Cooperative Learning Experiences Research Articles

STEM in the classroom: a scoping review of emerging research on the integration of STEM education within Australian schools

AbstractThe paper presents a scoping review of research that has been conducted on integrated STEM programmes in Australian schools over a 10-year period (2012–2022). It aims to determine how integrated STEM is being practiced. A total of 17 papers were chosen for review. The review explored the major characteristics of research that has been conducted on integrated STEM programmes in Australian schools, the teaching strategies used to teach integrated STEM and the reported impacts of these programmes. In fifteen of the papers experts from outside the school such as scientists and engineers, usually academics, were involved. Cooperative learning, project/problem-based learning and authentic experiences were the most common teaching strategies in a field characterised by positive learner outcomes. It is evident that teaching strategies are significant in the integration of STEM. Future research should focus on addressing issues of ecological validity, sustainability and scalability to ensure as many students as possible reap the benefits of high-quality STEM education.

Cooperative Learning A Preventive Approach to Extremism at Higher Education, Pakistan

The study was intended to identify cooperative learning as a preventive approach to extremism at higher education institutions. In addition, explore the process of social interdependence and constructive controversy to prevent extremism. Research shows that certain cognitive, social and emotional skills broaden students’ minds and enable them to seek pieces of evidence of imposed opinions. Cooperative learning is considered as a successful teaching strategy in higher education to enhance critical thinking, psychological health and interpersonal skills. Here, a group of students works together irrespective of gender, age, culture and abilities to achieve the common goals. Further, the process of constructive controversy promotes moral and civic values among students which leads to global citizenship. The framework of this research is based on social interdependence and constructive controversy within a cooperative context, which can be a positive approach to reduce radicalization and extremism. Within the qualitative paradigm, semi-structured interviews were conducted with students of higher education to share their reflective experiences of cooperative learning. The outcomes of this study revealed that students gain moral reasoning, tolerance problem solving and critical thinking skills when they involve in constructive controversy within a cooperative context. Further, this research proposed to implement different engaging instructional strategies at higher education levels for gaining prosocial behavior, psychological health and conflict management. Accordingly, suggested mentoring and counseling for at risk students.

Elaborating the Efficacy of Outdoor Arts-based Cooperative Learning Experiences on the Latino Immigrant Students' Engagement, and Academic & Social Success in ESL-STEAM Education

Elaborating the Efficacy of Outdoor Arts-based Cooperative Learning Experiences on the Latino Immigrant Students' Engagement, and Academic & Social Success in ESL-STEAM Education

Cooperative learning and social cohesion: Study in the 4th year classes of tourism degree of Cuba and Mexico

The comprehensive training of future professionals is a fundamental objective of Higher Education. In this sense, cooperative learning, while contributing to learning, also favors the development of social competences that promote the social cohesion of the group or class. The objective of this research is to compare two class groups of Bachelor’s degree courses in Tourism from universities in Cuba and Mexico, taking into account the social cohesion achieved from the cooperative learning experience. The Social Network Analysis method is used to obtain those indicators that show the social cohesion achieved by these class groups subject to cooperative learning practices. The results show that the Cuban class group exhibits better results with respect to Mexico. On the other hand, some elements that should continue to be worked on from this experience for the development of social competencies and to achieve greater social cohesion are evidenced.
 Received: 8 April 2022Accepted: 16 April 2023

The Mediating Effect of Senior-Junior Mentoring on the Relationship between Cooperative Learning Experience and College Commitment of University Freshmen in Liberal Arts Classes

This purpose of this paper was to see the mediating effect of mentoring by seniors and juniors in the relationship between cooperative learning experiences and college commitment in liberal arts classes opened for university freshmen. To this end, a survey was conducted on mentees who had been taking competency-building courses at K university and a structural equation model was analyzed based on the survey. The study results are as following. First, cooperative learning experience did not have a significant effect on college commitment. Second, cooperative learning experience had a significant effect on mentoring. Third, cooperative learning experience had a statistical effect on college commitment completely mediated by mentoring. Based on these empirical research results, we suggest that the active use of mentoring by seniors and juniors should be considered in addition to providing cooperative learning experiences for the adaptation to and satisfaction with college life among university freshmen.

