Elements Of Cooperative Learning Research Articles

Description of Five Essential Elements towards Online Cooperative Learning in English for Nursing Students

Cooperative Learning (CL) develops many essential elements, including positive interdependence, individual accountability, social skills, group processing and face-to-face interaction among students in their respective groups. In connection with this question, this study aims to describe the appearance of five essential elements in Online-Cooperative-Learning (OCL). This research is a quantitative descriptive study, where a Likert scale questionnaire investigates the occurrence of the five basic elements of OCL among 109 samples of nursing students who have participated in OCL in English for Specific Purposes (ESP). This study employs univariate analysis, describing the percentage occurrence of these five OCL elements. The univariate analysis results show that these five essential elements of CL significantly appeared in online learning. Positive interdependence in OCL groups appeared at 83%, interpersonal competence successfully emerged in OCL at 85%, individual accountability emerged at 83%, and OCL group processing appeared at 84%, shaping students to adapt to "critical" conditions. Meanwhile, face-to-face promotive interaction at 76% formed positive strong bonds within the group to overcome challenges that arose during online learning. These findings indicate that OCL can provide access to building the five basic elements of CL, making OCL highly relevant for use in ESP learning for nursing students.

Implementation quality of cooperative learning and teacher beliefs—a mixed methods study

Cooperative learning (CL) refers to teaching methods in which students work in small groups to help one another learn and improve their learning outcomes. Often CL is described by five basic elements: (1) positive interdependence, (2) individual accountability, (3) promotive interaction, (4) social skills and (5) group processing. The positive effects of CL have been extensively documented. The quality of implementation, mostly determined by application of the five basic elements of CL, has been shown to be significantly related to the effectiveness of the methods. However, due to the complex demands that designing CL sequences places on teachers, the question of how and why they implement CL methods is not trivial. The present study used an explanatory mixed methods design with sequential phases (quantitative–qualitative) to investigate the implementation of CL in school practice. A survey, structured interviews with teachers and classroom observations rated on an observation scale including indicators of the basic elements of CL were used to gather data in a total of 49 German classrooms. Results show that the implementation quality of CL lessons was rather low. Only 7% of the observed teachers implemented the basic elements. Even group goals and individual accountability, the two most important elements of CL, were implemented in only 17% of the lessons observed. Survey results indicated that implementation quality is related to teachers’ evaluation of CL with regard to its appropriateness for different learning goals (r = .40*) and diverse students (r = .36*). Qualitative analysis of the teacher interviews analysed by thematic coding showed differences between teachers with high and low implementation quality regarding their beliefs. Teachers with high implementation quality see more value in social learning processes and feel more responsible for the success of CL. The results show a theory–practice gap and point to the relevance of beliefs for CL implementation.

ИСПОЛЬЗОВАНИЕ ПРАКТИКО-ИССЛЕДОВАТЕЛЬСКИХ ПРОЕКТОВ ПРИ ОБУЧЕНИИ ВТОРОКУРСНИКОВ ИНОСТРАННОМУ ЯЗЫКУ В ПЕДАГОГИЧЕСКОМ ВУЗЕ

The article is devoted to the issues of studying the possibility and necessity of using practical research projects when teaching second-year students of a pedagogical university specializing in foreign languages. It has been found that sophomores are not familiar with such pedagogical technology as practical research projects, as well as with the syndrome or crisis of a sophomore, which is not taken into account when organizing training in the main specialty, which violates the principle of taking into account the age and individual characteristics of students. The article describes both traditional and other possible stages of organizing and conducting a practical research project using elements of cooperative learning, developed for second-year students of a pedagogical university studying foreign languages as their main specialty. It is proposed to include practical research projects in teaching the first and second foreign languages as the main specialty, which will allow second-year students to realize and cope with the crisis of the sophomore, and also introduce would-be teachers of foreign languages to effective pedagogical technology that the sophomore will be able to apply in pedagogical practices and in future professional activities. To do this, it is necessary to create conditions and situations where a second-year student of a pedagogical university could conduct research aimed at reflecting on his or her own activities in order to optimize them. The article offers two options for the possible use of practical research projects, presents some materials and conclusions of experimental teaching carried out among second-year students of English on the basis of a practice-oriented project, and also describes the prospects for the use of practical research projects in teaching second-year students the first and second foreign language.

