Cooperative Learning Practices Research Articles

Application and Exploration of Cooperative Learning in English Classroom

The new curriculum reform emphasizes the change of students' learning style and the reform of classroom teaching form, which requires teaching to develop towards the direction of autonomy, cooperation and inquiry, one of the important and specific goals is to change the ubiquitous passive acceptance of students' learning style, advocating students' participation in cooperative learning. Cooperative learning is a teaching activity that takes heterogeneous learning groups as the basic form system, utilizes the interaction between dynamic factors of teaching to promote students' learning, takes group achievement as the evaluation standard, and achieves teaching objectives together. Taking English classroom as an example, this paper discusses the application of cooperative learning in language learning. First, it introduces the concept and theoretical basis of cooperative learning, and its value and application in language learning. Secondly, through the analysis of cooperative learning practices in English classrooms, the main influencing factors and coping strategies of cooperative learning effectiveness are summarized. Then, effective regulation methods are proposed from the perspective of teachers and some suggestions are put forward to improve the application of cooperative learning in language learning. Finally, some suggestions on the future research of cooperative learning are put forward.

Development of a Learning Tool using the Cooperative Integrated Reading and Composition (CIRC) Model Based on Thunkable

This study aims to develop a Thunkable-based cooperative, integrated reading and composition (CIRC) model for mathematics instructional development in Unimed's PGSD program. Classroom observations revealed that current teaching practices inadequately engage students in fostering reading interest and substantive discussions for mathematical understanding. The study seeks to enhance pedagogical practices by integrating reading diversification through a Thunkable-based instructional framework. The research's overarching objective is to craft a CIRC-guided learning apparatus, utilizing Thunkable for the mathematics instructional development course in Unimed's PGSD program. Following Sugiyono's four-D model, the study employs a Research and Development approach encompassing the Define, Design, Develop, and Disseminate stages. Anticipated outcomes include obligatory deliverables like a comprehensive report, indexed proceedings publication, research proposal copyright, and publication in an accredited national journal. Supplementary outputs comprise an ISBN-endowed book, potential copyright or patent, and international journal publication. This research advances mathematics pedagogy within Unimed's PGSD program by integrating cooperative learning and technology-enhanced reading practices via Thunkable. Such an approach aligns with the progressive paradigm of educational development, fostering a conducive environment for comprehensive learning experiences and meaningful academic discourse.

The Practice of Cooperative Learning in Music Education: Optimization and Improvement of Learning Strategies

The Practice of Cooperative Learning in Music Education: Optimization and Improvement of Learning Strategies

Analysis of teachers’ cooperative learning strategies and practices in physical education

ABSTRACT Teachers as implementers of the curriculum have a vital role in delivering (Casey et al., 2009) reflecting teaching approaches in physical education classes. Cooperative learning is a teaching approach that meets the curricular requirements in Germany as well as considers the increasing heterogeneity of students. However, there is limited research about strategies and practices, which teachers use to implement cooperative learning successfully in physical education. To bridge this gap, our study examines teachers’ perspectives on implementation strategies and application approaches of cooperative learning lessons. Semi-structured interviews were conducted with 20 German physical education teachers based on the principle of contrasting. The interviews were conducted from October to November 2022 as problem-related interviews, guided by a theory-based semi-structured guideline. We used qualitative content analysis to analyse the interview data. Analysis was expanded to identify different types of practicing cooperative learning in physical education. The findings reveal that teachers address and implement forms of cooperative learning quite heterogeneously. Teachers’ implementation strategies were bottom-up, top-down or hybrid. Reactions to difficulties were avoidance, flexibility, implementing rules, training social skills or restructuring. In addition, five different types of cooperative learning practices were determined (‘the avoider’, ‘the quitter’, ‘the student-centred’, ‘the theory-led’ and ‘the flexible one’). While ‘the avoider’ and ‘the quitter’ type teachers stopped using cooperative learning, the other types used this teaching approach often in their physical education classes. ‘The flexible one’ used the hybrid implementation of cooperative learning and reported the lowest difficulties. Our findings contribute to a better understanding of teachers’ strategies and practices to depict how cooperative learning processes in physical education are implemented. Findings can be used to further develop concepts for cooperative learning in physical education. At the same time, this may help to better prepare teachers to realise cooperative learning arrangements and to deal successfully with corresponding challenges.