성찰일지 분석을 통한 협동학습 경험 연구

본 연구는 협동학습 참여 경험을 분석함으로써 보다 실질적이자 대안적인 학습자 중심의 교수-학습 방법을 강구하고자 하였다. 이를 위해 2021년 2학기와 2022년 1학기 D대학에서 운영되는 2개의 전공선택 과목에 참여한 107명의 학생을 대상으로, 질적연구방법을 활용하여 성찰일지를 분석하였다. 분석 결과, ‘협동학습에 대한 걱정과 부담’, ‘협동학습을 통한 개인의 성장’, ‘협동학습을 통한 팀의 성장’, ‘협동학습으로 인한 성과’로 구분되었다. 첫째, 학습자들은 협동학습에 참여하기 이전 ‘걱정’과 ‘두려움’을 가지고 있었다. 그러나, 둘째, 협동학습에 참여하며 개인적으로 ‘사고와 지식이 확장’되고 ‘태도가 변화’하였으며, 셋째, ‘하나의 팀’이 되는 경험을 하기도 하였으나, ‘팀 내 갈등을 경험’하며 ‘실패에서 성공을 배우기도’ 하였다. 마지막으로 협동학습으로 학습자들은 ‘자신감을 획득’하고, ‘학습 효과가 증대’하였으며, 무엇보다 ‘새로운 과제수행법을 습득’한 것으로 나타났다. 이러한 결과는 협동학습이 학습자 중심의 교수-학습법으로서 효과적임을 제시한다. 본 연구결과를 바탕으로 시사점 및 제언을 제시하였다.

Translation as a Course: A View of Indonesian EFL Postgraduate Students’ Attitude

The objective of this research is to investigate the Indonesian EFL Postgraduate students’ attitudes towards the course of translation. The researcher used a case study method by managing observation, interview, and questionnaire to collect the data. The questionnaire contained 30 items concerning students’ attitudes in terms of behavioral, cognitive, and emotional aspects. The participants in this present study were 11 students of the English Education Department of Postgraduate degree at a public university in Banten Province, Indonesia. The results indicate that the students hold positive attitudes toward the existence and the learning process of the translation course. These can be verified from the results of questionnaires which show that the average scores of positive attitudes for behavioral, cognitive, and emotional aspects consecutively are 74.3%, 80.6%, and 84.4%. These positive attitudes are not only affected by the lecturer-student interaction, but also by the cooperative learning atmosphere and experience that the lecturer and students manage while having a teaching and learning process of translation. Since attitudes can be modified by the experience, the effective translation teaching and learning process can encourage students to be more positive towards the translation course they are involved in.

Exploring the Narratives of Cooperative Learning Experiences of Teachers in an Alternative School for North Korean Youth Defectors

본 연구는 탈북청소년 대안학교 교사의 협력적 학습경험의 양태를 분석하고 협력적 학습경험이 탈북청소년 대안학교 교사의 삶에 어떠한 영향을 끼치는지 그 의미를 해석하였다. 본 연구는 내러티브 탐구 연구방법론을 사용하였으며, 자료 분석과 해석은 Creswell(2015)이 제시한 절차를 따랐다. 탈북청소년 대안학교 교사들의 협력적 학습경험은 협력적 탐구 패러다임(cooperative inquiry paradigm)에 근거하여 분석하였다. 연구결과는 다음과 같다. 첫째, 탈북청소년 대안학교 교사들은 동일한 목표의식과 사명감을 가지고 ‘교사 공동체’를 이루었다. 둘째, 탈북청소년 대안학교 교사들은 이타적인 마음과 공동체의식으로 자신이 가지고 있는 업무처리능력, 학생지도의 노하우, 교과목 지도방법을 공유하였다. 셋째, 탈북청소년 대안학교 교사들의 협력적 학습경험은 학교 안과 밖, 온라인상에서도 지속적으로 연결 및 확장된 모습으로 나타났다. 이를 통해 교사에게 필요한 업무를 신속하게 공유하고 즉각적으로 실천할 수 있었다.

The Persistence of Low Achievers’ Performance Improvement and Active Involvement Following a Whole-Class Cooperative Learning Experience in Elementary School Science

The Persistence of Low Achievers’ Performance Improvement and Active Involvement Following a Whole-Class Cooperative Learning Experience in Elementary School Science

Exploring Teachers’ Lived Experiences of Cooperative Learning in Ethiopian Higher Education Classrooms: A Phenomenological-Case Study