Implementation of Cooperative Learning and Its Relationship with Prior Training of Teachers, Performance and Equity in Mathematics: A Longitudinal Study

Active pedagogies and specifically cooperative learning have been described as effective tools for inclusion and educational equity, a key concept in objective 4 within the Sustainable Development Goals. The aim of this study was to test the temporal stability of a cooperative learning (CL) over two academic years and to analyse its effects on achievement in mathematics. The sample consisted of 6456 students enrolled in school in Spain, aged between 10 and 15 years. The results showed some consistency in the use of this methodology during two school years. Mathematics scores correlated positively with all elements of CL in each of the separate school years. However, logistic regression data showed a significant drop in mathematics. In contrast, during the same period, four of the five elements of CL correlated positively with the results.

Five ways for facilitators to get a grip on small group learning.

Successful groups do not happen by chance, and they do not depend solely or even mainly on the interpersonal skills of the group members. Cooperative learning (CL) theory tells us that small groups are successful when facilitators structure and organize the small group to include each one of the five elements of cooperative learning. In this article, we have described each of these five elements as a way to get a grip on small group learning: positive interdependence, promotive interaction, group and individual accountability, interpersonal and small group skills, and group processing. To help our readers remember the five key elements of CL, the five ways to get a grip on small group facilitation, we have created an infographic.

Cooperative learning in parental education groups – child healthcare nurses’ views on their work as leaders and on the groups

ABSTRACT New parents are offered parental education groups as a way to support their transition to parenthood. Interactive approaches in these groups are of importance, but studies have reported a lack of activities that support interaction. Cooperative learning is a structured method when working with groups and based on five elements essential to maximizing the cooperative potential of groups. The aim was to investigate the leadership skills of child healthcare nurses as leaders for parental education groups, their ideas about creating conditions for well-functioning groups, and what is required to achieve this. The results were analyzed and discussed using social interdependence theory as a framework and especially the five elements of cooperative learning. Further, the study used a qualitative descriptive design, and eight qualitative interviews were analyzed deductively using thematic analysis. The results showed that in their narratives the nurses display vocational knowledge and describe conditions important for their groups from a cooperative learning perspective. Nevertheless, the results indicate that the nurses had difficulty explicitly instructing parents to use their personal experiences and social skills to get groups to function effectively. Knowledge developed in the workplaces from the experience of leading groups is mostly implicit, and formal knowledge and awareness of leadership is necessary for development of the role.

Dynamic Changes and Individual Differences in Learners’ Perceptions of Cooperative Learning During a Project Activity

Although cooperative learning is a well-researched framework with many reports on its effective implementation in education, successful cooperative learning practice remains elusive in the classroom. The literature suggests certain elements of cooperative learning are key, but few studies have addressed their importance with respect to the dynamics of the learning activity and differences in individual learners’ attitudes. The objective of this study is to examine (1) whether learners’ perception of cooperative learning changes throughout a project, and (2) how differently individual learners perceive their activities with reference to the five elements (i.e. positive interdependence; face-to-face promotive interaction; individual accountability; social skills; group processing), and thereby to explore measures for successful implementation of cooperative learning. Analyses of a questionnaire survey and weekly journal entries revealed that there were dynamic changes in learners’ perception of cooperative learning in accordance with the shifts in phases of the project. The results also showed that there were significant differences in individual learners’ perceptions and that their engagement in cooperative learning could be affected by certain factors that were not weighed by the five elements. The results of this study can provide hints for better pedagogical interventions for teachers introducing cooperative learning into the classroom.

