Project-based Cooperative Learning Research Articles

The effect of project-based cooperative learning on disability empathy in pre-service early childhood teachers

This study investigated the effect of project-based cooperative learning in an introductory special education class on disability empathy. Disability empathy is an important competency for pre-service teachers who teach children with disabilities. The subjects of this study were 49 university students who were completing a qualification course for pre-service teachers who teach children with disabilities. First, through theoretical learning, interest and understanding of disabled infants and toddlers were raised, and educational program production activities were carried out to increase understanding of disabilities. Project-based cooperative learning was conducted for a total of 30 hours over 15 weeks. As a result of the study, it was found that the disability empathy of pre-service early childhood teachers significantly increased after the implementation of project-based cooperative learning, and the active interaction item score was the highest in the class satisfaction area. As a result, it was found that project-based cooperative learning has a significant effect on pre-service early childhood teachers' disability empathy and promotes active interaction. The significance of this study is that it empirically verified the effect of project-based cooperative learning on preservice teachers’ disability empathy. It is hoped that the results of this study will be used as teacher education materials to improve pre-service teachers’ disability empathy.

Implementing Cooperative Project-Based Learning: Difficulties and Innovative Solutions

Cooperative Project-Based Learning (CPBL) is a task-based approach to teaching and learning that enhances students’ motivation to learn cooperatively in groups, investigate and respond to engaging tasks to produce a final product when learning English as a Foreign Language (EFL). However, motivating teachers to implement CPBL in their classrooms is challenging. The present study explored challenges and difficulties teachers of English encounter in their attempt to implement CPBL and provided practical solutions to enhance teachers’ motivation to adopt it. The participating teachers’ perceptions regarding the influence of CPBL on students’ English learning were also considered. Significantly, this study applied quantitative and qualitative techniques, which provide the means to determine whether there are connections among the study’s variables and, if so, how each one may influence the other. As part of the research process, and to identify the perceptions, attitudes, and opinions of 84 educators, survey instruments were distributed, structured interviews were conducted, and classrooms were observed. The results of the study revealed that only 26% of teachers used this methodology. However, 68% demonstrated positive attitudes towards CPBL as a powerful constructional approach. Considerably, the findings indicate some important implications for course designers and teachers of English.

Incorporating Cooperative Project-Based Learning in the Teaching of English as a Foreign Language: Teachers’ Perspectives

Cooperative Project-Based Learning (CPBL) is an instructional approach that enhances students’ motivation to learn cooperatively by investigating a range of tasks related to an authentic project. This study explores the impact of teachers’ age on CPBL implementation when teaching English as a Foreign Language (EFL) and identifies teachers’ perceptions, views, and attitudes regarding this methodology. This research is exploratory in scope, quantitative in design, and correlational-factorial in nature. The quantitative method applied provides the means to determine the correlation between variables and how the implementation of CPBL is determined. To fulfil the aims of this research, questionnaires were distributed to a sample of 84 EFL teachers from primary and secondary schools. The factorial analysis revealed that the age of teachers had a significant impact on CPBL implementation (p < 0.001). Accordingly, younger age groups of 21–30 and 31–40 showed a greater predisposition for the implementation of CPBL than the 41–50 range. Additionally, the results revealed that 36.9% of teachers implement the methodology. Moreover, 79.76% of all responses indicated positive attitudes towards this approach. The findings point to important implications for course designers and for teachers.

The Effects of project based cooperative learning(PBCL) on creative competence of pre-service teachers

The Effects of project based cooperative learning(PBCL) on creative competence of pre-service teachers

A Comparison of the Problem-solving Skills of Students in PjBL Versus CPjBL Model: An Experimental Study

Each learning model has different pattern and approach that will affect the learning outcomes. Thus, a study is required focused on the effect of implementing the learning model so that it can become a reference for teachers. The study aimed to compare the students’ problem-solving skills using Project Based Learning (PjBL) model and Cooperative-Project Based Learning (CPjBL) model implementation. The study was carried using out a quasi-experiment method. To reveal problem-solving skills, students used the authentic Assessment technique. A t-test was used to analyse data. The results of the study showed that there is a significant difference in students’ problem-solving skills between the PjBL and the CPjBL model, and that these differences are strongly influenced by the syntax or stages of the instructional model. Results show that CPjBL is more effective to improve students’ problem-solving skills. In PjBL model, learning activities are directed to project assignment, while in CPjBL model, learning activities of students began with motivation to achieve the learning outcomes, which were provided by modules through cooperative learning, understanding the concept and work principles through instructional media, prototype, discussion and demonstration. The cooperative learning made students group learning more structured corresponded with learning topic assigned. The students group would continue to carry out project assignment with permanent members and learning topic. The CPjBL model is more superior than PjBL model in accordance with the ability of the students as the syntax of the model is systematically organized based on learning hierarchy.

