Cooperative Learning Theory Research Articles

A framework to understand the needs of the medical students of the future

Purpose: Medical education is undergoing curricular reform driven by internal needs and external pressures. Concurrently, medical students are changing. More diverse student bodies, particularly those from underrepresented minorities, bring different skill sets, needs and priorities to their medical school education. Here we present their voices.Methods: In order to explore the stories, needs and motivations of future physicians, we conducted a small-scale study of students from diverse backgrounds in US medical schools. Our interviews revealed two core themes about medical school: (1) that medical school is an extreme physical and emotional challenge for all students, and (2) that medical school education consists of multiple conflicting goals. Combining the two themes provides a descriptive topology of student’s motivations and strategies for getting through medical school. Using this framework, we deconstruct the experience of medical school to reveal the gaps and misalignments between the traditional system of medical education and what medical students want, expect and need to be successful.Conclusions: We discuss the implications of our research and this framework for curricula and the learning environment with a particular focus on (1) cooperative learning and social interdependence theory and (2) an expanded understanding of diversity and the needs of under-represented students.

On the Application of Cooperative Learning in College English Teaching

Cooperative learning is a kind of teaching theory and strategy system based on group. The theory of cooperative learning has been applied in college English teaching and has proved to be fruitful and beneficial. Cooperative learning as a breakthrough and complement against traditional classroom instruction is an efficient teaching approach, which can promote learners’ cognitive ability and improve their competence to use language. This paper intends to discuss the significance of cooperative learning and how to apply this approach in college English teaching to improve students’ overall language competence. Problems faced with the application of cooperative learning are also analyzed and proper solutions are suggested to tackle the problems.

Cooperative Learning techniques to bridge gaps in academia and corporate

Abstract One of the major gaps and concerns from the corporates and the engineering academia when it comes to hiring the fresh engineering graduates is the entire aspect of lack of adequate Social Skills. While the engineering academia focuses a lot more on developing the technical skills of their engineering students, and focusing on several pragmatic approaches in adopting learning technologies through labs and simulations, the gap w.r.t. the social and behavioural skills is steadily widening. Being in the corporate world and having dealt with the engineering freshers from colleges, we see there is very little emphasis colleges are giving on developing the social skills of their students and embedding that into their teaching pedagogy. This needs to be addressed immediately since it takes longer duration to prepare these engineering freshers for the real world where they would need to face the real customers from day 1 of their project work. Unless the freshers are ready with the right skills, even the businesses are not willing to put them on real billable projects with the fear that the customer may reject them or they might be risking their projects by not having the right resources on the project.We have seen some colleges giving special trainings to their students right from the 1st and 2nd year of engineering, but as we know, formal trainings are only useful to some extent and are short lived unless this knowledge is put into practice. What is needed is more comprehensive methodology which is embedded into the overall pedagogy of the engineering educators. Cooperative Learning (CL) theory and its associated techniques can help bridge this gap. In this paper, we describe the major factors that influence CL and proposed set of sub-factors, which we believe to address this shortcoming of lack of adequate social skills amongst the engineering students and making them more employable.

Educational Performance of ALN via Content Analysis

Learning in an ALN mode is modeled by a set of educational processes. The group is modeled by an abstract entity that provides services to the learners via its group educational processes. The learners reciprocate by their corresponding educational processes. Following findings of the Social Interdependence Theory of Cooperative Learning, we conjecture that the ALN is Cooperative Learning enhanced by extended think time. If ALN is structured for effective cooperation then the group dynamics will regulate the high level reasoning and the interpersonal relationships of the learners towards their highest levels.If this conjecture is found to be true, it identifies the maximization of reasoning and interpersonal relationships as one of the educational benefits of an ALN.To test the conjecture, we developed a methodology for the evaluation of the performance profiles of the ALN educational processes. Performance profiles are calculated via content analysis of the information flows exchanged between the participants, and the results are tested for reproducibility. We use this methodology to analyze three weeks of asynchronous discussions embedded in an ALN course of the Open University of Israel (OUI). The results of this analysis indicate the plausibility of our conjecture.

