Traditional Cooperative Learning Research Articles

A revised Girvan-Newman clustering algorithm for cooperative groups detection in programming learning

Learning to program is a challenging task for novices. Students vary substantially in their ability to understand complex and abstract topics in computer programming logic, such as loop logic, function recursion, arrays, passing parameters, and program structure design. Cooperative learning is an effective method of learning and teaching programming. In traditional cooperative learning, students group themselves, or teachers group students intuitively. This paper proposes a clustering method based on item response theory (IRT) and the revised Girvan?Newman clustering for clustering students by learning ability. Item response theory calculated the learner?s ability and interpersonal relationship questionnaire generated by the social network analysis. The proposed method was validated by conducting a quasi-experimental test in a freshmen programming course, and the method significantly improved learning outcomes in this course.

A research framework of pair learning in robotics education

Currently, traditional cooperative learning faces some problems in robotics education (RE), e.g., free-rider issue, conflicts of interest, fixed roles, and negative groupthink effects. In view of this, we propose the methodology of pair learning (PL), in which students cooperate in pairs to construct, build and program a robot under scripted but switchable roles. A research framework was designed to further explore the mechanism and effectiveness of PL in RE. The framework covered four research perspectives of PL, including role assignment and role switching strategy, grouping strategy, the integration strategy of PL and coopetition, and the effectiveness of PL. On this basis, five groups of true experiments or quasi-experiments were designed. In addition, five data collection methods were introduced to evaluate students' performances from the perspectives of artefacts, attitude towards RE, immersion/attention, compatibility of groups, and cognitive load. It is hoped that this paper will enrich the teaching model of RE and provide new guidance for promoting the healthy development of RE.