A growing body of research indicates that teaching is the most important determinant of student learning in higher education (HE). However, HE teachers have a persistent challenge to transform pedagogical practices from a teacher-centered to a student-centered approach. In this study, the authors employed a phenomenological-case study design to examine the teachers’ lived experiences with cooperative learning (CL) pedagogies as applied in the undergraduates’ classrooms in a large public university in Ethiopia. The authors collected the relevant data from two teacher participants through both reflection and a semi-structured interview, along with document analysis of course-related material. The teacher participants felt that their involvement in the CL lessons gave them insight to understand strategies used to implement CL and practical learning opportunities on how to use it as one variant of student-centered teaching methods. As the teacher interviewees suggested, the CL lessons helped them change their mindset from traditional lecture-based teaching to a student-centered approach and transform their pedagogical practices. The results of this study suggest that CL pedagogies offer teachers with professional development opportunities for a meaningful transformation of their roles in HE classrooms. Additionally, the results have important practical implications for many HE institutions (HEIs) and their teachers who work with undergraduate students.

The evaluation of collaborative synchronous learning environment within the framework of interaction and community of inquiry: An experimental study

This study aims to investigate a collaborative synchronous learning environment in terms of students’ community of inquiry perceptions (cognitive, social, and teaching presences) and interaction levels. This quantitative study was conducted with the participation of fifty-nine freshmen (twenty-nine in the control group and thirty in the experimental group) in the department of Information Technologies at a university. The study lasted nine weeks, including two weeks of data collection and seven weeks of implementation procedure. After the implementation, the Community of Inquiry Scale and the Online Course Interaction Level Determination Scale were administered to the participants. The results revealed that co-operative synchronous learning experiences positively influenced students’ community of inquiry perceptions and interaction levels in the experimental group. Further results and implications are discussed at the end.

Assessing Preservice Teachers’ Experience With Wind Energy Education Through a Cooperative Learning Experience

Assessing Preservice Teachers’ Experience With Wind Energy Education Through a Cooperative Learning Experience

THE IMPACTS OF OUTCOME-BASED EDUCATION FOR EFL LEARNERS’ LEARNING AUTONOMY IN THE INTRODUCTION TO EDUCATION CLASS

To enable all EFL learners to engage in teacher-course experiences to be high-quality educators in the future, outcome-based education needs to be implemented by all lecturers in charge of improving the future national educational systems through hands-on, enjoyable, and cooperative learning experiences. Therefore, outcome-based education had been assumed as one of the best answers to rejuvenate the whole educational policies nowadays since the learners will be able to engage more proactively in portraying their status as future educators through mutual cognitive and affective engagement. This study employed a qualitative method to investigate whether outcome-based education had successfully promoted learning autonomy for EFL learners engaging in the introduction to education class. Furthermore, two researcher instruments were also utilized to obtain a higher degree of trustworthiness in this study namely classroom observation and classroom survey. In accord with the gathered data, the findings suggest all EFL lecturers teaching in teacher-course experiences to apply outcome-based education fully to promote a higher degree of enjoyment in learning, engage all learners to be more highly participative in disseminating a wide array of knowledge, and raise more intriguing awareness for the lecturers to be more self-evaluative on their applied teaching-learning practices. Keywords: outcome-based education, EFL learners’ learning autonomy, introduction to education class

Una experiencia inclusiva de aprendizaje cooperativo: fomentando habilidades para el empleo en la universidad

This paper describes a cooperative learning experience in which Social Education students and students with intellectual disabilities attending the “We’re all Campus” Program of the University of Murcia have participated. This experience has been reviewed in order to know the benefits and satisfaction of all participants. To this end, a mixed methodology has been used in which the collection of information has been carried out with different instruments. The possibilities and advantages of both approaches allow triangulation of information throughout the process. The results obtained indicate that the experience has been motivating for all participants, who have also developed numerous skills and competencies, which has led to high satisfaction. All of this leads us to conclude that the presence of these types of experiences does not only benefit students with disabilities but also all those who participate in them. The use of cooperative learning methodologies promotes that students are protagonists of their own learning and therefore, more meaningful learning takes place.