A Project-Based Cooperative Approach to Teaching Sustainable Energy Systems

Engineering education is undergoing a restructuring driven by the needs of an increasingly multidisciplinary engineering profession. At the same time, power systems are transitioning toward future smart grids that will require power engineers with skills outside of the core power engineering domain. Since including new topics in the existing curriculum while maintaining the existing requirements is difficult, this paper proposes a project-based cooperative learning approach to promote soft skills in an engineering course. This paper then shows how to construct a realistic open-ended multidisciplinary problem whose solution requires a wide range of skills, which is not a trivial task. The design and technoeconomic viability assessment of a small-scale photovoltaic battery system is used as a case study. The effectiveness of the approach and students’ satisfaction were assessed over two years. Survey results after the first year revealed that the students did not feel sufficiently prepared for multidisciplinary work. After appropriate adjustments in the second year, the survey results improved noticeably. Statistical analysis reveals that the project teaches skills that are complementary to the core domain skills, which confirms the validity of the approach.

Project-based cooperative learning to enhance competence while teaching engineering modules

This paper focuses on teaching control systems to engineering students through a blending of traditional lectures; student-focused problem-based self-directed learning projects and student presentations. Engineering field constantly evolves and thus teaching a module to engineering students should involve current state-of-the-art research trends. The work presented in this paper revolves around three miniprojects, each project on a different aspect of control engineering and to be completed within 2 weeks each. The aim of these problem-based self-directed learning miniprojects is to get acquainted with the practical aspects of the theoretical learning that has been undertaken within the lectures, something that UK Standard for Professional Engineering Competence focuses on. After completion of the miniproject, the students present their work/discuss results as a PowerPoint presentation lasting 15 min and address queries from peers (compulsory) and tutor, thus promoting lifelong learning along with class participation and peer assessment. These projects also help the student to keep alight with the practical aspects of the current professional practices in industry. The inclusion of the blended approach has improved the student's reading beyond the course requirements, has encouraged them towards deeper learning and also improved both their theoretical as well as practical aspects in engineering education.

Project-based Cooperative Learning to Enhance Competence while Teaching Engineering Modules

This paper focuses on teaching control systems to engineering students through a blending of traditional lectures; student-focused problem-based self-directed learning projects and student presentations. Engineering field constantly evolves and thus teaching a module to engineering students should involve current state-of-the-art research trends. The work presented in this paper revolves around three miniprojects, each project on a different aspect of control engineering and to be completed within 2 weeks each. The aim of these problem-based self-directed learning miniprojects is to get acquainted with the practical aspects of the theoretical learning that has been undertaken within the lectures, something that UK Standard for Professional Engineering Competence focuses on. After completion of the miniproject, the students present their work/discuss results as a PowerPoint presentation lasting 15 min and address queries from peers (compulsory) and tutor, thus promoting lifelong learning along with class participation and peer assessment. These projects also help the student to keep alight with the practical aspects of the current professional practices in industry. The inclusion of the blended approach has improved the student's reading beyond the course requirements, has encouraged them towards deeper learning and also improved both their theoretical as well as practical aspects in engineering education.

Development of a project-based cooperative learning environment for computer programming courses

One of the important objectives in computer courses is to train students to develop systems cooperatively. Although several existing online systems have provided discussion forums or chatting rooms, more functions need to be provided for conducting project-based cooperative learning activities, such project management, cooperative learning group management, assistance seeking and group working area. In this paper, a cooperative learning system is proposed to assist teachers in conducting project-based cooperative learning activities on the internet. Experimental results show that the system can fulfil the need of students and teachers, and is helpful in enhancing the learning efficacy of students.

Cooperative Project-Based Learning and Students' Learning Styles on Web Page Development

Project-based learning (PBL) theorists advocate that learning is promoted when students pursue individual interests, when they build on prior knowledge, and when they engage in hands-on and authentic activities. Although a great deal of literature exists describing ideals such as these, research studies examining implementation strategies such as cooperation for PBL in classrooms are scarce. Research studies investigating the relationship between cooperative strategies and students' learning styles, in particular the learning styles known as field dependency and field independency in the PBL environment, are even scarcer. The purpose of the study is to investigate the effects of cooperative PBL and students' field dependency/independency on developing Web pages. Research data was collected and analyzed via qualitative approaches including project evaluation, interviews, and classroom observation. Interesting results were found.

국제간 인터넷 프로젝트 중심학습의 수업절계 전략 고활 -한국형 앵커드 수업이룰 설계를 위한 사례분석-

국제간 인터넷 프로젝트 중심학습의 수업절계 전략 고활 -한국형 앵커드 수업이룰 설계를 위한 사례분석-