RECIPROCITY ANALYSIS OF ONLINE LEARNING NETWORKS

Asynchronous Learning Networks (ALNs) make the process of collaboration more transparent, because a transcript of conference messages can be used to assess individual roles and contributions and the collaborative process itself. This study considers three aspects of ALNs: the design; the quality of the resulting knowledge construction process; and cohesion, role and power network structures. The design is evaluated according to the Social Interdependence Theory of Cooperative Learning. The quality of the knowledge construction process is evaluated through Content Analysis; and the network structures are analyzed using Social Network Analysis of the response relations among participants during online discussions. In this research we analyze data from two three-month-long ALN academic university courses: a formal, structured, closed forum and an informal, non-structured, open forum. We found that in the structured ALN, the knowledge construction process reached a very high phase of critical thinkingand developed cohesive cliques. The students took on bridging and triggering roles, while the tutor had relatively little power. In the non-structured ALN, the knowledge construction process reached a low phase of cognitive activity; few cliques were constructed; most of the students took on the passive role of teacher-followers; and the tutor was at the center of activity. These differences are statistically significant. We conclude that a well-designed ALN develops significant, distinct cohesion, and role and power structures lead the knowledge construction process to high phases of critical thinking.

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.

"Thinking Beyond My Own Interpretation:" Reflections on Collaborative and Cooperative Learning Theory in the Law School Curriculum

The multi-faceted teaching approach of collaborative learning includes a wide range of pedagogies from cooperative learning to collaborative writing. Cooperative learning and collaborative writing occupy opposite ends of a spectrum of teaching approaches that all share several premises: respect for students, the belief in the students' potential for academic success, the idea that learning is inherently social, and the understanding that learning is an active process. Both pedagogies share the goals of alleviating education related stress through small work-group settings, teaching group dynamics, and giving students the feedback they seek and desire. Further, both provide additional motivation to students who respond more positively to these assignments because they are predictable, manageable, and provide desirable evaluative feedback. Finally, studies demonstrate that these pedagogies, when compared with a competitive learning environment, produce higher levels of student achievement, increased development of student judgment, and more positive student attitudes toward learning. This article will explore why these pedagogies are not more readily adopted in legal education and propose guidelines for their use in law school writing assignments generally, and for first year legal analysis assignments in particular.

EXPLORING THE USE OF JIGSAW WRITING AMONG ESL WRITERS: A CLASSROOM RESEARCH

The use of jigsaw classroom has been used by Aronson (2015) since the 1970�s. It is a research based cooperative learning technique and has been successfully used in classrooms all over the world. Out of the jigsaw classroom, comes jigsaw writing and its serves the same function as cooperative learning in the classroom. The benefits of cooperative learning goes beyond learning the contents of the lessons, students gain a new way of learning in groups. Teachers teaching writing in the ESL classrooms will agree that teaching the writing process is not an easy task. ESL learners struggling with the learning of the language are faced with added difficulty of having to write essays in the ESL classroom. According to Elola (2010), collaborative writing can bring many benefits to learners in the ESL classroom. This study is based on the theories of Scaffolding and Cooperative learning. It introduces yet another interesting teaching method to make ESL writing a fun and interactive classroom activity. Qualitative and quantitative data analyzed revealed interesting implications for future teaching ESL writing.

Co-operative learning and peer writing programmes

This article argues that peer writing programmes based on co-operative learning theory have the potential to enhance students' writing development. It examines to what extent peer writing programmes can be considered co-operative. The co-operation theories of Johnson and Johnson and Damon and Phelps are drawn on, particularly Johnson and Johnson's theory of positive interdependence and Damon and Phelps' three-pronged model of peer writing programmes: peer tutoring; co-operative learning, and peer collaboration. These co-operation theories are then used to critique five peer writing programmes from New Zealand and overseas. Results suggest that few peer writing programmes foster positive interdependence and most do not go beyond the peer tutoring model. Therefore, teachers need to develop ways of implementing a co-operative approach within peer writing programmes.

