Cooperative Learning Setting Research Articles

Competitive Team-Based Learning (CTBL): A Revolutionary Approach to Contemporary Language Teaching/Education

This article dissects part of the socio-educational/political background to my innovative approach to Language Teaching/Education namely Competitive Team-Based Learning (CTBL), which he formulated based on his seminal edu-political theories. (See, 2023) It then clarifies certain misgivings regarding integrating the element of competition within cooperative learning settings to pave the way to a to-the-point introduction to CTBL. The article also discusses – at length – distinguishing features and characteristics of CTBL with reference to the present methods and approaches like Communicative Language Teaching (CLT) and particularly Cooperative Learning (CL) methods. It also throws light on the mechanisms underlying the implementation of CTBL in real classroom situations and illustrates presentations and classroom techniques in classes where this approach may be applied by teachers. Moreover, the article highlights the kind of design, objectives, evaluation system, syllabi, materials, tasks, and activities emphasized by CTBL. Importantly, the significance of motivation in CTBL settings has been thrown into sharp relief. Finally, the article gives a glimpse of the importance of CTBL for today (language) classes in our complicated competitive world context, and elaborates the howabouts of its contribution to significant changes in our societies, for peace making and compassionate civilizations building. CTBL makes it possible via bringing that sort of changes in our students’ minds first.

Demonstrating consensus in argumentative settings: Co-constructions in children’s peer discussions

‘Taking part’ in conversations requires different activities from the interactants depending on the kind of conversation. This article investigates co-constructions in oral peer group discussions of elementary school children from grades 2 to 6 (7–12 years old). Although dissent is the starting point of argumentations, negotiating processes in oral argumentations are often co-constructed by two or more speakers on different levels, including consensual contexts. Co-constructions presuppose that the second speakers recognize structures and expectations based on the turn of the first speaker and that they are able to complete or expand these structures. Therefore, co-constructions can be understood as an indicator for oral skills and as a key site of ‘taking part’ in small group discussions. The article will discuss two different kinds of co-constructions (morpho-syntactical and argumentative-structural) based on 60 transcripts from a bigger corpus of 180 peer discussions. The analysis will show that these co-constructions can be understood as synchronizations of thinking and acting and to what extent they are an indicator of oral skills and play an important role in cooperative learning settings. The results are relevant in school contexts when it comes to assess oral argumentation of students. For teachers, they are helpful to elicit requirements for children’s argumentation skills and to design tasks conducive to learn to argue and develop assessment tools accordingly.

Seven Ways of Constructing Knowledge through Cooperative Learning

This article presents seven ways to construct knowledge through cooperative learning. The first part of the article provides a comprehensive examination of how deeply constructivist and cooperative learning discourses are interconnected and have interfaced with each other over the last five decades. The article highlights how the two concepts have influenced each other and how their combination can lead to a more effective learning experience. The second part of the article is devoted to explaining the seven ways of constructing knowledge in cooperative learning settings. Each of the seven ways - interactive, positively interdependent, synergic, synoptic, multicontextual, interferential, and action-based - is discussed in detail, with specific examples provided to illustrate how each approach works in practice. The overall aim of the article is to assist educators and researchers in understanding the various cooperative learning approaches and their potential benefits in constructing knowledge. The article emphasizes the importance of adopting simple cooperative approaches for efficient knowledge construction, and the importance of educators and researchers adapting these approaches to meet the needs of their students.

