Cooperative Skills Research Articles

Analysis of Cooperative Skills Development through Relational Coordination in a Gamified Online Learning Environment

One of the main problems of the sudden digital transition to online education due to the COVID-19 pandemic is the increased isolation of students. On the other hand, one of the main goals of higher education is to develop students’ cooperative competence. This experimental study presents an online learning environment, consisting of a set of web-based resources such as virtual laboratories, interactive activities, educational videos and a game-based learning methodology. The study also examines the influence of the combination of such resources with active and collaborative learning on the improvement of students’ relationships and the development of cooperative competence. To this end, an analysis was conducted based on the data collected from a core subject of the Computer Engineering and Computer Science Engineering degree courses. The answers of an online survey (n = 289) were examined by using the structural equation modeling technique (SEM). The results suggest that the proposed learning environment has a significant and positive impact on the two dimensions of relational coordination; communication and relationships, and plays a key role in the acquisition and development of cooperative competence. Findings also indicate that effective, accurate, frequent and timely communication, positively influences on students’ relationships. Additionally, this study addresses other important issues with significant theoretical and practical implications for higher education.

Peculiarities of formation of culture of movements of students of 5-9 grades in lessons of physical culture in the modern educational dimension

The article reveals the peculiarities of the formation of the culture of movements of students in grades 5-9 in physical education lessons in the modern educational dimension. The current state of physical health of adolescents is analyzed. It is established that in modern conditions of improvement of physical education of pupils of the basic school formation of the personality of schoolboys of different age groups, including teenagers comes to the fore. Ways to improve the formation of the culture of movements of students with postural disorders, taking into account their psychophysical condition. It is determined that the ability to organize independent physical education classes on the formation of physique, good posture, culture of movements, to select exercises of coordination, rhythmic, plastic orientation is important. After all, the perception of the beauty of physique and posture in accordance with cultural patterns and aesthetic canons, the formation of physical beauty from the standpoint of strengthening and maintaining health, understanding the culture of human movements, comprehension of vital motor skills in accordance with their feasibility and aesthetic appeal is one of the tasks of physical education.
 The curriculum for educational organizations of students in grades 5-9 provides for the formation of stable motives and needs for exercise, holistic development of physical and mental qualities, creative use of physical culture in the organization of a healthy lifestyle, the formation of competence in physical culture and sports, mastering practical skills of creative cooperation in collective forms of physical exercises. Thus, the issue of forming a culture of movement in primary school students is quite relevant and needs further improvement.

Cooperative Learning: Building Cooperative skills and attitudes in Learners

Cooperative Learning: Building Cooperative skills and attitudes in Learners

ACTION-ORIENTED LANGUAGE TEACHING: OPINIONS OF STUDENTS OF FRENCH ABOUT SHORT FILM SHOOTING PROJECT

The aim of this study is to analyze efficiency of teaching French with a short film project and to reveal learners' opinion. In this study, case study, which is one of the qualitative research methods, was preferred. This study was conducted with 10 students of Anadolu University, Faculty of Education, French Language Teaching Department. The data is collected through observation and group interview techniques. Macro and micro tasks were assigned in order to develop learners' linguistic and extra linguistic skills during 8-weeks. Furthermore, products such as scenario, banner, short-film etc. have also been analyzed as documented data. Observation and interview notes were coded by two researchers and 92% reliability was achieved; 6 themes and 15 subthemes were thus forged. According to findings, the motivation of the participants increased. Possible reasons for this are the different and fun activities, creating a concrete product and feeling successful. In group work a positive synergy observed among good associates, but learners’ discussion, co-deciding and cooperation skills need to be improved. Participants stated that their creativity, socio–cultural, self-learning and self-assessment skills have developed. In conclusion, project-based learning, supported by action-oriented approach, helps to increase student motivation, creativity, intercultural skills and autonomous learning skills.
 
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Intervention program using a robot for children with Autism Spectrum Disorder

This study investigated the effectiveness on social skills development of an educational intervention program for schoolchildren with autism spectrum disorder (ASD) using an educational robot. Over the period of a month, four boys with ASD, ranging in age from 7 to 14 years, participated in structured educational scenarios involving the robot “Edison”, which is in the form of a toy car, with the aid of a teacher/researcher. The behavior of the four boys during the sessions was recorded by an observer, using an observation form. The boys appeared to enjoy the intervention sessions, and a positive outcome was observed following interaction with the robot. Specifically, by the end of the month of intervention, all the boys showed improvement in social skills and cooperation skills and a reduction in untoward social behaviors. They showed an increase in eye contact, followed instructions and appeared to understand the social rules better, and in general their interaction with the teacher and with each other was enhanced. In conclusion, teachers can use robots in programs aimed at improving the social and communication skills of schoolchildren with ASD.