Experience of formation of readyness for professional career growth of Postgraduates of H. S. Skovoroda Kharkiv National Pedagogical University

In the article, the concept of readiness for professional career growth of postgraduate students majoring in 011 Educational, Pedagogical Sciences has been defined. The principles of training postgraduate students of the third (educational and scientific) level of higher education have been revealed. They are: "flexibility"; the relationship between labour and vocational training; the unity of professional competences, interest and practical orientation; the integrity of education. A typical career trajectory was presented in three variants. The article proved that the analysis of motives for professional growth begins at the stage of admission to postgraduate courses. An appropriate place in the content of postgraduates’ training is given to the disciplines ensuring the development of universal basic skills (soft skills): "Academically and professionally oriented communication (“English / German / French / Ukrainian / Russian)", "Grant and Project Activities", "World Development and Domestic Pedagogical Thought". The development of universal skills of the researcher is provided by disciplines of applicants’ free choice ("Theoretical Foundations of Didactic Research", "Current Issues of Comparative Research", "History of Pedagogy as a Science and Direction of Pedagogical Research", etc.). The training for further career growth is closely related to the introduction of innovative technologies within general, active and interactive teaching methods (modelling of professional situations, role-playing games, storytelling, case study method, elements of cooperative learning) (group practical tasks), discussion, master class, etc.). A proper place in the educational process is given to research and teaching (pedagogical) practice. The university is working to form a "feedback" system with graduates and leading employers in the field of higher education. In particular, the Association of Alumni, a network of clubs alongside creative and sports teams were created. The membership in the Council of Young Scientists, which operates at the university, is an incentive for career growth in scientific activity.

Sport education as a cooperative learning endeavour

ABSTRACT Background: A number of studies have contemplated aspects of cooperative learning that might emerge from a unit of sport education [Dyson, B., L. L. Griffin, and P. Hastie. 2004. “Sport Education, Tactical Games, and Cooperative Learning: Theoretical and Pedagogical Considerations.” Quest 56 (2): 226–240; Dyson, B. P., N. R. Linehan, and P. A. Hastie. 2010. “The Ecology of Cooperative Learning in Elementary Physical Education Classes.” Journal of Teaching in Physical Education 29 (2): 113–130]. None to date, however, has looked empirically at the influence sport education may have on individual team member accountability and other critical elements of cooperative learning. Purpose: The aim of this study was to present evidence that cooperative learning (or at least its critical elements) is a potential side effect of using sport education. Participants and settings: A total of 90 students (47 boys, 43 girls, 12.42 ± .56 years), enrolled in the same high school in Spain agreed to participate in the study. The school administration randomly distributed the students among four different year eight classes, and the research team randomly allocated two classes to the experimental group (n = 48), and two (n = 42) to the control (comparison) group. The experiment was conducted in a non-manipulated (i.e. intact) educational context. Prior to the mid-term break, both study groups experienced the same Football learning unit conducted using sport education. After the break, both groups experienced a Basketball learning unit. However, the teacher continued to use sport education with the experimental group (group A) and adopted a traditional instructional approach with the comparison group (group B). Therefore, students in group A experienced 24 consecutive sport education lessons, while those in group B experienced 12 sport education lessons followed by 12 traditional lessons. Research design: The study followed a pre-test, post-test, quasi-experimental, comparison group design. Data collection: All participants completed a previously designed and validated cooperative learning questionnaire. Data analysis: The statistical package SPSS (version 22.0) was used. Descriptive and inferential analyses were conducted. Findings: Results showed that group A enhanced their perceptions of Interpersonal Skills, Group Processing, Positive Interdependence, Promotive Interaction, Individual Accountability, and Global Cooperation significantly more than group B. Conclusions: Cooperative learning (or at least its critical elements including global cooperation) is a side effect of using sport education. As Casey and Quennerstedt [2020. “Cooperative Learning in Physical Education Encountering Dewey’s Educational Theory.” European Physical Education Review] argued, cooperation is not learnt but is practiced over successive lessons and units. Given the real-world importance of cooperative learning and given calls to broaden the pedagogical experiences of young people [Metzler, M. W. 2011. Instructional Models for Physical Education. 3rd ed. Scottsdale, AZ: Holcomb Hathaway], it seems important to have different approaches to help young people become more cooperative.

