A Theory of Co-operation and Competition

Deutsch, Morton

doi:10.1177/001872674900200204

Cited by 1,660 publications

(1,248 citation statements)

References 7 publications

Supporting

Mentioning

1,149

Contrasting

Unclassified

Order By: Relevance

“…La troisième étape a consisté à classer l'ensemble des préoccupations identifiées au sein de catégories de rang plus élevé (c'est-à-dire relevant d'un thème d'ordre plus général : par exemple, la préoccupation de marquer le point en smashant a été classée dans la catégorie marquer le point en accélérant le volant). Celles-ci ont été construites de façon inductive et itérative grâce à une comparaison systématique des préoc-cupations, selon une démarche inspirée de la Grounded Theory (Strauss et Corbin, 1990 (Deutsch, 1949). Ainsi, sur les 27 tâches, 13 étaient des tâches compétitives, et 14 des tâches coopératives.…”

Section: éTape 1 : Transcription Des Données D'observation Et D'auto-unclassified

“…En effet, la logique interne de ces sports (Parlebas, 1999) place fondamentalement les joueurs dans des tâches possédant une structure compétitive, en référence à la distinction classique, proposée par Deutsch (1949), entre les structures coopérative et compétitive des tâches collectives. Parlebas définit la logique interne comme le système des traits pertinents d'une situation motrice et des conséquences qu'il entraîne dans l'accomplissement de l'action motrice correspondante, et ses propriétés sont directement liées au système de contraintes imposé par les règles du jeu sportif (1999, p. 216).…”

unclassified

“…Pour Deutsch (1949), la structure d'une tâche est dite coopérative lorsque l'atteinte d'un but par un individu est corrélée positivement à l'atteinte de ce but par les autres membres du groupe. À l'inverse, dans une tâche compétitive, l'atteinte du but par un participant constitue un obstacle à l'atteinte de ce même but par les autres individus.…”

unclassified

See 2 more Smart Citations

Les préoccupations des élèves durant des tâches d’apprentissage coopératives et compétitives en badminton : une étude de cas

Saury

Rossard

2010

rse

View full text Add to dashboard Cite

Tous droits réservés © Revue des sciences de l 'éducation, 2010 Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit.Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche.

show abstract

Section: éTape 1 : Transcription Des Données D'observation Et D'auto-unclassified

unclassified

See 1 more Smart Citation

Les préoccupations des élèves durant des tâches d’apprentissage coopératives et compétitives en badminton : une étude de cas

Saury

Rossard

2010

rse

View full text Add to dashboard Cite

show abstract

“…It was developed from social psychological studies of cooperation and competition inhuman behavior (Deutsh, 1949). Since the early 1970s, cooperative learning has one of the greatest success stores in the history of educational innovation, cooperative learning strategy is now so common place that they are often seen as standard part of education practice, not as a innovation (Slavin1999).…”

Section: Introductionmentioning

confidence: 99%

Cooperative Learning Strategy in teaching Arabic for Non Native Speakers

Mei¹,

Ju²,

Mohd³

2022

Humanities Today: Proceedings

View full text Add to dashboard Cite

Cooperative learning is a teaching strategy that can help students to be successful in academic achievement and skills, as well as can assist the students to enhance the social interaction and human relation; however, this research explored the cooperative learning strategy in teaching Arabic for non native speakers, and will show the experiences for Arabic lecturers during their applying this method for teaching Arabic at sultan Idris education university Malaysia. The researchers will depend on the survey research design. The study will use a sample of 10 lecturers who are teaching Arabic language randomly selected from Sultan Idris education University Malaysia . The method will use data collection which included a 10-items questionnaire. Results show that majority of lecturers strongly support to apply the cooperative learning during the classes and outside of classes to help the students to improve their language skills, communication skills and social interaction .

show abstract

“…Following Kurt Lewin's (1948) work on the resolution of conflict several of his students, including Deutsch (1949) showed that when students were organised to learn in cooperative structures, they achieved learning outcomes that were significantly higher than those who learnt in competitive arrangements. Other Lewinian cognitive psychologists such as Johnson and Johnson (1994) subscribe to action theory which postulates that human behaviour is a result of the interactions of persons with their environments.…”

mentioning

confidence: 99%

Innovative Methodologies for 21st Century Learning, Teaching and Assessment: A Convenience Sampling Investigation into the Use of Social Media Technologies in Higher Education

Kivunja¹

2015

IJHE

View full text Add to dashboard Cite

The advent of the Web as a social technology has created opportunities for the creation of informal learning environments, which have potential for innovative methodologies in learning, teaching and assessment. However, as Wolfe (2001) admonishes, "contrary to the rhetoric of cheerleaders, the Web places greater demands on students than traditional modes of instruction" (pp. 2 -3). The pedagogical potential of these high tech, e-skilling, multimedia digital technologies to revolutionize teaching, learning and assessment will only be realized if the underlying theoretical foundations are well articulated and supporting evidence is provided through well-designed empirical research studies. This paper contributes to these two prospects in two ways. First, it articulates the theoretical framework drawn from the work of luminaries in pedagogy that posits cooperative, social learning strategies, as potential methodologies for effective pedagogy. Second, it describes the results of a convenience sampling case study, which investigated the use of cutting-edge social media technologies, namely Google + Discussion Circles, (GDCs), to shed some light on how the use of these social media technologies supported teaching, learning and assessment activities for 2 nd year Bachelor of Education students at a university in Australia.The research found, inter alia, that when students were given the opportunity to learn using GDCs, the majority took advantage of the academic, social and structural dynamics created by these technologies in many ways that supported their learning, assessment activities and overall academic outcomes. The research-based evidence shows that the benefits included high participation rates, great levels of interpersonal interactions among participants, pedagogically rich posts in the GDC streams, metacognitive processing, peer mentoring, ambiguity tolerance, anxiety and motivation. There was also considerable student engagement, exploration of issues, elaboration of what was being discussed in the GDCs, evaluation and explanation, consistent with Bybee et al. (2006) 5E Instructional model for supporting and maximizing students' learning. The evidence leads to the recommendation that pedagogues at universities and other institutions of higher education should explore opportunities for utilizing selected social media technologies in their pedagogical practices, because, if properly planned and implemented, these technologies appear to have potential so support effective learning, teaching and assessment in the 21 st century. Further research on this topic could also be very beneficial.

show abstract

A Theory of Co-operation and Competition

Cited by 1,660 publications

References 7 publications

Les préoccupations des élèves durant des tâches d’apprentissage coopératives et compétitives en badminton : une étude de cas

Les préoccupations des élèves durant des tâches d’apprentissage coopératives et compétitives en badminton : une étude de cas

Cooperative Learning Strategy in teaching Arabic for Non Native Speakers

Innovative Methodologies for 21st Century Learning, Teaching and Assessment: A Convenience Sampling Investigation into the Use of Social Media Technologies in Higher Education

Contact Info

Product

Resources

About