„Майнкрафт“ като образователен инструмент за реализиране на ин- тегрирания подход

Teaching the basics of coding at Alexander Georgiev-Kodzhakafaliyata Primary School develops students’ digital literacy, algorithmic thinking and skills to design familiar objects, processes and phenomena thanks to popular game Minecraft. This approach serves not to replace the regular lesson but as a parallel which extends and builds upon the learning process in order to develop synthetic competences. Thus emerges a natural necessity to look integrally at specific topics which fail to fit entirely into one scientific area. Students research historical records and then make a 3D Minecraft model of a historic site – the Greek Acropolis, which is part of the learning material in History in grade 5. They not only learn more about the site but also apply the skills of cooperation, effective communication, creativity and critical thinking.

Progressive flowchart development scaffolding to improve university students’ computational thinking and programming self-efficacy

ABSTRACT As one of the core skills of the 21st century, computational thinking has received increasing attention from educators and researchers. Although some research has been conducted on computational thinking, few studies examined the impact of learning activities on students’ computation thinking skills from the perspective of cognitive development. Based on the theory of scaffolding instruction, a progressive thinking training approach with flowcharts was proposed to cultivate students’ computational thinking skills. A quasi-experiment was designed to evaluate the effectiveness of the training. Forty-nine Chinese tertiary students undertaking a programming course were randomly assigned into two groups – the experimental and control groups. During the course, the experimental group received progressive training, and the control group received non-progressive training. The results showed that the experimental group gained a significantly higher level of academic achievement than the control group. Meanwhile, the experimental group showed a remarkable improvement in programming self-efficacy. Furthermore, the participants in the experimental group showed a higher level of computational thinking skills, including cooperative learning, critical thinking, and problem solving skills. In summary, the progressive thinking training approach with flowcharts could not only improve the participants’ computational thinking skills and programming self-efficacy, but also help them to achieve better academic outcomes.

Group Investigation Learning in Developing 21st Century Skills of Elementary School Students

The 21st century is a century where all information and technology is growing rapidly as if without a barrier that requires humans to have the skills to be able to compete in this century. This skill does not just appear in humans but through a process of habituation. This process can be obtained through educational institutions. The right age to develop 21st-century skills is to start when children enter elementary school age. Educational institutions through the teaching process by teachers will help students to develop 21st-century skills such as critical thinking skills, problem-solving skills, collaboration skills, communication skills, and creativity. These skills can be developed through an innovative, creative, and involving learning process. students are actively involved in the learning process. One of the models or methods that can be used by teachers is group investigation learning. Group investigation is cooperative learning that puts forward cooperation in teams to carry out investigations in completing the assigned tasks. This study collects previous studies on the application of group investigation learning in developing 21st-century skills in elementary school students. This study uses search data from Google Scholar through an explanation of qualitative metasummary forms. After carrying out the selection, 10 journal articles were selected to be studied in this study. The results of the analysis show that group investigation learning has a significant influence in developing critical thinking skills, problem-solving skills, cooperative skills, communication skills, and students' creativity.

The Role of Project-Based Language Learning in Developing Students’ Life Skills

Project-based learning is suggested for independent and collaborative learning that could positively impact students’ learning. This study aimed to identify the role of project-based language learning in developing life skills of students through studying a case of a language class that included 80 students in two grade 6 classes in a private school. The study attempted to answer the following question: What is the role of project-based learning in developing students’ life skills in an Arabic language class? To answer this question, we adopted a theoretical framework that included the following categories of life skills: personal and collaborative skills, self-orientation skills, and collective responsibility. The following three data collecting tools were used during the study: observation, semi-structured interviews, and the teacher and students’ documents. Data collection lasted for two months from late September 2019 to December 2019. Data analysis followed the thematic analyses framework, by categorizing data into themes. The research results indicated that project-based learning helps to improve language students’ personal and cooperative skills through developing their communication skills between themselves or with their teacher. In addition, project-based learning developed language students’ mutual respect, their confidence, and their self-regulation of learning the Arabic language.