SISL and SIRL: Two knowledge dissemination models with leader nodes on cooperative learning networks

Abstract Cooperative learning is one of the most effective teaching methods, which has been widely used. Students’ mutual contact forms a cooperative learning network in this process. Our previous research demonstrated that the cooperative learning network has complex characteristics. This study aims to investigating the dynamic spreading process of the knowledge in the cooperative learning network and the inspiration of leaders in this process. To this end, complex network transmission dynamics theory is utilized to construct the knowledge dissemination model of a cooperative learning network. Based on the existing epidemic models, we propose a new susceptible–infected–susceptible-leader (SISL) model that considers both students’ forgetting and leaders’ inspiration, and a susceptible–infected–removed-leader (SIRL) model that considers students’ interest in spreading and leaders’ inspiration. The spreading threshold λ c and its impact factors are analyzed. Then, numerical simulation and analysis are delivered to reveal the dynamic transmission mechanism of knowledge and leaders’ role. This work is of great significance to cooperative learning theory and teaching practice. It also enriches the theory of complex network transmission dynamics.

ReVisualizing St. Petersburg: Using Documentary Production in a Short-Term Study Abroad Program to Enhance Oral Proficiency, Media Literacy, and Research Skills

this study suggests that by integrating a documentary production and research project into a short-term summer abroad program, we can enhance students' international experience and improve their oral proficiency, media literacy, and research skills. Studying abroad may be one of the best tools for helping students understand our interconnectedness to a larger world by building bridges of understanding and compassion (Reynolds-Case 311). Combining this experience with inquiry-based documentary production, which teaches a full range of critical, conceptual, organizational, managerial, interpersonal, and creative skills (Edwards 9), creates a unique experiential learning opportunity for undergraduate students.Study AbroadThe College of William and Mary Program in St. Petersburg, Russia, is a short-term inquirybased summer program. According to the Institute of International Education's Open Doors Report and the Bureau of Educational and Cultural Affairs, US Department of State (Institute of International Education 25), in the 2011-12 academic year, 283,332 US students studied abroad for academic credit. That same study finds that participation in short-term study abroad programs-those lasting eight weeks or less-accounts for over 60 percent of US study abroad experiences. Previous research discussed a variety of linguistic issues in the context of long-term study abroad experience, including oral proficiency (Martinsen, 2010; Segalowitz & Freed, 2004), listening (Kinginger, 2008), reading (Dewey, 2004), writing (Freed, So, & Lazar, 2003), student motivation (Allen, 2010), pragmatic development (Bataller, 2010), and dialect and intonation acquisition (Henriksen, Geeslin, & Willis, 2010; Ringer-Hilfinger, 2012) (Reynolds-Case 311). Additionally, Reynolds-Case notes that there has also been research that documents noticeable gains in students' target language production and comprehension after even short-term study abroad programs (312), which last less than eight weeks (Allen, Dristas, and Mills; Cubillos, Chieffo, and Fan).Documentary ProductionIn Fall 2010 we proposed the Visualizing St. Petersburg project-an initiative to incorporate documentary production in the short-term study abroad program in St. Petersburg, Russia, in order to enhance undergraduate re search as an integral part of William and Mary students' international experience. Including a media production component in our project added some very important elements. First, to produce media, students must engage outside the classroom and talk to locals. This interaction, with all of its messy mistakes, is often the most challenging yet rewarding aspect for study-abroad students. Second, whereas writing provides students a traditional mode for critical analysis, the creation of visual media requires students to negotiate meaning and acknowledge the cultural differences offered through voices beyond their usual realm of experience. And third, producing media gives students the opportunity to present their work to larger audiences. Videos are an effective tool of communication and an easy way to share not only with those within the academic community, but also with the larger invested communities from which the videos arose. Last, students gain a full range of broad knowledge and skills, including critical, conceptual, organizational, managerial, interpersonal, and creative skills. We emphasize that the process of production-the methods of research and creating their projects-is more important than the production quality of their final film. The value of a liberal arts education, the very notion that gives it its enduring value over a student's lifetime, is its focus on inquiry and methods, rather than on product.Experiential LearningIn designing our study abroad program we were inspired by the experiential learning model. Experiential education, educational philosophy rooted in and transformed by experience, has its roots in constructivist theories of teaching and cooperative learning (Kolb 41). …

Cooperative Learning in English Class of Chinese Junior High School

Cooperative learning has been widely used as a teaching method in English class around the world, which has attracted worldwide attention for its remarkable achievement. Since the introducing of cooperative learning theory to China in the late 1980s, thorough studies have been done by an increasing number of experts, scholars and front-line teachers of education. However, traditional English teaching which solely depends on teachers’ imparting and focuses on standard instead of difference still plays a great role in English class in China now. This study is about using cooperative learning method in English class of junior high school, which includes theory analysis and experiment. The research has the following findings: Compared with the traditional ways, the implementation of cooperative learning method can, in fact, improve students’ English academic achievement. Not only can it allow students to have more opportunities to learn actively and passionately, cooperate and communicate with others but also develop students’ ability to integrate what they have learnt to use in real situation during the learning procedure. At the same time, the author summarizes and analyzes the advantages and disadvantages of cooperative learning and tries best to give suggestions for improvement, hoping that this can give some suggestions for the implementation of cooperative learning method in English class of junior high school.