‘Being a team, working together, and being kind’: Primary students’ perspectives of cooperative learning's contribution to their social and emotional learning

ABSTRACT Background/purpose: It has been suggested that cooperative learning (CL) is a model-based practice which can develop students’ social and emotional learning (SEL) competencies in physical education (PE) (Casey, Ashley, and Javier Fernandez-Rio. 2019. “Cooperative Learning and the Affective Domain.” Journal of Physical Education, Recreation & Dance 90 (3): 12–17). The purpose of this study was to investigate how the pedagogical practice of CL contributed to SEL outcomes in PE from a student perspective in Aotearoa New Zealand (NZ) primary schools. Participants and settings: Students at four primary schools participated in the study as part of a larger research study on school-based, teacher-driven professional learning groups supporting the implementation of CL in PE. Research design: This research adopted a case study design (Stake, Robert E. 2006. Multiple Case Study Analysis. New York: Guilford) drawing on qualitative research methods utilizing student interviews and field notes over two years (Miles, Matthew B., A. Michael Huberman, and Johnny Saldaña. 2014. Qualitative Data Analysis: A Methods Sourcebook. Thousand Oaks, CA: SAGE). One researcher was assigned to each school as a critical friend to each teacher. Teachers used CL structures, with students placed in small groups of 3–5, given different roles, and operating as a team to complete a task or play in a modified game (Dyson, Ben, and Ashley Casey. 2016. Cooperative Learning in Physical Education and Physical Activity: A Practical Introduction. London, UK: Routledge). Data collection: Data was collected over two school years. A minimum of 6 observations per year were carried out at each school. Students were interviewed in focus groups of three or four students. Four focus group interviews were carried out at every school each year. Data analysis: Inductive analysis and constant comparison were used for data analysis (Miles et al. 2014). Trustworthiness was enhanced by utilizing the data analysis strategies and was undertaken through the analysis of data by continually challenging the interpretations of the findings, identifying conceptual links, and uncovering key categories through frequent peer debriefing with the researchers. Findings: Four main themes for learning outcomes that allied with the five key elements of CL and SEL outcomes were: being part of a team; learning how to listen; helping and encouraging others; and, making physical education fair. Findings indicate that learning outcomes of CL in PE align and compliment SEL outcomes. In their heterogeneous, CL groups, students identified and talked about SEL skills as being central in their PE lessons. Conclusion: CL has the potential to be a successful model-based practice to develop SEL outcomes in PE. Further studies on the use of CL and other models-based practices for teaching SEL in PE could legitimize the current popular political and educational rhetoric.

Cooperative Learning of Seiryu-Tai Hayashi Learners for the Hida Furukawa Festival in Japan

The residents of Furukawa-cho, Hida City, Gifu Prefecture, Japan use cooperative learning during festival organization to preserve the various traditional arts of Hida Furukawa Festival, such as Hayashi. The goals of this study were to (1) analyze the aspects of cooperative learning of Seiryu-tai Hayashi learners involved in the Furukawa Festival, and (2) determine the effects of factors influencing cooperative learning on the aspects of cooperative learning among these learners. We applied grounded theory and conducted a field study on the six years of the Furukawa Festival and residents’ daily lives since 2014. We numbered, coded, and categorized text data, and classified the data using the KJ method. We applied the five elements of cooperative learning by Johnson and Johnson, and analyzed the cooperative learning processing of Seiryu-tai, considering five aspects: (1) cultivation and skills: to follow the norms of Hayashi learning and then cultivate the skills; (2) demonstration and imitation: the process of Hayashi learning without notation; (3) instruction and accompanying: elders addressed norms and demonstrated skills, providing comfort and encouragement; (4) experience and feeling: interacting with unqualified learners to experience the Hayashi atmosphere, and (5) others and interaction: experience of a different culture. From the analyses, we found that the five elements of cooperative learning in Hayashi cooperative learning provide new functions. We applied the five elements of cooperative learning to analyze the five aspects of Azure Dragon Stall’s Hayashi cooperative learning: (1) positive interdependence: deep interdependence exists in the core of the learning circle, and guarding and immersion are included; (2) individual accountability: achievement of following the norms, enhancing skills, and having a tacit agreement on the instrumental ensemble; (3) promotive interaction: five interactive types are influenced, including people who follow etiquette, people who need to be advised, people who imitate, people with tolerance, and people who interact; (4) the division of social skills into four types including playing, performing, senior, and foreign, and (5) group processing, which includes learners, instructors, senior learners, elders, youths, and foreign visitors, who jointly form the Hayashi learning circle.