Introduction

Introduction

Culturally Responsive Teaching through the Lens of Dual Language Education: Intersections and Opportunities

Students benefit from culturally responsive teaching (CRT). CRT is central to dual language (DL) education - an additive approach that is effective for educating emergent bilinguals and closing the achievement gap. Students' achievements in DL education models are higher than in any other type of language learning pedagogy – ESL, Bilingual and Monolingual. The purpose of this research was to identify the CRT practices that are employed in DL classrooms; so that teachers in other educational settings (i.e. mainstream, ESL, bilingual) might implement similar practices and improve their effectiveness with diverse students. Using survey responses from Dual Language teachers (N = 151), this study examined the intersection of CRT practices and DL teachers self-reported practice. This empirical study reveals that three out of the eight features of Gay's CRT framework were present in DL teachers' practices: validating, multidimensional, and empowering. DL teachers validate students' experience through speaking affirmations, offering texts that represent and reflect students' culture, differentiating instruction, and providing cooperative learning experiences for students. The CRT practices that are multidimensional involve establishing a welcoming and safe climate and including performance assessment to authentically evaluate students' learning. Finally, DL teachers empower their students by offering instruction that facilitates independence in learning. These study findings provide a unique window into DL teacher practice, which can be leveraged by administrators and mainstream teachers to improve the achievement of diverse learners in every classroom.

의학용어 수업에 참여한 간호대학생의 직소 협동학습 경험

연구 배경: 본 연구는 직소 협동학습으로 진행된 의학용어 수업에 참여한 간호대학생이 어떤 경 험을 하였는지 확인하기 위해 시행되었다. 연구 방법 : 자료는 심층적 개별 인터뷰를 통해 자료를 수집 하고 Colaizzi 현상학적 분석 방법론을 사용하여 자료를 분석하였다. 연구 결과 : 간호대학생의 직소 협 동학습의 경험을 통해 '수면아래의 양가감정', '자기주도적 학습으로의 진행', '살아나는 공동체 의식', '성장한 자신과의 만남', '현실적인 한계', '수면위로 올라온 협동'의 6가지 범주가 나타났다. 결론 : 직소 협동학습은 간호대학생의 자기주도적 학습 및 공동체 의식과 협동을 통한 성장을 유도하는 매우 유용한 교수학습 방법으로 판단되며, 본 결과를 기초로 추후 다양한 수업에서 직소 협동학습을 활용한 연구를 제안한다.

An Educational Intervention to Increase Efficacy and Interdependence in Group Work

This study investigated whether an intervention, in the form of short educational sessions, influenced pupils’experiences of group work or cooperative learning (CL). The hypothesis tested was that ...

A Qualitative Study on Cooperative Learning Experiences of Undergraduate Students Participating in a Fieldwork Class

A Qualitative Study on Cooperative Learning Experiences of Undergraduate Students Participating in a Fieldwork Class

Experiencias de trabajo cooperativo en la educación superior. Percepciones sobre su contribución al desarrollo de la competencia social

El Espacio Europeo de Educación Superior (EEES) exige el desarrollo de competencias clave para dar respuesta a las demandas de la sociedad y del mercado de trabajo. La Competencia Social incluye destrezas fundamentales para las relaciones sociales de calidad en el ámbito personal y profesional. Se identifica el Aprendizaje Cooperativo como método apropiado para lograr tal fin.En este artículo se presenta la experiencia de una investigación cualitativa durante los cursos 2009-2015 en la que se vertebra la investigación acción participativa como una técnica adecuada, puesto que investiga a la muestra, se diseña una metodología docente en base a las carencias y se vuelve a investigar la eficacia del aprendizaje debido a la metodología. Exponemos un caso en el que la investigación acción participativa ha sido aplicada al campo de la Educación universitaria en la que se asegura más la adecuación a la diversidad precisamente por la adecuación que otorga al aula investigada.Además, se exponen los resultados del análisis de esta investigación e innovación, en concreto, la percepción expresada por los alumnos acerca del grado en que el trabajo en equipo cooperativo contribuye al desarrollo de su Competencia Social tras participar en una experiencia de Aprendizaje Cooperativo. Se diseña un tipo de investigación aplicada, desde una perspectiva cualitativa, no experimental, en el ámbito de la evaluación de resultados para la toma de decisiones. Participan 126 estudiantes de Grado de primer y cuarto curso. A través de un cuestionario tipo Likert, se recoge su percepción sobre competencias emergentes al desempeño de la Competencia Social: Empatía, Consenso o Participación Democrática y Asertividad. Este estudio aporta novedad en tanto que explora sobre una muestra de estudiantes con perfiles diversos, tomando como punto de partida de manera integrada diversas variables y sobre la percepción que los propios estudiantes expresan de manera explícita. Se confirma que los estudiantes perciben que, a través del Aprendizaje Cooperativo, se desarrolla su Competencia Social. Las habilidades mejor valoradas son las que se relacionan con el ámbito cognitivo y se relega a un segundo plano otras de carácter emocional, axiológico y paradigmático.