Perceptions Of Cooperative Learning Research Articles

EFL Students’ Perceptions towards Cooperative Learning in Writing Skills at a University in the Mekong Delta

The cooperative learning approach to writing skills has been found to be effective in many different contexts, as evidenced by many studies. That shows us the interest of researchers in the importance of writing and the cooperative learning approach. This paper aims to review EFL students' perceptions of cooperative learning in writing skills. The participants in this study were fourteen junior non-English major students from a university in the Mekong Delta. The primary qualitative analysis reported in this paper is to show how the students perceive their learning progress in cooperative activities. The result backs up the advantages as well as disadvantages of using cooperative learning in the classroom. The participants primarily acknowledge the benefits of cooperative learning. The atmosphere for learning is made more dynamic, participative, and exploratory via cooperative learning. Responsibility at a high level is the second prerequisite for cooperative learning. Thirdly, weaker foreign language students do better when grouped with strong students. Despite the benefits, participants admitted that it would be challenging to reach a consensus when working in small groups if they had divergent or opposing ideas.

ការអនុវត្តវិធីសាស្រ្តបង្រៀននិងរៀនតាមបែបសហការ ដើម្បីធ្វើឱ្យលទ្ធផលសិក្សារបស់សិស្សក្នុងមុខវិជ្ជាជីវវិទ្យាថ្នាក់ទី៨កាន់តែប្រសើរឡើង

The quality of teachers is an important factor in improving education. Qualified teachers need to have professional knowledge and the richness of teaching methods. Teaching methods are one of the factors that influences students’ participation in learning activities and influences their learning outcomes. This research aims to study the effectiveness of the implementation of a cooperative learning (CL) method to improve students’ learning outcomes in biology in Grade 8 and to understand students’ perceptions of CL. The study was based on a randomly selected sample of 22 students, consisting of two groups: the experiment group taught by the CL method and the control group taught by a traditional teaching and learning method (TM). Data was collected through a pre-test, post-test and questionnaires (using Likert scales), and the data were analyzed using Microsoft Excel, focusing on descriptive and inferential statistics. The results of the study showed that the mean score of the students who were taught by CL (M = 33.73, SD = 5.14) was higher than the mean score of those taught by TM (M = 24.82, SD = 7.14), and the p value was smaller than 0.05 (p<0.05). Therefore, the implementation of the CL method enabled students to have better learning outcomes than that of the TM method. Cooperative learning does not only increase students’ learning outcomes but also enables students to work collaboratively, have a sense of responsibility, and enjoy participating in learning, as well as feel satisfied with the CL method. Overall, CL should be applied in teaching and learning in Cambodia more widely because it helps students learn to cultivate their knowledge and skills, including the 21st-century skills.

Interdependence between Perceived Cooperative Learning, Sense of Belonging, and Generic Skills in Undergraduate STEM Education

The development of sense of belonging and generic skills may be considered important to succeed in higher education and in life and may be enhanced through student group work. For group work to succeed, Social Interdependence Theory and Cooperative Learning suggest that group members need to be positively interdependent. In the present study we conducted a cross-sectional survey in a sample of 401 students in undergraduate Science, Technology, Engineering, and Mathematics education in Norway mapping the students’ perceptions of cooperative learning, sense of belonging and generic skills. By means of Pearson bivariate correlation analyses and standard multiple regression analyses, we found that 1) Cooperative Learning was positively associated with the development of both sense of belonging and generic skills, 2) Sense of belonging and generic skills were positively interrelated, and 3) Interaction was the cooperative learning principle contributing most to the association with both sense of belonging and generic skills.

Integration of cooperative learning strategies in online settings

Although online learning has increased as a delivery method of instruction in higher education, learners may still feel isolated from the instructor and peers due to a lack of physical presence. Thus, intentional and purposeful online course design is necessary. To remediate feelings of isolation, cooperative learning strategies have been implemented in online courses, resulting in positive outcomes. A long-term cooperative learning project based on social interdependence theory (SIT) has been implemented into two asynchronous online courses at two different higher education institutions. A mixed-method, design-based research study was conducted to examine students’ attitudes towards cooperative learning. Participants of this study included undergraduate and graduate students who completed pre-and post-surveys. Classroom artifacts were also collected to analyze the group work and dynamics. Even though the quantitative results showed a decrease in students’ attitudes towards cooperative learning, qualitative data indicated that students benefited from this experience. Qualitative data also provided further insights on the group dynamics. Students’ high expectations of group work, faculty support, and shared sense of responsibility among group members could have affected their perceptions of cooperative learning. This study was the first cycle of a multi-cycle effort to develop a robust cooperative learning activity that will benefit learners in future courses.