Parent-reported social-communication changes in children diagnosed with autism spectrum disorder during the COVID-19 pandemic in the UK

Introduction: The coronavirus pandemic has swept across the United Kingdom (UK). Given the ever-evolving situation, little is known about the repercussions of coronavirus and the subsequent lockdowns for children diagnosed with Autism Spectrum Disorder (ASD). Therefore, this study explores the social-communicative impact of the first lockdown (March 2020 – July 2020) in the UK and the return to school period (September 2020 – October 2020), following prolonged disruption to routine, in children diagnosed with ASD. Methods : Parents of autistic children completed 2 separate online surveys following the first lockdown in the UK (n = 176) and also when children returned to school following the summer break (n = 54). Results : The results suggested that self-regulation skills (p < .05) and co-operation skills (p < .05) were most affected over the course of the lockdown. Children’s physical activity levels were perceived to significantly increase during the return to school (p < .0001), which was associated with better social-communication outcomes (p < .05). Conclusion : Future work is needed to confirm and explore the findings. Such work could be implemented to protect and improve the social-communicative outcomes of autistic children.

Upaya Pengembangan Sosial Emosional Anak Dimasa New Normal Melalui Media Boneka Tangan di KB Al-Insan Mandiri Krian Sidoarjo

Social aspects in early childhood are very important to be developed from an early age. Children who are socially emotionally intelligent will lead them to have a wide social network and in the future will have good cooperation skills. Therefore, in this New Normal period, the role of parents, teachers, and the surrounding environment is very important to support the development of their child's emotional intelligence. In schools, creative teachers are needed in delivering learning. In the aspect of achieving children's social emotional development which includes children being able to obey school rules, children willing to share with friends, showing enthusiasm in playing games, and being able to control feelings (angry, afraid, happy). There are many ways to develop emotional social in children, including a teacher, parent or people around the child making him a good example for children, public figures. In addition, invite children to play with peers, introduce children to new experiences. One of the best efforts to develop aspects of children's social-emotional development is through the media of hand puppets, with this media it is likely that children are able to interact with peers very well.

THE USE OF PROJECT TECHNOLOGY TO INTRODUCE SCHOOLCHILDREN TO ELEMENTS OF THE GENERAL TOPOLOGY

Preparing a student with project skills is one of the urgent tasks facing education. At present, the general education school of Russia is moving to new educational standards, which provide for the mandatory formation of students' skills in using project activities. The article contains an analysis of the experience of involving students of different age groups in project activities during their acquaintance with the basic topological concepts within the framework of the author's elective discipline "Get to know topology".At the preparatory stage of teaching, the content of the modern section of mathematics was reasonably selected, different types of practical tasks were modeled, the topic of projects, possible options for the product of project activities, assessment criteria were selected, questionnaires were developed.The article describes the results of experimental teaching, which was carried out for three years in educational institutions of different levels. The article is illustrated with examples of methods of organizing project activities in the course "Get to know topology" and approaches to evaluating project products; the analysis of questionnaires of different groups of students was carried out. The results of the study confirm that project-based learning increases the involvement and interest of schoolchildren in mathematics, allows them to understand a new problem, contributes to the development of communication and cooperation skills of students, creates conditions for the development of students' creativity.

COED SPORTS AS AN ‘INTEGRATION TOOL’ IN HELLENIC MILITARY HIGHER EDUCATION INSTITUTIONS

&lt;p&gt;This study focuses on women’s integration in the military through sports, and particularly coed sports in the Hellenic Military Higher Education Institutions: 1) the Hellenic Army Academy, 2) the Hellenic Military Academy of Corps Officers, 3) the Hellenic Military Nursing Academy, 4) the Hellenic Naval Academy, and 5) the Hellenic Air Force Academy. We argue that coed sports (mixed-gender teams) can be used as an integration tool in military institutions, although research on this topic is scarce. Our study begins with a literature review on gender, the military, and sport combining a qualitative and quantitative approach to facilitate a better understanding of how women and men navigate and perceive the meaning of their mixed-gender military sport experience in the Hellenic Military Higher Education Institutions. Initially, twelve Greek women, active officers in the Armed Forces, took part in a series of semi-structured interviews. The twelve women, all high-ranking military officers today—between the ages of 25 to 49—were randomly chosen. Subsequently, a total of 120 active officers of both genders responded to the Greek version of the "Group Environment Questionnaire" (Angelonidis, 1995). From a total of 18 questions, nine were selected to examine gender integration through sport. The main research question is whether sport in the five military higher education academies/schools in Greece contributes to gender integration as perceived and understood by the 120 participants (female and male officers). The findings showed that integration is a process involving non-isolation, meaning acceptance of the gender subject (the officer cadet/military student) regardless of his/her gender into the team, as opposed to his/her exclusion, and as a result the union-unity-acceptance in a sport team of all the subjects (officer cadets of both genders). According to the results of the analysis, there is a statistically significant interaction between the variables 'joint participation of men and women in sports' and the 'integration of women' in the five Hellenic Military Higher Education Institutions. The results of this study indicate that mixed-gender military sport programs serve as a means for gender integration, unity, and cohesion. Other than strengthening physical capacity, fitness and performance, the findings confirm that coed military sport activities could prevent sexism; eliminate or reduce gender harassment, discrimination, and stereotypes; strengthen interpersonal communication/relationships and teamwork; reinforce team and social cohesion, unity, and cooperation skills.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&amp;lt;p&amp;gt; &amp;lt;/p&amp;gt;&amp;lt;p&amp;gt;&amp;lt;strong&amp;gt; Article visualizations:&amp;lt;/strong&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;p&amp;gt;&amp;lt;img src="/-counters-/edu_01/0765/a.php" alt="Hit counter" /&amp;gt;&amp;lt;/p&amp;gt;&lt;/p&gt;