The Effect of the Peer-Review Technique on Students’ Writing Ability

The aim of this study was to investigate if there could be a significant positive effect by using Peer-Review Technique (PRT) on students‟ ability in writing English. An experimental research method was used in this study. A writing test based on the indicators of Jacobs et al. (1981) was completed by 65 undergraduate students in English from the English Department at the Faculty of Education and Teacher Training in the State Institute for Islamic Studies “Imam Bonjol‟ at Padang. The students were divided into two groups: an experimental group (n=33) and a control group (n=32). Both groups were similar in terms of academic level, the given writing task and their target language [English] proficiency. The experimental participants were introduced to Peer-Review Technique in essay writing sessions whilst the control group participants were taught through the teacher’s traditional feedback (TTF) whereby students worked individually to produce their texts. The findings showed that PRT gave a significant improvement effect on the students‟ writing abilities. This study is expected to serve as (1) data for further developing PRT; (2) input for lecturers in writing to develop more effective and innovative learning; and (3) additional material for the development of critical and cooperative learning theories in teaching writing.

The Development and Application of the Jigsaw Model Utilizing the Multiple Intelligence Theory

The purpose of this study is to explore the concepts and types of multiple intelligence (MI) theory and the Jigsaw Model. After examining the relationship, we used MI theory to develop the Jigsaw Model. This study proposes that using the MI theory, the Jigsaw Model has the characteristics in the following sentences. First, the Jigsaw Model was designed by a group of experts, who utilized the MI theory to create a standard. Second, while the current collaborative learning models are formal and abstract, the current models do not easily garner the interest of students. The collaborativelearningmodel, designed by experts using the MI theory, can more easily interest students. Third, the Jigsaw Model, by utilizing the MI theory, helps in procedures, such as problem solving, expertise, quizzes (STAD evaluation), and multiple intelligence. Fourth, the task division multiple intelligence theory was applied to cooperative learning (Jigsaw) model, because the purpose is to study the in-depth knowledge of a student's appropriate effectiveness for elementary school or of high school students in order to apply their knowledge in subjects, such as language, math, social studies, and science. As of now, one example of using the MI theory of cooperative learning is sharing tasks. The teacher should describe the reconfigured abilities like the aptitude of students, levels, characteristics of each subject, and the classroom environment and conditions while taking into account the reconfigured abilities.

기업체 조직의 협력역량 요인에 대한 팀장과 팀원들의 인식을 통한 타당화 연구

The purpose of the study was to validate the components of practical collaborative competencies by analyzing the perceptions of corporate personnel on practical collaborative competencies. The study reviewed the theories of collaborative intelligence, collective intelligence, cooperative learning, and learning communities. Based on the results of the literature review, the study derived seven categories of participative motivation for group activities, ability to share thinking and consciousness, motivation to share experiences, ability to control emotion, ability to promote interaction, creativity, and collaborative performance as the core competencies. To validate the elements, survey was conducted for 186 corporate personnels. The results showed that the personnels perceived the following elements as important collaborative competencies: participative motivation for group activities, motivation to form participatory atmosphere, ability to manage conflict effectively, ability to form relationships, ability to form positive team atmosphere.