Peningkatan Kemampuan Kognitif Melalui Implementasi Media Software Proteus Dalam Setting Cooperative Learning Pada Materi Listrik Dinamis

This study aim is to determine the increasingly of cognitive abilities dynamic electrical material through Proteus software media in cooperative learning models for students of SMP Negeri 17 Ambon. The type of research is a quasi-experimental with a pre-test and post-test design. The population of this study were students of class X with a sample of 23 people who were taken randomly. The research data were collected using a dynamic electrical material test instrument that had been validated by two experts. The results of the analysis show that the initial cognitive abilities of students as a whole are in the failed qualification (100%) with an average value of 17.24. Meanwhile, the lowest value was 8.10 and the highest was 28.37. This finding shows that students do not yet have knowledge of dynamic electrical material. The failure of the students was then corrected by using Proteus software media in the cooperative learning model. The results of the analysis show that 26% are in very good qualifications, 22% are in good qualifications, while for sufficient and failed qualifications, respectively 26% with the lowest score of 57, the highest 95 and the average cognitive ability of 80.48. Based on the results of normalized gain analysis obtained an increase in cognitive abilities of 70% in the high category and 30% in the medium category. This finding shows that the integration of Proteus software media is very helpful for students in constructing their knowledge. Through Proteus software media, abstract learning material becomes concrete and makes it easier for students to understand it. This proves that the integration of proteus software learning media in cooperative learning settings can help to improve cognitive abilities well.

Mathematics Teacher’s Scaffolding Patterns Applied to Cooperative Learning Settings to Facilitate Students’ Problem Solving

This current research was aimed at analyzing and describing teacher’s scaffolding patterns applied to cooperative learning setting to help students solve mathematical problems. This research was designed qualitatively, recruiting a mathematics teacher of the eighth grade as the subject. Further, the instruments used to carry out the research comprised a test with HOTS questions, observation sheet, and interview guide. To identify the teacher’s scaffolding patterns, the target students were required to work on the HOTS test. Afterwards, they were grouped based on the level of difficulty they faced during working on the test. Next, the teacher provided the students with the scaffolding based on the students’ needs in each of the created groups. This research indicated that the scaffolding given to the group of students with no difficulty in solving the problem only covered a reviewing component. Meanwhile, to the group with the difficulty in executing the plans as arranged, the scaffolding comprised explaining, restructuring, and developing conceptual thinking components. At last, to the group with a sole ability to understand the problem, the whole components of scaffolding were of great necessity, including environmental provisions, explaining, reviewing, restructuring, and developing conceptual thinking. Tujuan dari penelitian ini adalah untuk menganalisis dan mendeskripsikan pola scaffolding guru pada setting pembelajaran kooperatif untuk membantu siswa memecahkan masalah. Penelitian ini adalah penelitian kualitatif dengan subjek guru matematika kelas VIII. Instrumen yang digunakan dalam penelitian ini adalah lembar tes soal HOTS, lembar observasi dan pedoman wawancara. Untuk mengetahui pola scaffolding guru, siswa diminta untuk mengerjakan tes HOTS. Kemudian siswa dikelompokkan sesuai dengan tingkat kesulitan yang dialami saat mengerjakan soal tersebut. Selanjutnya guru memberikan scaffolding sesuai dengan kebutuhan siswa pada masing-masing kelompok. Hasil penelitian ini menunjukkan bahwa scaffolding pada kelompok siswa yang tidak mengalami kesulitan dalam menyelesaikan masalah, hanya pada komponen reviewing. Scaffolding pada kelompok siswa yang mengalami kesulitan pada tahap mengerjakan sesuai rencana, pada komponen explaining, restructuring dan developing conceptual thinking. Siswa yang hanya mampu memahami masalah, scaffolding yang diperlukan pada semua komponen yaitu environmental provisions, explaining, reviewing, restructuring dan developing conceptual thinking.

Developing Circular Motion Physics Module Integrated with Gumbaan Local Wisdom in Cooperative Learning Setting to Improving Learning Achievement

This research is carried out to examine the developed circular motion physics module in a cooperative learning setting for students of Grade X Science Senior High School in Banjarmasin. This study's general objectives are to produce a circular motion physics module integrated with gumbaan local wisdom in cooperative learning settings and describe its feasibility. Moreover, this study's specific objectives aimed to describe the validity, practicality, and effectiveness of the module. This study utilizes the ADDIE (Analyze, Design, Develop, Implement, Evaluate) development design model. The instruments used consisted of module validation sheets, students’ questionnaire responses, and learning outcome test. The results of the study indicated that: (1) the validity of the module, based on the content and display, obtained a score of 3.20, which fell in the "good" category, (2) the practicality of the module, based on students' questionnaire responses, obtained a percentage of 64.92% which is categorized as “good”, and (3) the effectiveness of the module, based on students' test scores, obtained a score of 0.44 which belonged in the "moderate" category. It is then concluded that the circular motion physics module, which integrated gumbaan local wisdom contents in cooperative learning settings, is proven feasible for learning and teaching and can be used as an alternative reference in improving the quality of learning, especially to improve the learning outcomes of learners. This module can be used as a reference that teachers can use in learning at senior high school.

Conceptual Approach to Cooperative Learning: Its Effect on the Learning of Conceptual Approach among the Pre-service Biology Teachers

This study aims to establish the effectiveness of a Conceptual Approach in enhancing the learning of Conceptual Approach to cooperative learning among 27 4 th semester pre-service Biology teachers in science teacher education. Accordingly, the Conceptual Approach employed in this study entails the incorporation of its five essential elements, namely positive independence, individual accountability, group processing, social skills, and face-to-face interaction into the context of problem solving within a cooperative learning setting. The research design employed was that of a triangulation mixed-methods design which provides a fuller and deeper understanding of the phenomenon at hand. The quantitative method used was that of one-group pretest-posttest design whereby a pretest was administered before the intervention while the posttest was administered after the three-hour intervention. Meanwhile, the qualitative method involved the generation of lesson ideas incorporating the Conceptual Approach so as to illuminate what has been learnt by the pre-service Biology teachers. The findings indicate that the analysis of the pretest and posttest data using paired samples t-test yielded a t of-17.90 which was statistically significant (p < .001). The analysis of the qualitative data consisting of lesson ideas generated indicates that the pre-service Biology teachers had an adequate grasp in that they were able to incorporate, albeit at differing frequencies, the five essential elements of Conceptual Approach within the 5E Instructional Model. The results are discussed in terms of how the key findings relate to other studies and also in terms of the pedagogical approach germane for teacher education. Implications for future research are also delineated.

Integration of Peer Instruction in Online Social Network to Enhance Higher Order Thinking Skills

&lt;span lang="EN-US"&gt;Higher Order Thinking skills (HOTs) are important thinking skills &lt;/span&gt;&lt;span lang="EN-GB"&gt;for &lt;a name="_Hlk519767446"&gt;&lt;/a&gt;lifelong learner&lt;/span&gt;&lt;span&gt;s&lt;/span&gt;&lt;span lang="EN-GB"&gt;, active social responsibility and proactive employee&lt;/span&gt;&lt;span&gt;s&lt;/span&gt;&lt;span lang="EN-GB"&gt; in the 21st century&lt;/span&gt;&lt;span lang="EN-GB"&gt;. &lt;/span&gt;&lt;span&gt;The&lt;/span&gt;&lt;span lang="EN-GB"&gt; rapid development of technology in education &lt;/span&gt;&lt;span&gt;has made &lt;/span&gt;&lt;span lang="EN-GB"&gt;learning anywhere and anytime&lt;/span&gt;&lt;span&gt; possible&lt;/span&gt;&lt;span lang="EN-GB"&gt;. &lt;/span&gt;&lt;span lang="EN-US"&gt;This study was conducted to investigate &lt;/span&gt;&lt;span&gt;the effect of the &lt;/span&gt;&lt;span lang="EN-US"&gt;integration of peer instruction in online social network could on students ability to answer HOTs questions. Peer instruction is one of the learning technique&lt;/span&gt;&lt;span&gt;s&lt;/span&gt;&lt;span lang="EN-US"&gt; that promote HOTs in a cooperative learning setting. &lt;/span&gt;&lt;span&gt;It &lt;/span&gt;&lt;span lang="EN-US"&gt;promotes students’ participation in class and increase&lt;/span&gt;&lt;span&gt;s&lt;/span&gt;&lt;span&gt;their learning &lt;/span&gt;&lt;span lang="EN-US"&gt;engagement. This study applied repeated measures one group pre-post test design which was carried out among 20 students (purposive sampling technique) in higher education institution. &lt;/span&gt;&lt;span&gt;It &lt;/span&gt;&lt;span lang="EN-US"&gt;was carried out in 3 different sessions. Students have to answer HOTs questions in the form of multiple choices&lt;/span&gt;&lt;span&gt; using an&lt;/span&gt;&lt;span lang="EN-US"&gt; online quiz system, while peer instruction activities were carried out using and online social network app. Findings show that there is significant effect of peer instruction activities on students quiz scores and no significant difference of students peer instruction activities among the 3 learning sessions&lt;/span&gt;&lt;span lang="EN-GB"&gt;.&lt;/span&gt;