The Use of the Bits and Pieces Game on Students’ Achievement on Writing Report Text

This experimental research intended to examine the effects of the Bits and Pieces game on students’ achievement in the writing report text. Sixty-eight students in the tenth grade participated in an experimental class taught through the Bits and pieces game. The participants in the control class taught through the Conventional teaching method. After the treatment was done, the students in both grades were tested. As the results, the mean average showed that there was an increase in writing scores. Additionally, the score in the experimental class showed that the Bits and Pieces game was adequate to be taught. Nevertheless, the score in the control class showed that the Conventional teaching method was not effective to be taught because there was no significant difference between the score in the pre-test and post-test. Furthermore, learning through the Bits and Pieces game encourages students’ broader skills of cooperation and negotiation.

Cleaner fish and other wrasse match primates in their ability to delay gratification

Humans are outstanding in their ability to achieve mutual cooperation for direct benefits. One often-quoted factor driving our unique cooperation skills is our ability to delay gratification for future benefits, which is supposedly linked to our advanced cognitive abilities relative to other species. The established experimental paradigm used to test delayed gratification in primates and birds is to give subjects access to a small food reward, which can be exchanged for a larger (quantitative task) or better quality (qualitative task) food reward after a time delay. Here we used this paradigm to test primarily the cleaner fish Labroides dimidiatus for its ability to delay gratification. The specific ecology of cleaners makes them ideal candidates for this task: cleaners remove ectoparasites from visiting ‘client’ reef fish although they prefer to eat client mucus. This eating against preference is equivalent to delayed gratification as clients that have their ectoparasites removed (as opposed to their mucus) will both stay longer with a specific cleaner and return to it for later inspection. Cleaners performed very well in the quantitative task, i.e. similarly to monkeys. In contrast, they performed poorly if the delayed reward was of higher quality. Using the quantitative task to test other wrasse species, we found that another cleaner species and noncleaner wrasse also performed well, the latter despite no evidence that they need such ability to cooperate in nature. However, only the two cleaner species showed evidence for making decisions early on about whether to wait or to directly eat the immediate reward. We conclude that the ability to delay gratification does not warrant advanced cognitive abilities that require endotherm-specific brain morphology, although the underlying mechanisms vary between species. • Ability to delay gratification supposedly indicates advanced cognitive capacities. • Wrasse performed similarly to monkeys in a quantitative delayed reward task. • Cleaner fish showed evidence for anticipation as few primates do. • Ectotherms may have a different perception of time compared to endotherms.

The Development of natural science module web integrated with local plants toward cooperation skills and environmental care attitude of students

The research is about to develop a valid natural science module web integrated local plants on cooperation skills and environmental care attitudes. The research method used is Research and Development which is limited to the developing stage. The research sample was 16 students of 8th grade of Junior High School. The instruments in this study were expert validation sheets, science teacher assessment sheets, peer assessment sheets and students’ readability sheets using a questionnaire with Likert scale. Validation data were analyzed using descriptive analysis. The results of the assessment by experts with the score is 3.6, from science teacher with the score is 3.5, peers review with the score are 3.7, 3.7 and 3.4 and the readability level of students 3.7. All scores are in the excellent category. It can be concluded that the web natural science module can be used in learning. This research is important because it utilizes technology and is integrated with the environment.

