those who learned the course content through the lecture.

Just-in-Time Teaching in Biology: Creating an Active Learner Classroom Using the Internet

Just-in-Time Teaching (JiTT) is a teaching and learning approach that combines the best features of traditional in-class instruction with the communication and resource potential available via the Web. We describe here how JiTT can be used to teach biology to undergraduate and graduate level students, both science majors as well as nonscience majors. A key characteristic of JiTT is the creation of a feedback loop between the classroom and the Web using Internet “Warm Up” assignments that are due prior to class time. By examining student responses to Warm Up exercises before class, faculty members can determine the level of understanding, prior knowledge, and misconceptions that students bring to class. Classroom time can then be spent addressing these misconceptions while discussing course content. In class Cooperative Learning exercises reinforce course content in an informal group setting. Other features of JiTT, such as“ What is Biology Good For,” make clear the relevance of specific concepts in biology in society and increase student motivation. Assessment results have been positive, including decreased attrition rates, increases in student attitudes, interactivity, study habits, and cognitive gains in classrooms using JiTT.

GeoScape: An Instructional Rock Garden for Inquiry-Based Cooperative Learning Exercises in Introductory Geology Courses

GeoScape is a landscape design, consisting of colored gravel, strategically placed flagstone and boulders, and two vertical features that simulates the geology of some fictitious region (a combination of geologic features in Utah, Arizona and Nevada). The design incorporates many topographic and geologic concepts that introductory geology students are expected to understand. GeoScape is an educational tool employing “hands-on”, inquiry-based, and cooperative learning techniques to help students develop problem solving and critical thinking skills by applying their geologic knowledge to a simulated field situation. Students are charged with the task of producing topographic and geologic maps and a report on the geologic evolution of the area to help solve problems in resource exploration and geologic hazards. GeoScape illustrates three-dimensional geologic structures on a smaller scale to help students visualize concepts such as bedding tilt, plunging folds, unconformities, and stratigraphic principles. GeoScape can also be used to provide at least a simulated geologic field experience to disabled students or students taking evening classes who otherwise would be unable to participate in a traditional field exercise. GeoScape is relatively easy to build and could be constructed in a variety of areas where geologic exposures are scarce or field excursion resources are limited.

Design, Implementation, and Evaluation of Novel Discussion Exercises for First-Year Chemistry Students

In the Fall of 1999, Illinois State University (ISU) piloted a new General Chemistry I course. This course now includes cooperative learning exercises that were developed and implemented in biweekly discussion sections over the past four semesters. We now have discussion exercises all taught by six different tenured and tenure-track faculty members. This study focuses on the effect on student behaviors and learning in General Chemistry I. Data were obtained from student surveys, student interviews, instructor feedback, and examination results. The results obtained in this study show that student interest in chemistry can be maintained or increased by the incorporation of cooperative learning into the general chemistry curriculum. In addition, this cooperative learning approach promoted attendance, was enjoyable for many students, and seemed to have some positive effect on achievement.

OVERCOMING LIMITATIONS OF COOPERATIVE LEARNING AMONG COMMUNITY COLLEGE STUDENTS

Two limitations are commonly associated with cooperative learning. First, community college faculty often express uncertainty about how to evaluate the teamwork skills that their students demonstrate during group work. Faculty would like to be effective judges of what happens during a group project but they are seldom close enough to witness the interaction process and, even when present, cannot tell how the initiatives of some team members affect others. The Interpersonal Intelligence Inventory (III) can be used to assess the interpersonal skills among community college students. The III provides information to faculty about what occurs during team interaction from the students point of view and gives anonymous feedback to students from peers detailing their personal strengths and limitations. A second limitation of cooperative learning involves the provision of tasks that enable students to practice the teamwork skills they are expected to learn. A new model of learning and instruction, Collaboration-Integration Theory (CIT) broadens the base for curriculum by incorporating the cultural, ethnic, and generational resources students rely on outside of school. The method of instruction for implementing CIT is known as Cooperative Learning Exercises and Roles (CLEAR). This approach ensures that students move from a passive to an active role, makes the collaborative process a focus for group work, allows everyone a chance to offer a unique contribution to the thinking of peers, reduces student boredom by differentiating roles, and allows sufficient observation of individual behavior to support fair peer evaluation.