Advantages and Challenges of Cooperative Learning in Two Different Cultures

Cooperative learning (CL) is a teaching and learning pedagogy that has been used widely in school but there is limited information on instructors’ perceptions of CL nor observations of how CL is implemented in higher education settings. In this study, we used an interpretative-qualitative approach to investigate the advantages and challenges of embedding CL in instructors’ teaching in Iran and Australia. Data were collected through interviews and observations and thematic analysis method was used to analyse the data. Results showed that despite challenges such as the lack of familiarity with CL and how it can be implemented in university curricula, issues associated with assessment, and time constraints, CL created an interactive, pleasant, and safe environment for deep learning in both countries. The findings showed that there were challenges in Iran such as a tendency to use traditional approaches to teaching, insufficient understanding of how to establish teamwork, and a lack of up-to-date teaching resources. In Australia, changing courses, working with external students, catering for individual differences, and building positive relationships were some of the challenges of implementing CL. We believe that these challenges can be overcome if university instructors are prepared to address them.

Female and Male Students' Perceptions of Cooperative Learning in the Fields of Educational Sciences and Counselling

Despite the importance of cooperative learning in university classrooms, few studies have been conducted as a comparative form in terms of field of study and gender. Therefore, the present study seeks to study the perception of students of Educational sciences and Counselling from cooperative learning in university classrooms in terms of disciplines and gender. In this study two classes in the field of Educational sciences and Counseling at the University of Tehran were selected. Qualitative data were collected through unstructured interviews and data were analysed using Atlas-ti Software. The analysis of students’ descriptions of implementing cooperative learning in classroom environment showed four categories including quality of learning, life skills, classroom environment, and opportunities for improvement. Findings indicated that female students paid more attention to the quality of learning and male students paid more attention to opportunities for improvement. However, the percentage of participants' attention to the quality of learning in the cooperative learning class was more than the other three categories. University instructors can turn challenges into an opportunity to improvement by proper implementation of cooperative learning in university classrooms. Also Counselling students paid more attention to opportunities for improvement than Educational sciences students. Findings of this study have important applications in improving the quality of teaching methods of faculty members. The results, while encouraging instructors to learn more about cooperative learning, provide new insights for them about students' interests and concerns. The findings of the study encourage faculty members to turn the challenges into an opportunity for their teaching improvemen

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.

Does CBI of English Language Teacher Education in Cooperative Learning Affect University Students’ Perceptions of Cooperative Learning and Motivation Relevant to English Language Teacher Education?

Does CBI of English Language Teacher Education in Cooperative Learning Affect University Students’ Perceptions of Cooperative Learning and Motivation Relevant to English Language Teacher Education?

Integrating Cooperative Learning in Reading Classrooms: An Investigation of Saudi EFL Learners' Perception

The Social Interdependence Theory offers pedagogical implications indicating that positive participation in the learning process results in higher academic and social progress. In light of this theory, this study explores Saudi EFL learners’ perceptions of cooperative learning (CL) activities in English reading classrooms. A large body of research has investigated the application of CL in language classrooms, but it has mostly focused on how implementing CL affects learners’ achievements and academic performance rather than their perceptions of CL. Therefore, this study investigates Saudi learners’ perceptions of CL in reading classrooms. The study’s participants were 64 low-level EFL learners taking a general English course as part of their preparatory year requirements. The study adopted a descriptive survey-based design. The participants were first given a language background questionnaire and the Oxford Quick Placement Test to determine their proficiency levels. Then, they were taught using a method of CL – Reciprocal Teaching – for six one-hour sessions. The learners were next given a survey questionnaire that consisted of 14 items concerning their perception of CL activities in reading classrooms after all of the Reciprocal Teaching sessions had been completed. Overall, the findings reveal that the participants have positive views of CL in reading classrooms. Based on the findings, the study offers pedagogical implications for future classroom practices.