Teamwork dynamics in the context of large-size software development courses

BackgroundEffectively facilitating teamwork experiences, particularly in the context of large-size courses, is difficult to implement. This study seeks to address the challenges of implementing effective teamwork experiences in large courses. This study integrated teamwork pedagogy to facilitate a semester-long project in the context of a large-size class comprising 118 students organized into 26 teams. The data for this study were collected from two online teamwork sessions when teams collaborated and self-recorded during the in-class time. The video recordings were qualitatively analyzed to identify patterns in team dynamics processes through visualizations. The study aims to provide insights into the different ways team members engaged in team dynamics processes during different phases of the semester.ResultsFindings suggest that members of teams were mostly active and passive during meetings and less constructive and interactive in their engagement. Team members mainly engaged in communication, team orientation, and feedback behaviors. Over time, team members' interactions with one another remained about the same, with feedback behaviors tending to diminish and coordination behaviors staying about the same or slightly increasing over time.ConclusionThe implications of this study extend to both practice and theory. Practically, combining cooperative learning and scrum practices enabled a blend of collaborative and cooperative work, which suggests providing teams with tools and structures to coordinate teamwork processes and promote interaction among team members. From a theoretical perspective, this study contributes to the understanding of temporal aspects of teamwork dynamics by examining how team interactions evolve during working sessions at different points in time. Overall, this research provides valuable insights for educators, practitioners, and researchers aiming to enhance teamwork experiences in large courses, particularly in software development disciplines.

Cooperative learning and social cohesion: Study in the 4th year classes of tourism degree of Cuba and Mexico

The comprehensive training of future professionals is a fundamental objective of Higher Education. In this sense, cooperative learning, while contributing to learning, also favors the development of social competences that promote the social cohesion of the group or class. The objective of this research is to compare two class groups of Bachelor’s degree courses in Tourism from universities in Cuba and Mexico, taking into account the social cohesion achieved from the cooperative learning experience. The Social Network Analysis method is used to obtain those indicators that show the social cohesion achieved by these class groups subject to cooperative learning practices. The results show that the Cuban class group exhibits better results with respect to Mexico. On the other hand, some elements that should continue to be worked on from this experience for the development of social competencies and to achieve greater social cohesion are evidenced.
 Received: 8 April 2022Accepted: 16 April 2023

Student Attention and Distraction in Community College

The attention span of students and their ability to shut out distractions are learning conditions that concern educators more than ever before. Faculty at a community college assessed the learning conditions of students related to attention and distraction. Students self-administered an online Selective Attention Poll consisting of 20 multiple-choice items. The 239 culturally-diverse volunteers were 161 females and 78 males. Results indicated that most students believe they can get more work done in less time by multitasking, and consider this practice as necessary to meet the demands of college. Teachers could help students improve achievement by arranging innovative cooperative learning practices and developmental reading procedures. The majority of students declared their home as the most difficult place to study. Parents should provide a quiet environment and recognize student need for continued emotional support in early adulthood. The challenges for community college faculty are to help students improve study habits so they become more able to concentrate on assignments, read in-depth, value reflective thinking, diminish distractions, and build skills to work in groups.

Cooperative and Problem-Based Learning Practice in Islamic Education in Bahrain: Strengths and Challenges

Cooperative and Problem-Based Learning Practice in Islamic Education in Bahrain: Strengths and Challenges

The Learning Effects of Children Curriculums by Using Cooperative Learning and Community Practice