565 Use of Cooperative Learning Exercizes to Introduce Concepts in Potted Plant Production Classes

In production classes, students often commence the class by learning complicated crop-specific production cycles. Rarely are they afforded the opportunity of spending several class periods to first understand the major differences between commercial crops for production time, labor input, and market share. A cooperative learning exercise was created for the first week of lectures in potted plant production class (Hort 4051) at the Univ. of Minnesota (n = 18 students). Students were assigned to working groups for discussion and synthesis of the assignment. One week later, each group turned in their recommendations and one lecture session was devoted to in-class discussion of their answers. The exercise was in the form of a memo from a commercial company, Floratech, addressed to the students as the newly hired potted plant production specialists. In the memo, a graphical summary was presented of 13 major and minor potted crops, contrasting total production time, labor input, and market share for each crop. As production specialists, the student's primary task was to interact with all staff (other students role-playing various positions within the company) to answer the following question: “What is the most realistic, cost-effective location on the graph that Floratech should aim to move all crops?” Group discussions, both within and outside of class, focused on the noticeable trends depicted by the graph and the limiting factors that prevented crops from moving to the ideal location. Growers and breeders were quizzed on what factors kept each crop in the specific locations on the graph. The majority of student chose the midpoint of the graph as the best location. The exercise successfully peaked student's awareness of crop differences and the limiting production factors. Throughout the semester, students referred back to this graph to pinpoint the location for each crop covered.

Using Cooperative Learning in a Large Introductory Statistics Class

This article discusses one active learning technique, cooperative learning, that can be used in large classes. This technique requires that students be divided into learning teams. A method for quickly dividing a large class of students into learning teams is presented. Two examples of cooperative learning exercises used in an introductory statistics class are given. These serve as illustrations of the type of cooperative learning exercises that can be assigned in a large class. In particular, these exercises were used in a class of 195 students. Preliminary findings by the instructor of the advantages of using cooperative learning exercises are discussed.

TEACHING RESOURCE Using MONOPOLY TM and Teams-GamesTournaments in accounting education: a cooperative learning teaching resource

A three-week financial accounting simulation was conducted using university accounting majors (n=36) in one section of a junior-level financial reporting issues course. The curriculum involved using the board game Monopoly as a teaching resource in cooperative learning teams. Findings indicate students' attitudes toward financial accounting and learning, mutual concern for fellow students and perceived achievement were very positive upon completion of this cooperative learning exercise. Additionally, gender and student ability were found to impact the level of some measures of student attitudes and perceived achievement.

Classroom Assessment

AbstractClassroom assessment is conducted for the specific purpose of improving teaching and learning within a specific class. It completes a short‐term feedback loop in which the measure and feedback occur almost continuously. Curricula with strong assessment plans will contain classroom assessment components. Five examples of classroom assessment are discussed. It is seen that these methods can be used in conjunction with cooperative learning exercises and the development of higher‐level thinking skills. The result of using classroom assessment is improved teaching, improved learning, and a higher‐quality graduate.

A Cooperative Learning Exercise Using Glacial Gravels

The importance of hands-on, minds-on analysis of data in science-education programs has been emphasized in various reform efforts. Cooperative learning in small groups also has become integral to reform education, where students must practice interdependence. The small group size assures that each student will have a significant role in the process.Gravels deposited as a result of continental glaciation can be used to teach introductory-level earth-science students the application of the scientific method in a cooperative learning mode which utilizes hands-on, minds-on analyses. Processes that involve erosion, transportation, and deposition of pebble- and cobble-sized clasts are considered by students in formulating and testing hypotheses. The wide variety of represented rock types forces the students to consider regional and local provenances (source terranes) as well as what general type of sedimentary mechanism(s), that is, running water, moving ice, or wind, was involved in formation of the deposit. Each student group is required to present an oral report on its findings. An optional written laboratory report of the experience analyzing glacial gravels helps students to organize what they have learned and synthesize a general conclusion.

Cooperative Learning Exercises in Ecology for Undergraduates

Cooperative Learning Exercises in Ecology for Undergraduates