Cooperative Learning Research Articles

To Teach Is to Learn? The Effects of Student-generated Questioning on Reading Comprehension

A large body of evidence demonstrates that cooperative learning promotes reading achievement. Cooperative learning is based on Social Interdependence Theory, which holds that learners benefit from leveraging cooperative effort to achieve individual and mutual goals. Student-generated questioning (SGQ) is a cooperative learning strategy that promotes learning through an iterative self and peer-assessment process. SGQ has yielded mixed results among lower-proficiency language users, where linguistic and cultural barriers can impede efficacy. Providing students with pre-training, procedural prompts, and language modeling has proven effective. A quasi-experimental, pretest-posttest design was employed to determine the impact of a highly scaffolded SGQ strategy on reading comprehension in two intact CEFR-A2 reading classes (n = 62) over a 16-week semester at a Japanese university. The Cambridge A2 Key Test was administered before and after the reading intervention. Parametric test results revealed SGQ had no significant effect on any of the five reading subskills. Further discussion of findings and recommendations may prove instructive for reading educators and researchers of low-proficiency English students in Japan and other East Asian contexts.

대학생 대상 진로집단상담 프로그램 개발을 위한 4MAT 학습유형 및 Holland 진로유형 분석

Objectives This study aims to establish the foundation for developing effective career group counseling programs for university students by analyzing learning types based on the 4MAT theory and vocational aptitude test results utilizing the Holland theory. Methods To achieve this, from 2019 to 2021, a total of 3,306 freshmen from a university in Gyeongsang province were assessed using the Learning Type Measure (LTM), which is based on the 4MAT theory, and Holland’s vocational aptitude test to analyze their career types. The collected data were analyzed using SPSS 21. Results Among the 4MAT learning types, the first type of learning thinking style had the highest proportion with 1,137 students (34.4%). In terms of the learning behavior types, the acting type accounted for 1,915 students (57.9%), which was higher than the observing type with 1,391 students (42.1%). However, the proportion of the acting type decreased each year (63.9% in 2019, 46.5% in 2020, 43.2% in 2021), while the observing type increased (36.1% in 2019, 53.5% in 2020, 56.8% in 2021). Regarding the Holland career types, the social type was the most prominent with 1,279 students (38.7%), followed by the artistic type with 975 students (29.5%). Conclusions When developing and implementing career group counseling programs for university students, incorporating elements of cooperative learning that reflect relationship-centered characteristics, designing program sessions using the 4MAT-based career counseling model, and developing program modules that reflect the characteristics of Holland's career types could enhance the effectiveness, reliability, and quality of university-run career group counseling programs.

Implementation of Cooperative Learning Method in The Nurul Huda Islamic Kindergarten Samarinda

The cooperative learning method is one of the methods that can be used for early childhood. This method can holistically support early childhood development. One of the kindergartens that apply the cooperative learning method is Nurul Huda Islamic Kindergarten Samarinda. For this reason, it is necessary to see how the cooperative learning method is implemented at Nurul Huda Islamic Kindergarten Samarinda. This research uses a qualitative approach, and data collection techniques are carried out through observation, interviews, and documentation. The data is then found in the analyst with data triangulation and descriptive narrative. The results showed that facilities and infrastructure supported the implementation of the cooperative learning method well. However, there is still a challenge, namely at the beginning of early childhood learning, that is egocentric, so it is necessary for the role of teachers to have good classroom management and to be an example when the method is implemented.

Pengaruh Model Pembelajaran Kooperatif Metode Mind mapping Terhadap Kemampuan Komunikasi Matematis

In learning mathematics, mathematical communication skills play an important role because it allows students to express their mathematical thinking in writing. One of the approaches to improve this skill is through the application of cooperative learning that utilizes the mind mapping method. This study aims to assess the impact of cooperative learning model with mind mapping method on students' mathematical communication skills. The research method applied was quantitative with a quasi-experiment design. The population in this study were VIII grade students of Ma'arif Miftahul Ulum Junior High School in the even semester of the 2023/2024 academic year. The two classes involved in this study were class VIII A with 21 students and class VIII B with 20 students, which were used as research samples. Data collection techniques include mathematical communication ability tests and observations of the learning process whose results will be tested with statistical tests using SPSS 26.0. The results proved that there was a significant effect of using cooperative learning model with mind mapping method on students' mathematical communication skills, as seen from the hypothesis testing results with a significance value (2-tailed) of 0.051 > 0.05.