<p>本研究目的為：瞭解運用合作學習及實作經驗在兒童遊戲治療及兒童發展與輔導課程，對大學生學習成效之研究。研究對象為大學生，採行動研究法設計行動方案及收集資料，用同理成份量表及學習動機量表，共收集有效問卷含前後測18及21份，個人作業18份及團體心得作業8份。量性研究資料使用描述性統計分析及相依樣本t檢定，質性資料使用內容分析。研究結果發現：運用合作學習及社區實作在兒童遊戲治療課程時，其同理成份量表之總分及認知驅力（Cognitive drive），後測較前測顯著增加（t=2.557；p=.020；t=7.444；p=.000）。在兒童輔導與發展課程顯示：大學生的學習動機及同理能力之前後測無顯著差異（t=1.295；p=.210；t=2.057；p=.053）。質性資料顯示：合作學習促進學業投入、增加同理兒童的認知及情感能力；社區實作促進覺察、理解與反映兒童內在能力及學習動機。結論：合作學習及社區實作可增加學生學習動機及同理能力。研究並根據研究結果修改課程行動方案，建議增加合作學習活動及密集督導實作過程。</p> <p> </p><p>The purpose of this study was to explore the learning effects of two courses (children play therapy and children development and guidance, respectively) by using cooperative learning and community practice. The research participants were college students. The research was action research. The Learning Motivation Scale (LMS) and Empathy Components Questionnaire (ECQ) were collected with 18 and 21 copies, including pre-test and post-test. Moreover, 18 personal assignments and eight texts of group reflection assignments were collected from students. The quantitative data were analyzed by descriptive method and paired t-test. The qualitative data were analyzed through content analysis. The results were as follows: The ECQ score and the subscale score of cognitive drive in the pre-test and post-test significantly differed (t=2.557; p=.020; t=7.444; p=.000) in the children play therapy course. By contrast, the children development and guidance course using cooperative learning and community practice indicated that LMC and ECQ score in the pre-test and post-test had no significant difference (t=1.295; p=.210; t=2.057; p=.053). From the quality analysis, Cooperative learning could improve the college students’ schoolwork involvement and prompt their cognitive and emotional empathy toward children; community practice could improve their awareness, understanding, reflection, and learning motivation abilities toward children. Conclusion: cooperative learning and community practice could increase the learning motivation and ability of empathy. Finally, the action project has been revised on the basis of the research results, suggesting that the cooperative learning-related activities and the intensive supervision sessions in practice duration be added accordingly.</p> <p> </p>

The use of cooperative learning in English as foreign language classes: The prevalence, fidelity, and challenges

Cooperative learning has often been examined through experimental research with evidence of its numerous benefits. However, the extent and fidelity of its classroom use are understudied, and even there are few reports about its limited and unfaithful use. Using grounded theory, this exploratory study examined semi-structured detailed interviews from 14 Iranian English as foreign language (EFL) teachers to derive a framework explaining their conception and practice of cooperative learning. The findings suggested that, notwithstanding the positive beliefs about its benefits, cooperative learning is not extensively and faithfully used in the classes because of teachers’ knowledge, beliefs, and some implementation challenges.

Bibliometric Analysis of The Term ‘Cooperative Learning Chemistry’

Bibliometric analysis related to cooperative learning methods is a new theme and has never been studied. The research pattern related to cooperative learning methods is still uncharted and it is not known how effective it is when analyzed from several previous studies. Cooperative learning chemistry concepts provide suitable solutions for improving activity of students and chemistry learning outcomes. This study aims to demonstrate an all-compassing bibliometric analysis in the terms and concepts of ‘cooperative learning’. The articles evaluated were identified through Google Scholar database as well as the perish or publish software. Furthermore, scimagojr.com (Q1, Q2, Q3, and Q4) was adopted during scanning, and a total of 19 articles were analyzed from 7 reliable journals. This research using literature review method. The type of research used a bibliometric review in five measures method pioneered. These five steps describe the keyword of the search as cooperative learning chemistry, initial search results, improvement of these results, collection of initial data statistics and data analysis, as explained below. The results showed the practice of cooperative learning in chemistry is being widely accepted. However, there is a need for further research and Collaborations on inter-regional studies involving Asian scholars and developed nations in particular regions. The results showed that more than 75% of cooperative learning has a significant effect on learning outcomes. The learning model is an external factor that affects learning outcomes.