Students Team Achievement Division (STAD): Model Pembelajaran Kooperatif untuk Meningkatkan Kerja Sama Peserta Didik

The research aimed to increase students' cooperation skills and to describe mathematics learning quality through cooperative learning models, types Students Team Achievement Division (STAD). This research is a classroom action research using model of Kemmis Taggart. The subject is 11 grades students of Mathematics and Natural Science 3 in 1 Wates Senior High School. The findings indicated that the learning model, style Students Team Achievement Division (STAD), could improve students' cooperation skill. The excellent implementation is shown by an improvement in the percentage of student cooperation in mathematics instruction, namely from the results of the first cycle, the average performance of cooperation is 67.8% of students in the high and very high category and an increase in the second cycle by 82.2% of students in the high and very high category. The results of observations of the implementation of mathematics learning using cooperative learning model, type Students Team Achievement Division (STAD), in cycle I revealed a percentage of 91%, which increased to 96% in cycle II.&#x0D;

Application of Multimedia Networks in Business English Teaching in Vocational College.

To better meet the needs of economic restructuring and industrial development in China, educators in vocational colleges have to find new approaches to narrow the gaps between the updated requirements from the employers for business English majors and the vocational college education reality. Under this circumstance, a tentative study was carried out with the aids of multimedia to help the educators remove obstacles blocking achieving their educational aim, which is cultivating the graduates who are qualified for the social requirement. This study mainly discussed how effective the multimedia networks can help the business English majors in vocational colleges to enrich their work experience and enhance their practical English ability, computer skills, communication skills, and cooperation skills comprehensively. It aimed at exploring the ways of helping the business English majors in vocational colleges to gain work experience and improve their practical English skills, computer skills, communication skills, and cooperation skills with the aid of multimedia networks. An experimental teaching program was designed under the guidelines of a task-based teaching approach and constructive learning theory. The program includes four teaching models, which are in-class learning and field preparation, mock practice, in-field learning and field education, and learning reflection. All learning and field practices are delivered online facilitated by multimedia networks. One hundred and forty sophomores majoring in business English are selected as participants of the program. Data of students' confidence in all five monitored essential abilities are collected before and after the learning procedure through questionnaires, and students' feedbacks are collected through interviews. The statistical results show that multimedia networks can help students improve their overall competence, especially in gaining work experience and practical English skills. Moreover, adopting multimedia networks in teaching can provide more internship opportunities, enrich teaching scenarios, and prolong net teaching hours, which forms a preferred learning environment and provides better learning outcomes. It could also be used to assist communication and cooperation trainings.

The Role of Education Colleges in Yemeni Universities to Develop Twenty-First Century Skills among Students

The study aimed to examine the role of colleges of education in Yemeni universities in developing the twenty-first century skills among students. The skills include critical thinking and problem-solving; creative thinking; effective communication and cooperation with others; flexibility; adaptation and change management; self and continuous learning; leadership and working with a team; taking responsibility and making decisions; using technology efficiently; understanding and interacting with diverse cultures; and work and self-management. The followed the descriptive and analytical method, using a questionnaire that was distributed to a random sample of (408) students selected from the fourth level of the Faculties of Education in four public universities: Sana'a, Hajjah, Amran, and Hodeidah. The study results revealed a medium role that the colleges of education in Yemeni universities play in developing the twenty-first century skills among their students. The skill of effective communication and cooperation with others received the highest attention, while the skills of work, self-management and the skills of using technology efficiently received the lowest level of attention. The study concluded with a number of conclusions, including absence of a vision for the challenges and requirements of the twenty-first century and lack of support provided to colleges to purchase facilities and equipment. The study recommended that the colleges of education should pay more attention to developing the twenty-first century skills, especially work and self-management skills and the efficient use of technology.&#x0D; Keywords: role, education college, skills, twenty-first century, Yemeni universities.

The Role of Education Colleges in Yemeni Universities to Develop Twenty-First Century Skills among Students

The study aimed to examine the role of colleges of education in Yemeni universities in developing the twenty-first century skills among students. The skills include critical thinking and problem-solving; creative thinking; effective communication and cooperation with others; flexibility; adaptation and change management; self and continuous learning; leadership and working with a team; taking responsibility and making decisions; using technology efficiently; understanding and interacting with diverse cultures; and work and self-management. The followed the descriptive and analytical method, using a questionnaire that was distributed to a random sample of (408) students selected from the fourth level of the Faculties of Education in four public universities: Sana'a, Hajjah, Amran, and Hodeidah. The study results revealed a medium role that the colleges of education in Yemeni universities play in developing the twenty-first century skills among their students. The skill of effective communication and cooperation with others received the highest attention, while the skills of work, self-management and the skills of using technology efficiently received the lowest level of attention. The study concluded with a number of conclusions, including absence of a vision for the challenges and requirements of the twenty-first century and lack of support provided to colleges to purchase facilities and equipment. The study recommended that the colleges of education should pay more attention to developing the twenty-first century skills, especially work and self-management skills and the efficient use of technology.&#x0D; Keywords: role, education college, skills, twenty-first century, Yemeni universities.