THE EFFECTS OF COOPERATIVE LEARNING METHOD AND LEARNING MOTIVATION: IMPROVING READING COMPREHENSION

The purpose of this study was to look into how eighth-grade students at MTs. Negeri 2 Ogan Komering Ilir's cooperative learning and learning motivation strategies affected their reading comprehension skills. The study investigated the effects of two independent variables—methods and learning motivation—using a 2x2 factorial design (with two levels: high motivation and low motivation). Four different groups were created out of the participants: class without treatment-low motivation, class without treatment-high motivation, cooperative learning-low motivation, and cooperative learning-high motivation. Tests and questionnaires were used to gather information about the participants' reading comprehension abilities. The results showed that students with varying levels of learning desire, as well as those who participated in cooperative learning and attended class without receiving any instruction, had differing reading comprehension abilities. Nevertheless, it was not discovered that there was a statistically significant interaction between cooperative learning and learning motivation. These findings imply that although learning motivation and cooperative learning both have an independent impact on reading comprehension, their combined effect could not have a substantial effect on students' performance in this specific situation. The results advance our knowledge of how technique and student motivation interact to improve reading comprehension abilities.

Effects of Cooperative Learning on English Achievement, Retention, and Motivation among Low-Level Students in a Rural Province of Thailand

Effects of Cooperative Learning on English Achievement, Retention, and Motivation among Low-Level Students in a Rural Province of Thailand

Pengaruh Model Pembelajaran Kooperatif Tipe Group Investigation (GI) terhadap Kemampuan Pemahaman Konsep Matematika Siswa

This research was motivated by the problem of students' low ability to understand mathematical concepts, this can be seen from students' difficulties in solving problems that are different from the examples presented by the teacher. One effort to overcome this, researchers tried to apply a group investigation type cooperative learning model. This research aims to determine the significant influence of the group investigation type cooperative learning model on students' understanding of mathematical concepts. This type of research is pre-experimental with a research design, namely the static group comparison design. The population in this study was all class VIII MTs S Muhammadiyah Lawang Tigo Balai. The sample in this study was class VIII2 as the experimental class and class VIII3 as the control class. The instrument used in the research was a test of the ability to understand mathematical concepts in the form of a description test. Data obtained from research results based on data analysis using the t-test can be concluded that "there is a significant influence of the group investigation type cooperative learning model on students' understanding of mathematical concepts.

ANALISIS PENERAPAN MODEL GROUP INVESTIGATION TERHADAP MOTIVASI BELAJAR PADA MATA PELAJARAN IPA

Group investigation is a type of model that gives students the opportunity to learn critical thinking and develop their own abilities so that they can easily analyze the elements of learning in any classroom or outside the classroom through investigation. The teacher's duty must consider several factors, one of which is the use of learning models that can enhance students' learning motivation. Learning motivation is the learning process carried out by students and within their own minds, which includes quotes, will, and desire. Therefore, the researcher wants to re-examine using a literature review method to determine whether it is indeed effective for science subjects. It is hoped that this can provide input for teachers and educators in carrying out the learning process effectively and maximally. Because the increased motivation to learn will have an impact on improving students' learning outcomes. The GI cooperative learning strategy is very suitable for science education. With the relatively broad science curriculum and design elements that contribute to the scientific method, it is expected that students in groups will be able to contribute consistently based on their daily experiences.

Pengaruh Model Pembelajaran Kooperatif Tipe STAD Berbantuan Alat Peraga Al-Qur’an untuk Meningkatkan Penguasaan Tajwid

The lack of mastery of tajweed in reading the Qur'an in the subject of Al-Qur'an Hadith so that the researcher uses a STAD-type cooperative learning model assisted by Qur'an teaching aids to improve the mastery of tajweed. This study uses a quantitative research method with a type of field research. The data collection technique used by observation and tests. The data analysis technique uses test question analysis, analysis of increasing tajweed mastery, analysis of the effectiveness of using the learning model. The results of this study are the average score of the pre-test of the experimental class of 57.8571 and the average score of the post-test of the experimental class of 78.8095 with the N-gain of the experimental class of 0.5071. Meanwhile, for the kontrol class, the average score of the Pre-test was 26,667 and the average score of the post-test was 59,667. With an N gain of 0.34035. This shows that the STAD type cooperative learning model has a greater influence on increasing the mastery of tajweed of MTs Negeri 2 Alor students. Based on the analysis, Cohen's f value of 0.139 was obtained with medium effect interpretation, meaning that the cooperative learning model had a sufficient effect on the increase in tajweed mastery of grade VIII students

Behavioral Intentions and Academic Outcomes of Using Social Media in Nepalese Higher Education

The purpose of this study was to close the knowledge gaps about how college students’ use of social media impacts their capacity for cooperation and communication. To gather data, 250 university students were given a questionnaire survey on constructivism theory, technology acceptance model, and communication theory. Even though male students were not entirely satisfied with peer contact for collaborative learning, the behavioral intention results of students to use social media for online communication and collaborative learning reveal a beneficial effect on their academic efforts in higher education institutions. As a result, we need to have urged students to use social media for learning through their instructors at universities. Master’s degree students are less in agreement with the performance improvements made by social media. According to the study, social media and cooperative learning enhance student learning activities and enable them to exchange ideas, information, and expertise.