Learning Natural Science Materials Of Light Through Cooperative Learning Model Class IV SDN Tiyaran 02

<p><em>To realize the quality of learning and the quality of graduates at SDN Tiyaran 02, especially class IV,</em><em> it is necessary to use one of the recommended HOTS-oriented learning models in the implementation of the 2013 Curriculum, namely the Cooperative Learning model. Cooperative Learning learning model is a teaching and learning strategy that works on attitudes or helping among others in an organized organization in groups, consisting of two or more people. After implementing integrated thematic learning with the Cooperative Learning model, the authors found that the process and student learning outcomes improved. Better than the previous lesson. When the Cooperative Learning model is applied to other learning materials, it turns out that the process and student learning outcomes are just as good. The writer concludes that this cooperative learning learning practice is successful as a best practice for HOTS learning with the Cooperative Learning model.</em></p>

IMPLEMENTATION OF COOPERATIVE LEARNING MODEL NHT TO TRAIN STUDENTS COMMUNICATION SKILL IN ACID BASE MATTER

The aim of this research is to description the implementation of cooperative learning model NHT, students activity and practice communication skills through material of acid base. The research design used is “One Shoot Case Study”. Research data obtained include (1) Implementation of cooperative learning model NHT to get a score at meetings 1, 2, and 3 of 3,86, 3,90, and 3,95 with very good category. (2) The percentage of students activities that are relevant is greater than the of activities that are irrelevant. (3) Communication skills of students who are trained obtain sufficient criteria on the quantity of questions with a percentage for three consecutive meetings of 25%; 44,44%; and 55,56% and the quantity of opinion students get a good assessment criteria of 41,67%; 61,11%; and 75%. On the quality of asking students get an excellent title for three consecutive meetings 8,33%; 11,11%; and 25% and the quality of opinion students of 5,56%; 25%; and 27,78%.

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.

Assessing the Perception and Practice of Cooperative Learning of English Language and Literature Regular Students at Kabridahar University

Assessing the Perception and Practice of Cooperative Learning of English Language and Literature Regular Students at Kabridahar University

Delivering Health Education Curriculum Online in the Wake of COVID-19

The core skills taught in the subject “Health Education Development” at La Trobe University are essential for students studying health promotion. As part of this subject, students are supported to adopt the role of a health education and development facilitator in delivering tailored sessions to their peers. In these simulated sessions, students engage in the practice (and teaching) of cooperative learning addressing the needs of vulnerable population groups across different settings. COVID-19 forced the delivery of this subject to an online-only model with little time for preparation. Changes that were introduced as a response to this transition included online workshops replacing face-to-face (F2F), modification of the F2F component of assessments to online, F2F workshop content adapted to online version, implementation of a “coteaching” model for the initial 3 weeks post-COVID-19 lockdown, and weekly online sessions held with the teaching team. The use of innovative activities provided ongoing feedback, which informed timely actions to improve and continue with the successfully delivery of the subject.

Case Study and Cooperative Learning in Cryptography Course

Cryptography is one of the important components in data and telecommunications, it is important when communicating over any entrusted medium, which includes just about any network, particularly the Internet. It is also one of the important courses in Information Technology courses. For now, students seem to be hard to understands because they are lack of interest in learning this course. This problem is caused by their awareness towards the application and the usage of cryptography. In this study, a different approach will be used to open the students’ eyes towards the importance cryptography and the usage of cryptography application in their daily life to increase their interest in cryptography along with their understandings in cryptography. This study will focus on an approach that will improve the teaching interest and their understanding of the student by using case study and student-centered learning approach which is the cooperative learning approach. A case study is developed to carry out the tasks that will make the students realized the importance of cryptography. In order to make sure that the students’ get better understanding towards cryptography, the cooperative learning practice will be implemented. At the end of this study, the result from the implementation of the case study and cooperative learning will be analyzed and evaluated. The tasks of the cooperative learning practice will be identified in this study and the effectiveness of the practice will be measure based on the tasks given. Finally, the effectiveness will be evaluated after the given tasks is finished. This evaluation will be the final result of this study whether the implementation of case study and cooperative learning practice is effective than traditional teaching method or vice versa.

Factors Affecting College Students' Effectiveness for Cooperative Learning through Structural Equation Modelling

The substantial changes in the education system have pushed the teachers to go back to the earlier practice of cooperative learning so as to enable students to realize their achievement through group activities. Cooperative learning is a multi-layered activity as it involves various factors such as proper instructions, feedback, team structure, leadership, etc. The study aims to provide a model of various factors that affect the different outcomes of cooperative learning using structural equational modelling (SEM). The exploratory factor analysis is utilized to develop the model by grouping the factors under two latent variables. The latent variables observed are factors related to individual or intrinsic factors and factors related to external environment or extrinsic factors. The outcomes of the effectiveness of cooperative learning are linked with these two factors. The results indicate that individual factors have an indirect effect and external factors have a direct effect on the outcomes of cooperative learning. This study provides an overall idea about how the various factors influence the outcomes of cooperative learning by using a multivariate approach and allows perceiving the impact of factors simultaneously. Further, some recommendations are also made on how to improve the outcomes and effectiveness of the cooperative learning method. This study will help the teachers, academicians, and administrators to develop strategies according to the model prescribed by this study to maximize the outcomes of cooperative learning.