Examining the Efficacy of Co-operative Learning Strategy on Undergraduate Students’ Achievement in Mathematics

<p>Evidence suggests strong support for innovative teaching approaches in mathematics intervention in universities all over the world and a robust backing has been accorded to co-operative learning pedagogy, which provides strong professional development to teachers on ways of promoting students’ social skills and aiding them to learn in a constructivist way. There is no doubt that co-operative learning is one of the most extensively documented methods to pedagogy in mathematics but little is known about its efficacy in the Nigerian university education setting. This study investigated the effectiveness of co-operative learning strategy on the achievement in mathematics of 220 university students in Nigeria within the blueprint of quasi-experimental research of Solomon four non-equivalent control group design. It also examined the influence of gender on students’ achievement in mathematics. Achievement in mathematics was measured by the differentiation achievement test with KR-20 of 0.86 and data collected for the study were analysed by adopting the independent samples t-test and analysis of variance (ANOVA). The results showed significant main effect of co-operative learning strategy on students’ achievement in mathematics whereas no significant main influence of gender was found on the dependent measure. Also, there was no significant interaction effect of treatment and gender on students’ achievement in mathematics. Based on the positive effect of cooperative learning strategy on university students’ achievement in mathematics in this study, it is paramount to adjust cooperative learning principles to enhance the needs of universities in Nigeria. Integrating technology to enhance enactment of major pedagogical elements of cooperative learning and to differentiate teaching and learning to improve numerous needs of students may provide a leeway to optimize mathematics results for Nigerian students.</p>

The Double-Edged Prospects of Peer-to-Peer Cooperative Learning in Ethiopian Secondary Schools

Cooperative learning is an instructional approach that has several advantages to students’ learning. Over the last two decades, Ethiopia has been trying to adopt this approach to its education system. However, little is known about its actual socio-academic advantages and barriers to students. The objective of this study is, therefore, assessing the benefits and barriers associated with this approach to students from Johnson and Johnson’s elements of cooperative learning. Using a focus group discussion method, we collected data from 23 students. Based on classical grounded theory analysis, we found that peer-to-peer cooperative learning (PCL) has several advantages and barriers to students. The primary benefit of PCL is social interaction instead of academic. The attributes of cooperative learning are more than Johnson and Johnson’s five elements of cooperative learning and have double-edged outcomes in school. This study might help to promote benefits and to intervening barriers associated with PCL.

Applying Mastery TARGET Structures to Cooperative Learning in Physical Education

The purpose of this article is to critically apply the mastery TARGET structures (task, authority, recognition, grouping, evaluation and time) to the cooperative learning (CL) model in physical education. The premise is that the TARGET structures are highly applicable to the CL model and that combining both approaches will optimize student motivation and inclusion in physical education. The structure of the article follows the TARGET acronym and identifies how implementing each of the mastery TARGET structures could potentially enhance the motivational climate associated with the CL model for all students. The key elements of CL (positive interdependence, individual accountability, face-to-face interaction, interpersonal and small-group skills, and group processing) have close links to several of the TARGET structures, and these are critically explored. It is anticipated that this article could be used to further enrich the CL model and to open up new avenues of research that combine TARGET and cooperative learning.

Using Best Practices when Implementing the Cooperative-Learning Theory in Secondary Physical Education Programs

Cooperative learning activities are a staple in many physical education programs. Teachers often use team building and trust activities at the beginning of the school year to get to know their students. However, many physical education teachers focus solely on the affective domain. The purpose of this article is to provide physical education teachers with a deeper knowledge base of the cooperative-learning (CL) instructional model and provide samples of how to include cognitive concepts during these activities. The article describes and explains the five key elements of CL and provides concrete examples of how to use and implement a variety of CL activities. Each of the sample activities are linked to specific SHAPE America National Standards and grade-level outcomes. The authors also provide some sample assessments for each CL activity.