Efektivitas Model Pembelajaran TGT Berbantuan Engklek Eduflex dalam Meningkatkan Pemahaman Konsep Matematika Siswa SD

This study aims to analyze the impact of the Team Games Tournament (TGT) cooperative learning model, supported by the Engklek Eduflex medium, on the conceptual understanding of mathematics among fifth-grade elementary students. TGT is a cooperative learning model designed to enhance student interaction through engaging and competitive group activities. The addition of Engklek Eduflex, a modified traditional game, is expected to strengthen learning outcomes by connecting familiar play elements with educational objectives. The research employs a quasi-experimental design with pretest-posttest assessments on two groups: an experimental group using TGT with Engklek Eduflex and a control group using TGT alone. The findings reveal that TGT supported by Engklek Eduflex significantly improves students' conceptual understanding of mathematics compared to the control group. The Engklek Eduflex medium proves effective in creating a fun learning environment, enhancing students’ interest and engagement in the learning process.

Cooperative dual-actor proximal policy optimization algorithm for multi-robot complex control task

This paper introduces a novel multi-agent Deep Reinforcement Learning (DRL) framework named the Cooperative Dual-Actor Proximal Policy Optimization (CDA-PPO) algorithm, designed to address complex humanoid robot cooperative learning control tasks. Effective cooperation among multiple humanoid robots, particularly in scenarios involving complex walking gait control and external disturbances in dynamic environments, is a critical challenge. This is especially pertinent for tasks requiring precise coordination and control, such as joint object transportation. In various real-life scenarios, humanoid robots might need to cooperate to carry large objects in many scenarios. This capability is crucial for logistics, manufacturing, intelligent transportation, and search-and-rescue missions applications. Humanoid robots have gained significant popularity, and their use in these cooperative tasks is becoming more common. To address this challenge, we propose CDA-PPO, which introduces a learning-based communication platform between agents and employs two distinct policy networks for each agent. This dual-policy approach enhances the robots’ ability to adapt to complex interactions and maintain stability while performing intricate tasks. We demonstrate the efficacy of CDA-PPO in a cooperative object-transportation scenario, where two humanoid robots collaborate to carry a table. The experimental results show that CDA-PPO significantly outperforms traditional methods, such as Independent PPO (IPPO), Multi-Agent PPO (MAPPO), and Multi-Agent Twin Delayed Deep Deterministic Policy Gradient (MATD3), in terms of training efficiency, stability, reward acquisition, and humanoid robot cooperative balance control with effective coordination between robots. The findings underscore the potential of CDA-PPO to advance the field of cooperative multi-agent control problems, proposing the way for future research in complex robotics applications.

Multi-agent modeling for energy storage charging station scheduling strategies in the electricity market: A cooperative learning approach

With integration of an energy storage system (ESS), an energy storage charging station serves as pivotal intermediaries between the smart grid and electric vehicles (EVs). This station utilizes the ESS to enhance grid stability and facilitate energy management. Participation in electricity market transactions offers revenue opportunities for charging stations, but it also introduces operational challenges, due to fluctuating electricity market prices and diverse energy demands and supplies. In this paper, we study the operation strategy optimization problem for the charging station, addressing economic and service challenges influenced by market volatility and energy diversity. The optimization objective considers not only maximizing economic benefits from the electricity market and EV services but also minimizing penalties associated with EV service quality. We propose a model that accounts for the dynamics of the electricity market, uncertainties from EV demands, and disturbances from green power generation, optimizing the power scheduling of the ESS and multiple charging piles (CPs) to determine transaction power in the market. The cooperative scheduling strategies for the ESS and CPs are learned using the proposed heterogeneous Multi-agent Deep Deterministic Policy Gradient method. This approach features distributed agents learning to determine decision variables for both the ESS and CPs, while a joint critic network assesses the station’s overall objectives to guide their cooperative learning. The proposed method was tested against three state-of-the-art benchmark methods, which showed our method achieves better results.

Continual Learning From a Stream of APIs.

Continual learning (CL) aims to learn new tasks without forgetting previous tasks. However, existing CL methods require a large amount of raw data, which is often unavailable due to copyright considerations and privacy risks. Instead, stakeholders usually release pre-trained machine learning models as a service (MLaaS), which users can access via APIs. This paper considers two practical-yet-novel CL settings: data-efficient CL (DECL-APIs) and data-free CL (DFCL-APIs), which achieve CL from a stream of APIs with partial or no raw data. Performing CL under these two new settings faces several challenges: unavailable full raw data, unknown model parameters, heterogeneous models of arbitrary architecture and scale, and catastrophic forgetting of previous APIs. To overcome these issues, we propose a novel data-free cooperative continual distillation learning framework that distills knowledge from a stream of APIs into a CL model by generating pseudo data, just by querying APIs. Specifically, our framework includes two cooperative generators and one CL model, forming their training as an adversarial game. We first use the CL model and the current API as fixed discriminators to train generators via a derivative-free method. Generators adversarially generate hard and diverse synthetic data to maximize the response gap between the CL model and the API. Next, we train the CL model by minimizing the gap between the responses of the CL model and the black-box API on synthetic data, to transfer the API's knowledge to the CL model. Furthermore, we propose a new regularization term based on network similarity to prevent catastrophic forgetting of previous APIs. Our method performs comparably to classic CL with full raw data on the MNIST and SVHN datasets in the DFCL-APIs setting. In the DECL-APIs setting, our method achieves 0.97×, 0.75× and 0.69× performance of classic CL on the more challenging CIFAR10, CIFAR100, and MiniImageNet, respectively.

Robust Reward-Free Actor-Critic for Cooperative Multiagent Reinforcement Learning.

In this article, we consider centralized training and decentralized execution (CTDE) with diverse and private reward functions in cooperative multiagent reinforcement learning (MARL). The main challenge is that an unknown number of agents, whose identities are also unknown, can deliberately generate malicious messages and transmit them to the central controller. We term these malicious actions as Byzantine attacks. First, without Byzantine attacks, we propose a reward-free deep deterministic policy gradient (RF-DDPG) algorithm, in which gradients of agents' critics rather than rewards are sent to the central controller for preserving privacy. Second, to cope with Byzantine attacks, we develop a robust extension of RF-DDPG termed R2F-DDPG, which replaces the vulnerable average aggregation rule with robust ones. We propose a novel class of RL-specific Byzantine attacks that fail conventional robust aggregation rules, motivating the projection-boosted robust aggregation rules for R2F-DDPG. Numerical experiments show that RF-DDPG successfully trains agents to work cooperatively and that R2F-DDPG demonstrates robustness to Byzantine attacks.

Interaction Pattern Disentangling for Multi-Agent Reinforcement Learning.

Deep cooperative multi-agent reinforcement learning has demonstrated its remarkable success over a wide spectrum of complex control tasks. However, recent advances in multi-agent learning mainly focus on value decomposition while leaving entity interactions still intertwined, which easily leads to over-fitting on noisy interactions between entities. In this work, we introduce a novel interactiOn Pattern disenTangling (OPT) method, to disentangle the entity interactions into interaction prototypes, each of which represents an underlying interaction pattern within a subgroup of the entities. OPT facilitates filtering the noisy interactions between irrelevant entities and thus significantly improves generalizability as well as interpretability. Specifically, OPT introduces a sparse disagreement mechanism to encourage sparsity and diversity among discovered interaction prototypes. Then the model selectively restructures these prototypes into a compact interaction pattern by an aggregator with learnable weights. To alleviate the training instability issue caused by partial observability, we propose to maximize the mutual information between the aggregation weights and the history behaviors of each agent. Experiments on single-task, multi-task and zero-shot benchmarks demonstrate that the proposed method yields results superior to the state-of-the-art counterparts.

PKDGAN: Private Knowledge Distillation With Generative Adversarial Networks

The deployment of deep learning applications has to address the increasing privacy concerns when using private and sensitive data for training. A conventional deep learning model is prone to privacy attacks that can recover the sensitive information from either model parameters or accesses to the inference model. Recently, differential privacy (DP) has been proposed to offer provable privacy guarantees by randomizing the training process of neural networks. However, many approaches tend to provide the worst case privacy protection for model publishing, inevitably impairing the accuracy of the trained models. Thus, we present a novel private knowledge transfer strategy, where the private teacher trained on sensitive data is not publicly accessible but the student models can be released with privacy guarantees. In this paper, a three-player (teacher-student-discriminator) learning framework, Private Knowledge Distillation with Generative Adversarial Networks (PKDGAN), is proposed, where the student acquires the distilled knowledge from the teacher and is trained with the discriminator to generate similar outputs as the teacher. Moreover, a cooperative learning strategy is also suggested to support the collective training of multiple students against the discriminator when each student is with insufficient unlabelled training data. To enforce rigorous privacy guarantees, PKDGAN applies a Rényi differential privacy mechanism throughout the training process, and use it with a moment accountant technique to track the privacy cost. PKDGAN allows students to be trained with unlabelled public data and very few epochs, which avoids the exposure of training data while ensuring model performance. In the experiments, PKDGAN is found to have consistently good performance on various datasets (MNIST, SVHN, CIFAR-10, and Market-1501). When compared to prior works [1], [2], PKDGAN exhibits 5-82% accuracy loss improvement without compromising any privacy guarantee.