Increasing Students’ Participation Through Cooperative Learning Method: A Case of Bonga University first Year Biology Students

Education is a process of facilitating learning or acquisition of knowledge, skills, values, belief and habits. It is bases for development and empowerment for every nation. Cooperative learning is a set of methods in which students work together in small groups and help one another to achieve learning objectives‛ (Johnson & Johnson, 2009). It is well recognized as a pedagogical practice that promotes learning, higher level thinking, pro social behavior, and a greater understanding of children with diverse learning, social and adjustment needs (Cohen 1994). The general objective of the study is increasing first year Biology Department Students’ participation in cooperative learning methods (in collaborative group work). To conduct this study, both qualitative and quantitative research methods were employed. The quantitative data was collected from 44 Biology first year students. Qualitative data was collected through observation and focus group discussion from all students. The primary data were collected through observation and questionnaire from first year biology students. The secondary type of data also collected from related research works, documents at different line, students’ achievement in the previous semester from department and social interaction changes. In the selection of the sample population, available sampling was employed. The data was analyzed by using percentage, and frequencies. The finding of the study revealed that students participation was low in cooperative learning and the practice of Cooperative learning was challenged by different problem like lack of awareness and motivation both in the side of teachers and students, dependence of lower achievers on higher achievers, unequal sharing of work among group members, inappropriate group organization, uncomfortable seating arrangement of students, and insufficient support and follow up from teachers. Nevertheless, by utilizing the proposed actions like creating awareness about the importance of cooperative learning, reorganizing group arrangement, providing different responsibilities for each member of the group and providing the required support for all the groups the researchers observed improvement on achievement of students. Thus, it is possible to conclude that, cooperative learning can improve the participation of students if it is conducted in well-organized way by using different strategies that help learners to take responsibility by themselves. Keywords : Cooperative learning, Participation, Collaborative Learning, action plan/intervention DOI: 10.7176/JEP/11-13-05 Publication date: May 31 st 2020

DETERMINATION OF INNOVATIVE PRACTICES APPLIED BY TECHNICAL AND VOCATIONAL EDUCATORS FOR IMPROVING SOCIETAL VALUES IN TERTIARY INSTITUTIONS

The need to restore societal values in Anambra State necessitated this study to determine the innovative practices applied by technical and vocational educators for improving societal values in Anambra State of Nigeria. Two research questions guided the study and two null hypotheses were tested. Descriptive survey research design was adopted for the study. The population consisted of 204 technical and vocational educators from all the public tertiary institutions in the area. The entire population was used without sampling because the size was not too large. Instrument for data collection was a questionnaire structured on a 5-point rating scale and containing 20 items in two clusters. The instrument was validated by three experts from the Faculty of Education, Nnamdi Azikiwe University, Awka. A pilot study was used to establish the reliability of the instrument and application of Cronbach alpha yielded reliability coefficients of 0.89 and 0.78 for the two clusters with an overall reliability coefficient value of 0.84. Data collected for the study were analyzed using mean and standard deviation to answer the research questions and determine the closeness of the respondents’ views while ANOVA was used to test the null hypotheses at 0.05 level of significance. Findings revealed that technical and vocational educators applied social responsibility principles and cooperative learning practices for improving societal values in tertiary institutions in Anambra State. It was also found out that respondents differ significantly in the mean ratings on social responsibility principles and cooperative learning practices they apply based on their levels of educational attainment and teaching experiences. Based on the finding, it was concluded that application of innovative practices by all the technical and vocational educators have contributed positively on their students and the society at large relative to core values that makes societies thrive. It was recommended among others that technical and vocational education students should embrace the innovative practices of their teachers and demonstrate them within and outside the schools in order to make positive impacts in the society. Article visualizations: