Peer Cooperation Research Articles

The effectiveness of in-service teacher training programs in enhancing teaching quality and student achievement

In the rapidly evolving landscape of education, the continuous professional development of teachers is essential for maintaining high standards of teaching and enhancing student achievement. In-service teacher training programs, which provide ongoing education and training for currently employed teachers, are a crucial component of this professional development. This study uses a mixed-methods approach to investigate the efficacy of in-service teacher training programs in enhancing student success and teaching quality. To obtain thorough data on their experiences and perspectives, 286 in-service teachers from various schools around Kampala completed a survey. Additionally, 52 in-service teachers were interviewed, providing a comprehensive insight into their experiences. According to the quantitative results, 71% of the respondents had previously taken part in in-service training; 61% reported improvements in the quality of their instruction, and 71% noted improvements in student performance. The chi-square tests and regression analysis results showed that in-service training significantly improved student achievement and teacher quality. These findings were corroborated by the qualitative data, which highlighted themes including improved teaching strategies, increased teacher confidence, enhanced student engagement, impact on student achievement, and teacher motivation and morale. The study also highlights the value of peer cooperation and hands-on workshops in training programs and emphasizes the necessity of ongoing, customized professional development. This study offers a comprehensive knowledge of the efficacy of in-service teacher training programs by integrating quantitative and qualitative data. This understanding will be beneficial for educators and policymakers as they build more effective professional development initiatives.

Progress in the Application of Reflective Education on Undergraduate Nursing Interns

Objective: To explore the implementation methods and effects of reflective education, and to provide references for the development of reflective education in Chinese nursing schools. Methods: Relevant literature was searched from China National Knowledge Infrastructure, Wanfang Database, Wipro Chinese Science and Technology Journal Database, and PubMed Database, and the included studies were analyzed descriptively. Results: The implementation of reflective education included work-site education, group discussion, video teaching, self-reflection, and expert lectures; the interventions mainly included study groups, role-playing, individual instruction, peer cooperation, demonstration and observation, field simulation, and video presentations. The implementation of reflective education can improve the sense of professional identity and professional competence of nursing interns, and reduce nursing errors and adverse events. Conclusion: Currently, nurses in China lack self-awareness and critical thinking skills, it is recommended that reflective education be incorporated into the teaching content of undergraduate nursing students during their internship in order to promote the development of professionalism and humanistic caring skills of nursing students.

Familiarity and social relationships in degus (Octodon degus).

Degus (Octodon degus) are a highly gregarious species of caviomorph rodent native to South America. Kinship does not appear to play a role in degu social structure, and alloparenting is often observed between unrelated females. We hypothesize that female degus readily establish new, cooperative peer relationships. Here we examined changes in dyadic behavior as individuals became more familiar, testing the prediction that interactions between female strangers would quickly resemble those of cagemates. Adult degus underwent a several week series of 20 minute "reunion" social exposures, interleaving reunions with initial strangers and, as a control, familiar cagemates. Males showed initially higher levels of interaction with strangers that converged with cagemate levels over experience. Females could be split into two groups: those that consistently interacted more with strangers (SC-HIGH) and those that did not (SC-LOW); however, unlike males, the higher interaction levels observed between strangers did not change with familiarity. Following 10 reunion sessions female strangers were housed together to create "new cagemates". Even after co-housing, SC-HIGH (but not SC-LOW) females continued to interact more with the relatively unfamiliar peer than their prior cagemate, particularly in face-to-face and rear-sniffing interactions. A final set of reunions with new strangers found that individual differences in female responses to social novelty were preserved. These results reveal sex differences in the rules relating familiarization to social relationships in degus, and that female predispositions toward cooperation may be due to inherent responses to new individuals more than to how they negotiate relationships over time.

Social Learning Experience and Its Impact on Piano Performance among Chinese Students

This study explores the benefits of piano study for students' personal and professional development, the challenges of online piano instruction, and potential solutions to these problems. Surveying both students and educators in China, this study employs a descriptive research strategy rooted in a blend of positivism and interpretivism to ascertain their stand on the matter. Everyone agrees that learning to play the piano has positive effects on one's intellectual and ethical development, according to the results. It was obvious that social skills were crucial; musicians' skill levels usually rose after collaborating with peers and working on group projects. Nevertheless, challenges related to social learning were found. Some of the suggested methods include interactive video courses and online peer cooperation. By bringing attention to the significance of both human and technology resources, this research contributes to the continuing discussion on what constitutes excellent music education.

Modeling children’s moral development in postwar Taiwan through naturalistic observations preserved in historical texts

A core issue in the interdisciplinary study of human morality is its ontogeny in diverse cultures, but systematic, naturalistic data in specific cultural contexts are rare to find. This study conducts a novel analysis of 213 children’s socio-moral behavior in a historical, non-Western, rural setting, based on a unique dataset of naturalistic observations from the first field research on Han Chinese children. Using multilevel multinomial modeling, we examined a range of proactive behaviors in 0-to-12-year-old children’s peer cooperation and conflict in an entire community in postwar Taiwan. We modeled the effects of age, sex, kinship, and behavioral roles, and revealed complex interactions between these four variables in shaping children’s moral development. We discovered linkages between coercive and non-coercive behaviors as children strategically negotiated leadership dynamics. We identified connections between prosocial and aggressive behaviors, illuminating the nuances of morality in real life. Our analysis also revealed gendered patterns and age-related trends that deviated from cultural norms and contradicted popular assumptions about Chinese family values. These findings highlight the importance of naturalistic observations in cultural contexts for understanding how we become moral persons. This re-analysis of historically significant fieldnotes also enriches the interdisciplinary study of child development across societies.

Engagement, Interaction, and Socialization of Islamic Education Pre-service Teachers through Virtual Discussions

Virtual learning, necessitated by COVID-19, is novel in Kuwait. This study explores Islamic education pre-service teachers’ perceptions regarding online learning experiences with virtual discussions to demonstrate its effectiveness in interaction, engagement, and socialization. Data were collected from 161 female Islamic education pre-service teachers enrolled at (Kuwait University). A mixed methods research approach confirmed the participants’ positive perceptions regarding the virtual learning experience and the role of virtual discussions in fostering engagement, interaction, and perceived learning. Virtual discussions maximized peer cooperation, enforced communication skills, and generated constructive feedback. The drawback was that a few pre-service teachers dominated the discussion, highlighting the importance of the instructor’s guidance in achieving learning outcomes. For these teachers in training, this study clarifies the impact of virtual discussions on learning outcomes and in fostering interaction and engagement and helps them understand the importance of being heard, communicating ideas, and sharing perspectives in a virtual environment.

Academic support through tutoring, guided learning, and learning diaries in the context of the COVID-19 pandemic: an experimental model for master’s students

IntroductionEngaging students in co-planning their learning paths, peer cooperation, tutoring, and network building in an inclusive and project-based environment has been associated with higher academic and professional success. However, university teachers face challenges in offering guidance and academic supervision to optimize student learning, particularly in the context of online learning. This study aimed to investigate the effectiveness of adapting collaborative learning environments, peer tutoring, and academic supervision in the online learning space.MethodsAn experimental design methodology was employed to investigate the impact of collaborative learning environments, peer tutoring, and academic supervision on student engagement, interest, and dedication to learning.ResultsThe findings showed direct positive effects on the level of engagement (VI; M = 23.18, SD = 5), higher interest and dedication to the learning process (DE: M = 26.93, SD = 3.21), and better concentration and enthusiasm while studying (AB, M = 24.83, SD = 8.52).DiscussionThe results suggest that adapting to online learning by providing collaborative learning environments, peer tutoring, and academic supervision can enhance student engagement and motivation. Further research is needed to explore the long-term effects and scalability of these interventions in diverse educational contexts.

A Study on the Impact of Teaching Models Guided by the Zone of Proximal Development on the Chinese Learning Effectiveness of Junior High School Students

The zone of proximal development, as an important theory in the concept of educational development, has always been valued by scholars in the past. However, most studies focus on exploring teaching models such as scaffolding teaching while neglecting the role of peer cooperation etc in teaching, especially in Chinese teaching. Against this background, the study used the semi-structured interview method to conduct interviews with three Chinese teachers from different junior high schools and teaching levels, aiming to organize and summarize the commonalities and differences in the interview content, to explore the application and importance of related teaching models in Chinese teaching of junior high school and attempt to study the impact of these teaching modes on Chinese classroom and students' learning efficiency. Research found that related teaching modes have received high application and attention in Chinese teaching in junior high school, especially the structured teaching mode. However, some controversial teaching models have not reached a certain level of recognition and importance, without wide application to Chinese teaching. Overall, the application of teaching modes related to the topic still has a very positive impact on the junior high school Chinese classroom, student learning effectiveness, teacher reflection on teaching, significantly improving the atmosphere of Chinese learning and mutual assistance in the class. Students have received good feedback in homework and exams and teachers adjust teaching progress based on tracking students' learning situations.

Student physiotherapists’ perspectives of peer learning during multi-model placements

IntroductionPlacements are a key component of physiotherapy courses; however, placement providers struggle to meet rising demands. To enhance placement capacity, multi-models are increasingly employed, where Universities place more than one student with one educator. Student support on placement is important, and studies exploring multi-placement models reveal educators welcome the peer support possible with this placement pattern. This research explored UK physiotherapy students’ perspectives of peer relationships during placements, for which there is yet little research. MethodsEight single, semi-structured interviews were conducted, exploring students’ experiences of peer working on placement October to December 2020. Participants and researchers were undergraduate students at the same UK university. Interviews were virtual, recorded via Microsoft Teams and transcribed verbatim. Transcripts were analysed first individually, then collaboratively, sharing ideas and interpretations using a phenomenologically informed analytical lens. ResultsTwo main themes were identified: collaboration vs conflict and supportive vs hindering relationships. Students appreciated the emotional and academic support from peers, but there could be difficulties in generating constructive peer relationships, and sometimes a sense of competition from divided tutor attention. ConclusionMulti-model placements provide social and emotional support to students, increasing their confidence. Peer relationships present opportunities for collaborative working and academic support if they are adequately framed as such by the practice educator and wider team. Students may benefit from university-based support to prepare them to maximise the peer relationship. Practice educators may benefit from information about supporting students in multi-model placements. Student-led research can offer rich qualitative data and helpful educational solutions. Contribution of the paperThis small project from one UK University produced similar findings as research from other professions: placement peer relationships had the capacity to provide helpful social and emotional support to students, resulting in greater levels of confidence, collaborative working, and learning. However, there were indications that educational institutions could a) further support students to develop their capabilities in cooperative peer working, and b) assist educators to manage the challenges of multi-model placements.

Effect of School Bullying on Students' Peer Cooperation: A Moderated Mediation Model.

Studies show that cooperative environments enhance student performance. However, school bullying can significantly undermine peer cooperation. There is limited research on how school bullying impacts peer cooperation and the mechanisms involved. Using data from 15-year-old middle school students in four Chinese provinces and cities, as part of the 2018 Program for International Student Assessment (PISA), this study employs a moderated mediation model. It examines the negative effects of school bullying on peer cooperation, the mediating role of school belonging, and the moderating effects of teacher support and parents' support. School bullying negatively impacts peer cooperation. School belonging partially mediates this relationship. Teacher support moderates the effect of school bullying on school belonging, which in turn affects peer cooperation. Parents' support moderates the direct impact of school bullying on peer cooperation. School bullying reduces peer cooperation by diminishing students' sense of belonging in school. This effect is lessened with increased support from teachers and parents. The findings suggest that while social support is beneficial, it must be balanced and not excessive.

A Study of the Impact of the Application of Digital Technology-Integrated Entrepreneurship Education on Entrepreneurship and Entrepreneurial Performance

Under the condition of a perfect digital technology environment, teachers receive richer teaching resources to enhance their teaching ability, improve their teaching quality, and enrich their teaching content. Teachers teaching with computers could enhance students’ learning motivation, reinforce peer cooperation, train students’ autonomy, and enhance students’ subject learning ability. Delivering vivid sounds and pictures through multimedia- assisted teaching could induce students’ learning interests and further promote learning effectiveness. Using an experimental design model for the experimental research, 206 college students in Taiwan Province, as the experimental objects, are preceded by the 16-week (total 48 hours) digital technology-integrated entrepreneurship education experiment. Research findings show the following: 1. Teachers, according to students’ learning satisfaction, check students’ learning effectiveness to ensure teaching quality and timely modify teaching styles to better match students’ learning needs. The benign interaction could largely assist in the improvement of the entire educational environment. 2. The application of digital technology in integrated entrepreneurship education reveals significantly positive effects on entrepreneurship and entrepreneurial performance. According to the results of the proposed discussions, it is expected to acquire more information about entrepreneurship education and its relevance in order to provide entrepreneurship education and the related promotion units and people with practice directions and suggestions for practicable and proper entrepreneurship education in order to effectively implement the ideal and objective of entrepreneurship education.

Promoting the Sustainability of Artisanal Fishing through Environmental Education with Game-Based Learning

Oceans provide a wide range of ecosystem services, including food and cultural ecosystem services derived from fisheries. The sustainability of fisheries is addressed by United Nations Sustainable Development Goal 14 on ocean conservation, and education strategies should include ways to achieve it. In this paper, we describe a game-based learning environmental education experience for the promotion of artisanal fishing developed in northwest Spain, in which more than a thousand primary education students (aged 6–12) participated. Following a qualitative methodology, we analyze our own generated games, their formative assessment, and the results of their implementation in schools and informal education events. Moreover, we compare the educational games generated with other game-based learning experiences on ocean literacy and the sustainability of fisheries. These educational experiences provide play-based learning opportunities in which students show great motivation and increase their knowledge about marine biodiversity, the socio-environmental effects of fisheries, and ocean conservation. Some differences were identifiable in the choice and design of the games, including their type and duration, the dimensions of sustainability analyzed, the specific learning objectives sought, the historical and cultural references used, cooperative peer learning, and the generation of shared knowledge. In this experience, the inclusion of education for responsible consumption (SDG 12) within the sustainability of fisheries represents a remarkable innovation, empowering students in their role as fish consumers.

Age differences in interbrain synchronization during peer cooperation: an EEG hyperscanning study.

Healthy peer relationships could provide emotional and social support for adolescents experiencing dramatic physical and environmental changes. Examining age differences in cognitive neural processing during peer interaction provides insight into adolescent interpersonal contact and "social brain" development. The present study compared the age differences between adolescents and adults by examining the behavior and interbrain synchronization of pairs in a cooperative computer game task. 32 pairs of adolescents and 31 pairs of adults were recruited as participants. The reaction times and interbrain synchronization of the participants were measured. The results revealed that interbrain synchronization activation following the onset of the "ready signal" was primarily detected in low-frequency bands such as delta and theta. Adolescent pairs' interbrain synchronization activations were significantly higher than those of adult pairs in the anterior and central brain regions, such as the frontal, frontal-central, and parietal lobes. Correlation analysis indicated a positive correlation between occipital region interbrain synchronization and behavioral performance. The findings provide behavioral and neurophysiological evidence for the characteristics of adolescent interpersonal cognitive processing and point to the significance of low-frequency interbrain synchronization in interpersonal coordination.

Peer cooperation during teaching in paired field placements: Forms and challenges


 Paired field placement is an important element of teacher education where student teachers can acquire professional cooperative skills through team teaching. However, little is known about challenges that student teachers face during team teaching. Also, knowledge about challenges during the team teaching process (e.g. planning, instruction, reflection) is scarce. This study focuses on pre-primary and primary student teachers’ challenges with peer cooperation during team teaching, the problems they face and how they cope with negative experiences. Data was collected from 30 student teachers through in-depth, semi-structured interviews. Results reveal various forms of conflict during different phases of peer cooperation in team teaching such as lack of flexibility due to pressure to follow agreements, or unclear roles and responsibilities. Instruction turns out to be the most challenging phase of team teaching, with lack of compatibility with the peer as the most frequent reason for problems. Reflection is rarely used as a cooperative setting. The findings also revealed the frequent use of reactive strategies to cope with challenges, particularly the strategy of avoiding problems.

Effects of a Portuguese social-emotional learning program on the competencies of elementary school students.

It is widely recognized that socio-emotional learning (SEL) interventions can contribute to supporting students' positive development of socio-emotional skills (SES) and positive relationships with peers and teachers. Thus, interest in promoting students' SES through universal evidence-based programs is spreading around the world, including in Portuguese schools. This quasi-experimental study examines the efficacy of a SEL classroom-based program, infused into the curriculum, on students' communication, self-regulation, and classroom peer relationships. Participants included 208 third- to fourth-grade students from three Portuguese public elementary schools: 143 in the intervention group (54.5% boys; Mage = 8.72; SD = 0.61); 65 in the comparison group (52.3% boys; Mage = 8.66; SD = 0.59). Measures included: Study on Social and Emotional Skills, parent, child, and teacher versions; and Classroom Peer Context Questionnaire, completed by students. The study followed a pre- and post-test design, with a 16-week intervention. For the overall participants, results show a positive effect of the program on students' assertiveness (family report), peer conflict and peer cooperation. Effects were analyzed separately by school grade. A statistically significant positive effect of the program on third-grade students' assertiveness and sociability was found. For fourth-grade students, a positive effect was found on - emotional control). classroom conflicts, isolation, cooperation and cohesion behaviors. These positive effects support the expansion of universal interventions when aiming at strengthening SEL in Portuguese school settings, underlining the relevance of embedding SEL into the curricula and daily practices at schools.

“Are we both right?” relations between theory of mind and epistemic humility in dyadic cooperative problem-solving in 5- to 9-year-old children

The current study addresses the question of the relation between ToM and children's epistemic humility - the tendency to acknowledge the limitations of one's knowledge while being open to another's input during socio-cognitive conflict regulation - in a cooperative problem-solving context. Sixty-four boys and girls between the ages of 5 to 9 years (32 same-gender dyads) were tested for their ToM with the Theory of Mind Test (TMT) and The Test of Emotion Comprehension (TEC), and for their epistemic humility through an analysis of their spontaneous verbal interactions during the resolution of a dyadic spatial transformation task. The results showed that children with higher levels of ToM more frequently showed more epistemic humility when faced with conflicting ideas, even when age was taken into account. The results are discussed in terms of the processes underlying socio-cognitive conflict regulation in peer cooperation and their educational implications.