Teaching Approaches and EFL Students’ Self-Regulated Learning Capacity

This study investigates the relationship between teaching approaches and EFL students’ self-regulated learning capacity in a Chinese university setting. The research explored the characteristics of teaching approaches, including student-centered independent inquiry learning, teacher-centered direct teaching, student-centered cooperative learning, and teacher-centered questioning, and assessed EFL students’ self-regulated learning capacity in terms of commitment control, metacognitive control, satiation control, emotion control, and environmental control. The study found that while EFL students generally appreciated their teachers’ use of questioning, direct teaching, and cooperative learning methods, they perceived a lack of opportunities for student-centered independent inquiry learning. Furthermore, students exhibited strong self-regulatory skills in managing satiation, commitment, emotions, and the learning environment, but demonstrated weaker metacognitive control abilities. The research revealed a significant positive correlation between student-focused independent inquiry and cooperative learning approaches and students’ self-regulated learning capacity. This suggests that student-centered teaching methods, particularly those emphasizing independent exploration and collaborative learning, effectively enhance EFL students’ self-regulated abilities. The study concludes with recommendations for policymakers, teachers, and students to promote effective self-regulated learning in EFL contexts. These include providing more opportunities for independent inquiry learning, fostering a supportive classroom environment, and developing students’ metacognitive skills. The findings highlight the importance of a holistic approach to self-regulated learning that addresses both cognitive and affective dimensions.

Peningkatan Kosa Kota Bahasa Arab Siswa Dengan Metode Cooperative Learning Di Mi Ma’arif Tempuran

In the application of cooperative learning in the MI environment, students lack understanding of the subject matter given by the teacher even though it is only a few vocabulary, but with the lack of students in collaborating and being active in these activities, it is undeniable that students still have confidence in their abilities. This service aims to describe cooperative learning, a learning model that is expected to be one of the successful solutions in learning Arabic. In this service research, the researcher uses the community service method. The researcher also collects data through observation and documentation based on primary and secondary sources. The results of this research show that the cooperative learning method can make it easier for teachers to find out students who do not understand Arabic vocabulary. Thus, it can be concluded that the application of Arabic language learning using the cooperative learning method of team games tournaments (TGT) can improve students' Arabic vocabulary at MI Ma'arif Tempuran

자연에서 관찰되는 육각구조의 이해를 위한 모델링 교육 프로그램이 예비교사들의 인식에 미치는 효과 - 포디프레임을 중심으로

Purpose: This study utilized a modeling education program using the 4Dframe to investigate changes in the perception of hexagonal structures observed in natural phenomena among pre-service teachers, and then examined the this educational practice. Methods: This study was conducted with thirty pre-service teachers using the educational program developed in this research. To examine changes in their understanding of natural phenomena and attitudes towards cooperative learning, pre- and post-tests were administered. Additionally, a Likert scale post-test was utilized to gauge teachers' perceptions of the educational program experience, including the evaluation of the program using the 4D frame. Data analysis was performed using statistical methods such as t-tests, and the specific content was supplemented through qualitative data analysis. Results: Pre-service teachers decreased their tendency to explain the phenomenon of hexagonal structures through simple observation, and instead increased the tendency to explain them through concepts such as force, spatial division, and stability. The understanding of the relationship between a structure that connects the four vertices of a regular tetrahedron with connecting lines and hexagonal structures was also greatly improved. In the attitude test toward cooperative learning, perceptions of problem solving and creative production changed positively. In the Likert scale post-test to determine the perception of the educational program experience, the educational effectiveness was confirmed by showing higher average values in items such as immersion, satisfaction, program, and aesthetics than in previous studies. In addition, pre-service teachers evaluated the educational program by relating that they were able to develop creative thinking and problem-solving skills and increase interest and immersion in learning by producing and modifying various structures through the flexible and elastic 4D frame. Conclusion: By using the 4D frame, students can reproduce educational materials expressed in two dimensions in three dimensions, and it is possible to implement models that explain natural phenomena that are difficult to confirm experimentally.