The Use of Puppetry and Drama in the Biology Classroom

Teachers often wonder how best to teach the myriad of social and ethical issues that are encompassed in the biology curriculum. One can just think of issues such as genetic engineering, evolution (and the continuous evolution-creationism debate), research ethics (the haunting book The immortal life of Henrietta Lacks comes to mind), human population studies, health care and nutrition, sexuality and gender, drugs, environmental pollution, to name but a few. In this article we highlight the advantages of puppetry in the biology classroom, as an engaging pedagogy that could assist conceptual change in students. We explore the dual epistemological border-crossing that takes place in the classroom when puppetry is used: (a) the integration of societal and ethical issues within the biology curriculum, and (b) the infusion of art and drama within the natural sciences. We reflect on our own classroom action research on puppetry, and share our main findings. We also provide practical guidelines for using puppetry as pedagogy within a problem-based and cooperative learning setting.

The Effect of Directed Reading Thinking Activity In Cooperative Learning Setting Toward Students’ Reading Comprehension Of The Eleventh Grade Students

This research was aimed at investigating whether there was a significant effect on reading comprehension of the eleventh grade students who were taught by using Directed Reading Thinking Activity in Cooperative Learning Setting and who were taught by using Directed Reading Thinking Activity only. The research was an experimental research with Post-Test Only Control Group Design. The research was conducted at SMA N 3 Singaraja. The population of this research was the eleventh grade students in academic year 2016/2017 with the samples of 65 students who were selected through random sampling technique. The data were collected by using reading comprehension test. The obtained data were analyzed by using t-test assisted with SPSS 22.0. The result of the research showed that there was a significant effect on reading comprehension of the eleventh grade students in which the students who were taught by using Directed Reading Thinking Activity in Cooperative Learning Setting achieved better reading comprehension than who were taught by using Directed Reading Thinking Activity only (tobs = 4.056, p &lt; 0.05).

Short- and long-term outreach at the zoo: cognitive learning about marine ecological and conservational issues

Although zoos envision themselves as environmental education institutions and governmental policies require that students become environmentally responsible citizens, it is surprising, that little research is done with regard to school field trips to the zoo. Many students are not aware that their everyday life affects marine environments that may enhance through spatially disconnection from marine ecosystems. A zoo field trip may overcome this disconnection. Considering knowledge as prerequisite for environmental attitudes and behavior, our study focused on cognitive learning of high school students at an instructional zoo field trip about marine ecology and conservation, by applying two cooperative learning settings. The study followed a quasi-experimental design, applying multiple-choice pre-post-retention tests. The results show satisfying short- and long-term knowledge achievement. Our cooperative learning settings seems to be a suitable approach for zoo field trips to facilitate a satisfying cognitive outcome concerning marine ecology and conservational issues.

PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH (PBM) DALAM SETTING PEMBELAJARAN KOOPERATIF TIPE TGT DAN GI TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN HASIL BELAJAR KIMIA PESERTA DIDIK SMAN 1 AIKMEL

This study aims to describe the differences in critical thinking skills and chemistry learning achievement between learners who follow the model of problem-based learning (PBL) in cooperative learning settings TGT and GI at the rate of material reaction. The research is a quasi-experimental research design with pretest-posttest non equivalent control group designe with sample XI IPA 1 and XI IPA 2 are determined by random selection technique based on similarity mean value of daily tests I. Experiential learning and learner response is estimated to affect more significant learning achievement in the classroom PBM setting GI as evidenced by the average N-Gain learning outcomes in the classroom PBM setting GI of 0.43 and the average N-Gain learning achievement in the classroom PBM setting TGT of 0.32. The differences are also evidenced by the results of the hypothesis test showed a significance value of 0.002 (p &lt;0.05). While based on the calculation of the average critical thinking skills in mind that PBM setting TGT has a more significant effect than the PBM GI settings as evidenced by the difference in the value of critical thinking skills after learning process (posttest) and prior to the learning process (pretest) on PBM classroom setting TGT and PBM GI settings are respectively 19.93 and 14.42. While the test is based on differences in critical thinking skills, it is known that there are differences between classes of critical thinking skills PBM settings TGT and PBM settings GI as evidenced by the significant value of 0.018 (p &lt;0.05).Keywords: PBM setting TGT, PBM setting GI, critical thinking skills, learning achievement of chemistry.

Integration of Autograph in Improving Mathematical Problem Solving and Mathematical Connection Ability Using Cooperative Learning Think-Pair-Share

The aim of this study was to investigate students’ mathematical problem solving and mathematical connection ability in cooperative learning setting using Dynamic Software Autograph. This experimental study was conducted at high school in learning statistics. The collection of the data was done using observation sheets, documentation, attitude scale, and performance tests. Repeated measure tests were delivered to students for four times. The result of the analysis showed that: (1) Using Dynamic Software Autograph in teachinglearning statistics with cooperative learning Think-Pair-Share improved students’ problem solving and mathematical connection ability; (2) Students’ activity during teaching learning processes continuously improved; (3) The result of analysis of the questionnaire showed that most students like learning statistics using cooperative learning with dynamic software Autograph; (4) Students were very active and showed positive attitude toward learning using cooperative learning Think-Pair-Share using dynamic software Autograph.

Multi-criteria expertness based cooperative method for SARSA and eligibility trace algorithms

Temporal difference and eligibility traces are of the most common approaches to solve reinforcement learning problems. However, except in the case of Q-learning, there are no studies about using these two approaches in a cooperative multi-agent learning setting. This paper addresses this shortcoming by using temporal difference and eligibility traces as the core learning method in multi-criteria expertness based cooperative learning (MCE). The experiments, performed on a sample maze world, show the results of an empirical study on temporal difference and eligibility trace methods in a MCE based cooperative learning setting.

Concrescent Conversation as a Group Communication Tool in a Chinese University MBA Course

In order to be more competitive in the global marketplace, China has adopted a long-term plan to reform their higher education system. One specific aim of this plan is to facilitate the achievement of China’s goal of building a world-class market-driven economy through the development of an adequate supply of MBA-trained professional managers to lead their organizations. This case study presents an exploratory and descriptive research approach to assess the effects of an instructional delivery scenario in which concrescent conversation was used as a communication tool to create a cooperative learning setting in a mainland Chinese MBA course. The Index of Learning Styles (ILS) model was used to determine the learning style preference of the Chinese students. The study also investigated the relation between a student’s preferred learning style with gender and major (business, engineering, math, and science). Sensing-intuitive was the only ILS subscale with a significant difference across gender and major. Females exhibited a moderate preference for sensing learning while males exhibited a mild preference for sensing learning. Among majors, only business and engineering were significantly different from each other. Business majors tended to prefer the moderate sensing learning style and engineering majors indicated a preference for mild sequential learning style. Contrary to the literature on learning style differences attributed to specific cultural orientation, additional observations and results revealed that the Chinese MBA students accepted the instructional delivery scenario in which concrescent conversation was used to implement a student-centered learning setting.