Experiment on The Cooperative Practice of Biomimicry in The Architectural Studio

Life in the architectural design studio is about the acquisition of experienceduring the cooperative architectural practice Scholars have observed thatcooperation between students is the most effective tool in architectural learning. Inthis scope, the study aims to compare the cooperative spirit of teamwork practicewith the solo practice in a biomimetic project-based workshop to measure theinfluence of cooperation on students` productivity and anxiety state, consideringgender, locality, and the state of siblings as influencing factors. The methodologyintends to employ a qualitative comparative analysis to indicate the transformationof students` productivity in a biomimetic design workshop after switching from asolo practice to a cooperative peer learning application as well as an embracementfor the State-Trait Anxiety Inventory (STAI) test during both practices during twoworkshops for architectural students from different academic levels emphasizingbiomimetic design principles and Nature thinking. The results outlined the positiveimpact of cooperative biomimetic practice on students` accomplishments andanxiety state.

Pengaruh Disiplin Belajar, Konformitas Teman Sebaya, Kepercayaan Diri, Lingkungan Belajar dan Tekanan Orangtua Terhadap Perilaku Menyontek Siswa Kelas VIII SMP Negeri 25 Padang

This study aims to analyze: 1) the influence of learning discipline on cheating behavior, 2) the effect of self-confidence on cheating behavior, 3) the influence of peer co-operation on cheating behavior, 4) the influence of the learning environment on cheating behavior, 5), the influence of parental pressure on cheating behavior. cheating behavior, 6) the influence of learning discipline, peer conformity, self-confidence, learning environment and parental pressure together influence cheating behavior. The results of this study indicate that: Learning discipline has a significant effect on cheating behavior in class VIII SMP Negeri 25 Padang. Peer conformity has a significant effect on cheating behavior in class VIII SMP Negeri 25 Padang. Self-confidence has a significant effect on cheating behavior in class VIII SMP Negeri 25 Padang. The learning environment has a significant effect on the cheating behavior of class VIII students of SMP Negeri 25 Padang. Parental pressure on cheating behavior of class VIII students of SMP Negeri 25 Padang.

A formal study of co-opetition in scholarly publishing

In this article, we model and study a cooperative peer-review scenario in scholarly publishing. In this scenario, the peer-reviewed journals cooperate in the necessary investment for the peer-review system. However, the final decision on what to publish in each journal would rest with the journal’s editor, and the journals still compete in their quality standards for accepting papers. This simultaneously cooperative and competitive relationship between peer-reviewed journals is co-opetition in scholarly publishing. From the comparison between a benchmark scenario of competition between journals and a cooperative peer-review setting, we find that by sharing the cost of providing a common peer-review system, the peer-reviewed journals could offer a higher review quality in the manuscript evaluation process than they would otherwise be able to achieve individually. Furthermore, we find the conditions under which the competing academic journals using cooperative peer review could increase their expected quality levels, their standards for accepting articles, and their peer-review quality, which establishes the benefit from co-opetition between peer-reviewed journals. Nevertheless, a threshold cost-sharing factor exists above which the benefit from cooperative peer review disappears.

Enhancing collaborative learning through peer-assisted learning

Peer-assisted learning involves students (peer tutors) facilitating small collaborative study groups composed of peer tutees. In a session, learning content is revised through a range of activities that encourage discussion, clarification, elucidation, and evaluation. Peer-assisted learning promotes greater sense of belonging to the academic community. Along with cognitive and psychomotor development, affective components such as an increase in self-esteem, self direction, analytical thinking, self-evaluation, and peer cooperation are also developed. Having similar roles, a similar knowledge base, and similar learning experiences all contribute to social cognitive congruence, which allows for informal and empathic communication and facilitates the creation of a learning environment that encourages an open exchange of ideas and personal concerns of students. An increasing number of medical students are enrolling in medical school worldwide, there are fewer resources available for teaching them, and there is a persistent push for economy and cost-effectiveness where many students can actively learn in a classroom setting. These factors all contribute to a growing interest in peer-assisted learning in the medical field worldwide. Despite empirical evidence pushing for institutions to adopt peer-assisted learning, it is an underutilized tool in Nepal. It is the goal of this review to provide an overview of peer-assisted learning, its underlying theories, benefits and pitfalls, and how it can be implemented.