비만학생을 위한 전통놀이 중심 비만관리 협동학습프로그램의 효과

Purpose: The purpose of this study was to determine the effects of the Traditional Play-centered Obesity Control Cooperative Learning Program based on the cooperative learning theory on obesity rate, physical fitness, self-esteem, and body image specifically in obese elementary school children. Methods: The research design for this study was based on a non- equivalent control group pretest-posttest design. The study was conducted from September, 5 to November 30, 2012. The subjects included 74 obese children (<TEX>$Exp.=25^{(a)}$</TEX>, <TEX>$Com.=24^{(b)}$</TEX>, <TEX>$Cont.=25^{(c)}$</TEX>) with an obesity rate above 20% at an elementary school in G City. Data analysis was performed using SPSS/WIN 18.0, using Chi-square test, one-way ANOVA, and Scheffe test. Results: The obesity rate (F=4.033, p<.022) in the experimental group was significantly lower than that in the group (Com, Cont), in which the Traditional Play-Centered Obesity Control Cooperative Learning Program was not implemented. Self-esteem (F=4.310, p<.017) also caused significant differences. However, physical fitness (Muscular endurance F=1.545, p=.220; Flexibility F=.671, p=.514; Agility F=1.594, p=.210; Speed F=5.386, p<.007, scheffe (a,b<c)) and body image (F=1.983, p=.145) did not cause significant differences. Conclusions: These findings confirmed that a Traditional Play-Centered Obesity Control Cooperative Learning Program can make a contribution to improvement of self-esteem and reduction of the obesity rate.

Establishment and Application for a Mobile Learning Communities System over Cloud Network: A Case Study of Digital Archives Resource into Outdoor Environmental Education

In novel learning environments, learning systems not only are able to get environmental information through sensing technology to provide adaptive learning resources and information to students, but also help students to conduct interactions with learning communities. In this study, the development potential of digital archives resource into outdoor environmental education is focused with mobile learning-based educational theory. In this study, we adopt Kelly Repertory Grid as the tool for constructing the learners' knowledge mind maps and build the mobile learning system over cloud network to supply the learners to observe the others' learning results. At the same time, Natural Theory, Cone of Experience Theory and Hierarchy Map of Outdoor Education are also introduced to help students complete their learning programs of digital archives of environmental education. And then the learners' beneficial results of consciousness, attitude, and participation are gathered from the system. It makes the learners learn the essence of environmental education, in order to appreciate the valuable resources of nature paid to understand the sustainable ecological coexistence, thus protect the human treasure of natural resources. To verify the feasibility of our approach, the grade five students were invited to participate in the cooperative learning activity. The experimental results show that the effect of mobile community interactive learning is better than the general outdoor learning methods and the cooperative learning theory can improve the efficiency of learners' knowledge effectively. These results interpret the effectiveness of the proposed learning mode and could be referred to other teaching activities in the future.

Study on the Cooperative Learning in the Teaching of Civil Engineering

At present, in the field of education, there are more and more attention have been paid on the theory and practice of the autonomous and cooperative learning. The implementation of the cooperative learning mode has been in-depth studied, so as the role of teachers. By defining the conception of autonomous and cooperative learning, we combined it with the characteristics of civil engineering course to study the use in the civil engineering course. The application of cooperative learning in the teaching of civil engineering is necessary, and the result is also significant.

Group Quiz: A Tool for Nutrition Education and Self-assessment

A quiz program is a test of knowledge especially between individuals or teams, as a form of entertainment. The quiz format provides motivation not only for participants, but also for the audience, because it provides 4 kinds of gratification and appeals: (1) Self-rating appeal: On a primary level, it serves as a tool of selfassessment of intellectual status or subject knowledge in relation to the others; (2) Social interaction: Questions can encourage social interaction because they can be discussed within the team and at audience level; (3) Excitement appeal: The appeal of winning a prize or being rated as superior among peers; and (4) Educational appeal: Quizzes serve as educational tools by encouraging thinking and learning. Applying collaborative and cooperative learning theories, group quizzes serve as effective means of imparting education. Quizzes engage participants in collaborative learning by helping them harness joint intellectual effort and group processing. They also promote positive interdependence andmotivate participants for cooperative learning. In addition, they improve recall of information, generate discussion, and prompt those with no knowledge (even among audience) to learn.

Facilitating Cooperative Learning In Online and Blended Courses: An Example from an Integrated Marketing Communications Course

Employers today expect that students will be able to work in teams. Cooperative learning theory addresses how skills such as decision making, problem solving and communication can be learned by individuals in group settings. This paper discusses how cooperative learning can be used in an online and blended environment to increase active learning for students. Strategies to enhance collaboration in the online environment are discussed. The use of online discussions, blogs and experiential learning through an undergraduate integrated marketing communications plan are provided as examples of cooperative learning in online and blended environments.