Learning “Microorganisms”: Science Content, Pedagogical Methods and Students’ Affective Domain

The learning unit “Microorganisms” developed by Khalil 2003, for 9th grade students, based on the Science, Technology, Environment, Peace and Society, (STEPS) approach is depicted and its impact on students’ attitudes toward environment and peace was investigated in Arab schools in Israel. It was hypothesized that learning the microorganisms topic, by the methods of instruction and learning used in this study would enrich the learning material of Arab middle schools, and enhance students’ interest in science, technology and awareness toward environmental preservation and peace. The approach of integration of science, technology and societal subjects can determine the impact of this curriculum on the affective domain without neglecting the scientific aspect, and may affect educational values, toward the environment, and peaceful relations among neighbors. The learning unit contained 15 chapters (learning tasks), on microorganisms’ role in nature, science research, food industry, health, and was taught in individual and cooperative learning settings, using a variety of instruction/learning methods in the classroom, laboratory and field trips. The results have shown significant improvement on students’ attitudes toward environment and peace. The outcomes indicate that the unit and the learning/instruction modes used, may serve as a method to improve students’ attitudes on the affective domain.

Socioscientific Decision Making in the Science Classroom: The Effect of Embedded Metacognitive Instructions on Students' Learning Outcomes

The purpose of the present study was to examine the effects of cooperative training strategies to enhance students' socioscientific decision making as well as their metacognitive skills in the science classroom. Socioscientific decision making refers to both “describing socioscientific issues” as well as “developing and evaluating solutions” to socioscientific issues. We investigated two cooperative training strategies which differed with respect to embedded metacognitive instructions that were developed on the basis of the IMPROVE method. Participants were 360 senior high school students who studied either in a cooperative learning setting (COOP), a cooperative learning setting with embedded metacognitive questions (COOP+META), or a nontreatment control group. Results indicate that students in the two training conditions outperformed students in the control group on both processes of socioscientific decision making. However, students in the COOP+META condition did not outperform students in the COOP condition. With respect to students' learning outcomes on the regulation facet of metacognition, results indicate that all conditions improved over time. Students in the COOP+META condition exhibited highest mean scores at posttest measures, but again, results were not significant. Implications for integrating metacognitive instructions into science classrooms are discussed.

How much structuring is beneficial with regard to examination scores? A prospective study of three forms of active learning

Many studies have demonstrated a superiority of active learning forms compared with traditional lecture. However, there is still debate as to what degree structuring is necessary with regard to high exam outcomes. Seventy-five students from a premedical school were randomly attributed to an active lecture group, a cooperative group, or a collaborative learning group. The active lecture group received lectures with questions to resolve at the end of the lecture. At the same time, the cooperative group and the collaborative group had to work on a problem and prepare presentations for their answers. The collaborative group worked in a mostly self-directed manner; the cooperative group had to follow a time schedule. For the additional work of preparing the poster presentation, the collaborative and cooperative groups were allowed 50% more working time. In part 1, all groups worked on the citric acid cycle, and in part 2, all groups worked on molecular genetics. Collaborative groups had to work on tasks and prepare presentations for their answers. At the end of each part, all three groups were subjected to the same exam. Additionally, in the collaborative and cooperative groups, the presentations were marked. All evaluations were performed by two independent examiners. Exam results of the active lecture groups were highest. Results of the cooperative group were nonsignificantly lower than the active lecture group and significantly higher than the collaborative group. The presentation quality was nonsignificantly higher in the collaborative group compared with the cooperative group. This study shows that active lecturing produced the highest exam results, which significantly differed from collaborative learning results. The additional elaboration in the cooperative and collaborative learning setting yielded the high presentation quality but apparently could not contribute further to exam scores. Cooperative learning seems to be a good compromise if high exam and presentation scores are expected.