Elements of Cooperative Learning during EFL Lessons for Technical College Students

Elements of Cooperative Learning during EFL Lessons for Technical College Students

Aprendizagem Cooperativa no Ensino Médio: histórias de quem conviveu com essa abordagem de ensino

A Aprendizagem Cooperativa tem como principal objetivo promover interação entre indivíduos de forma que sua participação no grupo ao qual pertencem seja valorizada e, assim, cada um reconheça a si e ao outro como promotores do conhecimento. É no contexto de interação que os alunos da Escola Estadual de Educação Profissional Alan Pinho Tabosa, localizada em Pentecoste, Ceará (Brasil), discutem, divergem e aprendem juntos desde 2011. Como advogamos que a Aprendizagem Cooperativa colabora com o crescimento do estudante e este, por sua vez, ao avaliá-la, colabora com a sua aplicação, elaboramos o presente trabalho que busca, por meio de histórias contadas pelos próprios alunos, analisar a contribuição da Aprendizagem Cooperativa para a vida estudantil e pessoal desses alunos que, ao longo de três anos, vivenciam-na em pelo menos dez horas por dia, visto ser a escola de tempo integral. Na escola há quatro turmas: Aquicultura, Informática, Agroindústria e Acadêmica. Para que os alunos redigissem seus posicionamentos críticos, propusemos uma produção de texto, aplicando inicialmente um instrumental, o mapa de ideias, a fim de podermos abordar todos os elementos da Aprendizagem Cooperativa a serem avaliados. Embora tenhamos aplicado o instrumental com todos os alunos, para este trabalho, selecionamos uma narrativa de cada turma, para compreendermos a contribuição da Aprendizagem Cooperativa para suas vidas. Para refletirmos sobre os posicionamentos, seguimos os princípios da Pesquisa Narrativa (CLANDININ; CONNELLY, 2000), visto que seus pressupostos possibilitam expressar como o pesquisador e os participantes vivem, contam e compreendem as histórias vividas. No caso do presente artigo, o que pensamos como pesquisadores entrelaça-se ao que pensam os participantes, alunos do 3º ano do Ensino Médio.

Applying the Elements of Cooperative Learning: Reported Influence on Self-directed Learning and View of Cooperative Learning

AbstractThis research explored the influence of incorporation of the five elements of effective cooperative learning on students’ views of cooperative learning and their level of self-directed learning (SDL). A class group consisting of seven second-year Information Technology education students was involved. Both quantitative and qualitative data were collected. A questionnaire was used to determine the students’ levels of self-directed learning in a pre-test and a post-test, while individual feedback and open-ended questions were used to determine their views of cooperative learning. The students’ views and experiences regarding incorporation of the five elements of effective cooperative learning are reported and discussed, as well as changes in their self-rated level of self-directed learning. The results show that structuring of cooperative learning activities to include the five elements changed students’ views of group work, and at the same time enhanced their level of self-directed learning in the ...

Using the elements of cooperative learning in school band classes in the United States

The purpose of this article is to answer the question of how we might use the elements of cooperative learning in school band classes in the United States. Current school band programs use age-old traditions that overemphasize group and individual competitiveness, stress large ensemble performance at the expense of all other activities, are teacher/director-centered, content/repertoire-driven, and rarely educate band members to be independent musicians capable of deeply understanding, creating, or responding to the art of music. Cooperative learning strategies provide music teachers with a theory- and research-based approach to education that promises students will learn more, like school better, like each other better, and learn more effective social skills when the approach is used. Over 50 years of empirical research reveals that when comparing cooperative learning to competitive and individualistic classroom efforts in the three broad categories of effort to achieve, interpersonal relationships, and psychological health, cooperative learning is the more effective approach. Cooperative learning elements may be implemented in band classes using small chamber music ensembles, small-group sectionals, and the formation of small cooperative learning groups. The implementation of the approach will naturally require additional effort on the part of the band director and a shift away from the traditional competitive performance emphasis of band programs.

Design guidelines to foster cooperation in digital environments

A number of researchers argue that cooperative learning can promote greater productivity and more caring, supportive and committed relationships between students, active learning, critical thinking, the achievement of long-term learning objectives, conceptual understanding, long-term retention of information and high levels of student satisfaction. However, to obtain these potential advantages something more than forming and assigning them a common goal is needed: cooperation has to occur. This paper presents guidelines for designing group activities to foster cooperation by focusing on three elements of cooperative learning: (1) positive interdependence, (2) equal participation and (3) individual accountability in both individual and group learning scenarios. The authors also describe a software tool designed according to the model proposed in which some design guidelines have been implemented in order to support cooperative learning activities and allow the cooperative process to be monitored. The preliminary results show that the participants who have interacted with this software tool have obtained good cooperation scores and cooperative abilities have been fostered: participation, engagement and communication during learning activities.