STUDENTS’ PERCEPTION IN APPLYING COOPERATIVE LEARNING IN EFL CLASSROOM

This study focuses on college students’ perceptions of cooperative learning in EFL classrooms. The purpose of the study is to know students’ opinion about applying cooperative learning in the classroom especially in EFL classroom. Case study was chosen as an approach in this study. Participants of this study were the final year students of Indonesian education study program. The numbers of participants were 33 students. The data were collected using questionnaire consisted of 20 (twenty) questions that relate with cooperative learning. The result of this research showed that the final year students of Indonesian education study program of IKIP Siliwangi Bandung had positive responses toward the implementation of Cooperative Learning. Besides that, it was found that students familiar with group activities in EFL classroom. To sum up, Cooperative Learning is a good approach for the students to learn English easily. Keywords: cooperative learning, EFL classroom, perception.

Cooperative learning in a Hong Kong primary school: perceptions, problems and accommodation

Some educators may see cooperative learning as a Western pedagogy that is difficult to use in Eastern countries with a Confucian Heritage, while others argue that the philosophy of Confucius parallels the elements of cooperative learning. This article reports the key findings of a 2-year longitudinal study that investigated the perceptions of cooperative learning and pupils’ problems with cooperative learning in a Hong Kong primary school. A school-based staff development programme was conducted to help teachers prepare students for using cooperative learning in their classes. Pupils were interviewed at various stages of the study, and classroom observations were conducted to see how they worked in cooperative groups in the core subjects. The results showed that pupils’ perceptions of cooperative learning were generally positive though they encountered some problems in working together. The results are discussed with reference to the influence of Confucian heritage culture on pupils’ perceptions of CL, and recommendations are made for accommodating cooperative learning accordingly.

The role of structured cooperative learning groups for enhancing Chinese primary students’ reading comprehension

The present study aimed to compare the effectiveness of two types of cooperative learning groups used in reciprocal teaching (RT) classes (i.e. high-structured vs. low-structured groups) for enhancing students’ reading comprehension. The participants were 235 Hong Kong Chinese Grade 6 students in nine classes. Reading comprehension tests and questionnaires were used to investigate students’ reading comprehension, teachers’ cognitive support and perceptions of cooperative learning. The findings indicate that high achievers from the low-structured RT group significantly outperformed high achievers from the high-structured RT group in post-test reading comprehension, whereas low achievers from the high-structured RT group significantly outperformed low achievers from the low-structured RT group in follow-up reading comprehension. Students from the high-structured RT group reported higher scores for their perceptions of cooperative learning than students from the low-structured RT group.

The Effects of Grouping by Middle School Students' Collectivism in Science Cooperative Learning and Their Perceptions

In this study, the effects of grouping by students' collectivism in cooperative learning strategy applied to middle school science classes on their academic achievement, science learning motivation, and perceptions of science learning environment were investigated. Students' perceptions of cooperative learning were also studied through survey and interview. The students were assigned to the control, heterogeneous, and homogeneous groups, and taught for 12 class hours. The analyses of results revealed that interactive effects between the instruction and the level of collectivism were found in the test scores of achievement, science learning motivation, and relevance, and that there were main effects in the test scores of confidence, perceptions of science learning environment, affiliation, and rule clarity. The achievement test scores of the students with low collectivism in the homogeneous group were significantly higher than those in the heterogeneous group. The test scores on science learning motivation and relevance of the students with high collectivism in the homogeneous and heterogeneous groups were significantly higher than those in the control group. In addition, the test scores of confidence and affiliation in the treatment groups were significantly higher than those in the control group. The test scores on perceptions of science learning environment and rule clarity in the homogeneous groups were significantly higher than those in the control group. There were also differences in the perceptions of science cooperative learning by students' collectivism.

Accounting Undergraduates' Perceptions of Cooperative Learning as a Model for Enhancing their Interpersonal and Communication Skills to Interface Successfully with Professional Accountancy Education and Training

To interface effectively with professional accountancy training, accounting educationalists should ensure that they turn out graduates who possess the interpersonal and communication skills required of today's accountant. Attainment of these skills is promoted by group work. However, little empirical evidence exists to help academics make an informed choice about which form of group learning enhances interpersonal and communication skills. This paper addresses this deficiency by comparing perceptions of skills enhancement between accounting students who experienced traditional or simple group learning and those who undertook cooperative learning. The findings reveal that the cooperative learning cohort perceived their learning experience to be significantly more effective at enhancing interpersonal and communication skills than that of the simple group learning cohort. This study provides evidence that cooperative learning is a more effective model for delivering interpersonal and communication skills than simple group learning, thereby creating a more successful interface between academic accounting and professional accountancy training.

Student perceptions of cooperative learning in a blended engineering course

Rapid advances in technology have created numerous challenges and opportunities in engineering education. One of the results of the advances in technology has been an increase in the number of engineering courses being offered by distance. This study reports on the example of a blended distance engineering management course using cooperative learning. Pre-and post-measures of student self-assessment regarding their engineering abilities showed significant differences in student self-efficacy, thus demonstrating that the use of distance learning technologies coupled with cooperative learning can create an environment that supports the development of engineering student self-efficacy. The main drawback to the course was the amount of time required of the professor to prepare and run the class.

Teachers’ discourse during cooperative learning and their perceptions of this pedagogical practice

This article describes the types of discourse seven high school teachers used during cooperative leaning. One classroom lesson where students worked in cooperating groups was audiotaped and fully transcribed for each teacher and a vignette of two of the teachers and one of the groups in his or her room are also provided. The data from the audiotapes showed that the teachers used a range of mediated-learning behaviours that included challenging students’ perspectives, asking cognitive and metacognitive questions, and scaffolding students’ learning. In turn, the students used many of the discourses they heard their teachers use in their interactions with each other. Follow-up interviews of teachers’ perceptions of cooperative learning as a pedagogical practice that had efficacy revealed that they believed it was important to structure the groups (i.e., tasks, composition), teach the appropriate social skills, and present tasks that encouraged students to think critically and reflectively about their learning.

Cooperative learning and team culture in schools: Conditions for teachers’ professional development

The study done in Slovenia examined grammar and elementary teachers’ perceptions of cooperative learning. The sample consisted of 542 Slovene elementary and grammar school teachers, who teach Slovene. The main question of the research was how teachers assess the value of group learning in comparison to individual forms of learning. From their perceptions, we can draw conclusions about their development, the introduction of group work within lessons and about the encouragement of pupils towards collaborative learning. The main finding of the research is that elementary school teachers place greater importance on group learning than grammar school teachers. In addition, when teachers are grouped according to their years of experience (seniority), there are differences in their assessment of group learning. However, it is not possible to get a linear pattern from the results (e.g. showing that years of experience do or do not contribute to the perception of the importance of group learning), a finding which supports the critical opinion that teachers’ experience depends not only on the quantity (years of experience), but also on the quality of experience.

Cooperative Learning as a Sociocultural Practice

This study investigates Chinese immigrant high school students' perceptions of cooperative learning and their interactions during cooperative learning activities in English as a second language (ESL) classes. The findings present a complex picture of cooperative learning in the ESL classroom. The interview results demonstrate that the Chinese students had multiple and contradictory views of cooperative learning. They simultaneously liked and disliked working in groups. The observation data show that these students also produced multiple and conflicting discourses of cooperation, non-cooperation, and mis-cooperation as they worked on cooperative learning tasks. The themes of these contradictory discourses suggest that the Chinese students' everyday lived experiences of cooperative learning in ESL classes were shaped by dilemmatic qualities. The dilemmas these students encountered during cooperative learning tasks seem to derive from conflicting values and practices of the cultural, socio-economic, and educational worlds that these students experienced before and experience now.

University Students' Perceptions of Cooperative Learning: Implications for Administrators and Instructors

This study looked at college students' perceptions of cooperative learning techniques and their perceptions of cooperative learning as a motivator to studying and whether it was effective for their learning. The purpose was to investigate how the students view the method and techniques as a way for faculty to learn what may be more motivating. It was also to determine if the students reported studying more, if they were more motivated to study, and whether they found cooperative learning to be effective. Results were contradictory with positive evaluations of specific techniques and less than positive evaluations of cooperative learning in general. This suggests that universities and colleges might need to enable a paradigm shift in student expectations of college learning if active learning techniques are to be encouraged, rather than the traditional passive learning often associated with the college classroom.

Parental Perceptions of Cooperative Learning

cademic learning and social-skills training are two major educational goals. Children are sent to school to learn to get along with others as well as to learn to read and write. The theory of cooperative learning within classrooms is to allow students to master basic academic objectives and develop essential social skills at the same time. Cooperative learning is a way of structuring small learning teams within classrooms. Students are placed in groups to complete assignments and to help each other learn subject matter. They are taught social skills so that they can work together cooperatively instead of competing against each other or working independently. Students are encouraged to help each other and are given group rewards only when each member of the team is successful. Tests are taken individ-