Social &amp; Cooperative Learning In The Solving of Case Histories

Human Biology courses are typically offered for non-biology majors who, like students in high school biology courses, have varying degrees of motivation and background. The primary focus is on explaining the biology behind human health and disease, but human ecology, human evolution, and human genetics may also be covered. Hence, Human Biology tends to be a content-rich course, the content overlaps significantly with high school biology courses, and it is usually taught in frontal lecture format. Reading the text may be the only student-directed component of the course. Our goals were to transform our Human Biology course into a more student-directed course with more quantitative problem solving and critical thinking than is typical of science courses for the nonmajor. Frederiksen (1984) points out that development of problem-solving skills may indirectly foster development of pattern recognition and creativity, which are valuable skills for students in any discipline, at any level. We accomplished our goal of fostering more student-directed critical thinking and problem solving by incorporating case study exercises into a discussion section with a social and cooperative learning environment. Social Learning as a Distinct Dimension of Learning Students differ in the sensory modality that stimulates them to learn most efficiently. We often categorize students as visual, auditory, or kinesthetic learners (Fleming & Mills, 1992; Gardner & Hatch, 1989). In lecture courses, auditory learners benefit most by listening to lecture, visual learners benefit most by viewing drawings on the board or screen and by reading the text. Kinesthetic learners learn more easily by handling and manipulating materials in a laboratory setting and may have more difficulty learning in a non-lab course. In addition to these three modalities, we suggest that cooperative learning activities may activate a fourth modality which draws on these same senses, but may offer an entirely different dimension for learning. The sensory modalities involved in small group discussion of problems are mostly visual and auditory, but as in kinesthetic learning, students are active participants rather than passive recipients of information. Just as kinesthetic learning involves feedback to the student in response to what they do to a model or sample, there is repeated feedback between what the student says and what he/she hears from others in a social, cooperative learning setting. This is consistent with Johnson et al.'s (1993) conclusion that cooperative learning requires face-to-face interaction and an interpersonal relationship among the group members. Different centers of the brain are also activated in social situations than in solitary learning settings (Burton et al., 2000; Bannerman et al., 2001; Ferguson et al., 2000). Although lectures may involve large numbers of students in the same place, they are not social settings in that information mostly passes in one direction unless the students are responding to a question. Student interactions in such a setting are limited (and are rarely in the service of learning). In addition, in small social, cooperative learning groups, students appear far more alert and focused on all forms of sensory input. While students may each best learn by visual, auditory, or kinesthetic modes throughout their lives, we suggest that social learning may be especially valuable for middle school, high school, and college students. During these years students are highly focused on social situations. Rather than social interactions becoming a distraction, we have attempted to channel this social energy to the end of working together to solve case study problems. Cooperative learning settings are also exceptionally useful for learning problem-solving skills (Fogarty &: Bellanca, 1992). The increased alertness that corresponds to the social setting of group activities can help students focus attention on integrating various pieces of information necessary to solve a problem. …

Cooperative Learning In Higher Education: Comparison Of Hispanic And Non-Hispanic Graduate Student Reflections On Group Exams For Group Grades

The purpose of the study is to share reflections from 202 non-Hispanic graduate students and 65 Hispanic students who have participated in cooperative written examinations for group grades. Reflections are clustered by themes identified from the students’ comments using Van Manen’s hermeneutic phenomonological approach which is how the direct statements of individuals describe a common shared experience add to the affective understanding of the event. The experience is examined and defined through reflections of the participants. Students experience positive interdependence within a cooperative learning setting. Results of 202 non-Hispanic graduate students and 65 Hispanic graduate students are compared.