Cooperative Communications Framework for Industrial Applications

Agrawal, Motilal; Joshi, Nandkishor; Purohit, Neetesh

doi:10.1007/978-981-32-9775-3_17

Cited by 1 publication

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“…According to Geldenhuys (2012), it is of the highest importance that people have the skills needed to communicate, which are specifically used when taking part in social interactions. Due to the impact that unified communication and collaboration technologies are having on productivity and innovation and the need for promotion towards the fourth industrial revolution (Bolton, Goosen and Kritzinger 2021), Agrawal, Joshi and Purohit (2020) pointed to the similarly growing need for a cooperative communications framework that can be applied across different industrial applications. Learners therefore need to be empowered with the knowledge and skills they need in such contexts (Du Toit 2019).…”

Section: Introductionmentioning

confidence: 99%

Cooperative learning in IT and CAT classes

Mentz¹,

Goosen²

2022

Empowering IT and CAT Teachers: Second Edition

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EmpowEring iT and CaT TEaChErs the benefit of all the members of the group. Five basic elements need to be present for any group to be a cooperative learning group, namely positive interdependence, individual accountability, promotive face to face interaction, interpersonal and small-group skills, and group processing (Johnson, Johnson and Holubec 2007;Johnson and Johnson 2019). Whereas researchers agree that cooperative learning can be identified through the presence of the five basic elements, researchers are not in agreement on the distinct elements of a collaborative learning environment, except for the fact that individuals do not work alone. It could be stated that all cooperative learning is also collaborative, but all collaborative learning is not necessarily cooperative. Millis and Cottell (1998) view cooperative learning as a more structured strategy than collaborative learning. Thus, group work can be cooperative or collaborative. Cooperative learning groups is only one of the many types of groups that can be used in the classroom. Johnson, Johnson and Holubec (2007) distinguish between pseudo-learning groups, traditional classroom learning groups, cooperative learning groups, and high-performance cooperative learning groups. Not all types of groups facilitate learning and increase the quality of learning in the classroom equally. According to Johnson, Johnson and Holubec (2007), only in cooperative learning groups the academic achievement of the individual members of the group are higher than if they would have worked alone. The difference lies in the application of the five elements of cooperative learning.

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Section: Introductionmentioning

confidence: 99%