Cooperative Learning in Social Work Research Courses

Garrett, Kendra J.

doi:10.1080/10437797.1998.10778920

Cited by 17 publications

(12 citation statements)

References 4 publications

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“…Indeed, the review of the literature uncovered only one paper that specifically addressed pedagogical issues related to teaching statistics to social work students (Epstein, 1987). Closely related papers addressed pedagogy in research methods courses (Garrett, 1998;Knee, 2002;Quinn et al, 1992;Riessman, 1993); teaching participatory action research (McNicoll, 1999); a comparison of live instruction to interactive televised teaching (Petracchi & Patchner, 2001); anxiety (Gustavsson & MacEachron, 2001;Wilson & Rosenthal, 1992) and assumptions of students in research courses (Anderson & Anderson, 1993;Basom et al, 1982); and the research curriculum as a whole Olsen, 1990;Longres & Scanlon, 2001). …”

Section: Review Of the Literaturementioning

confidence: 98%

Utilizing Web‐based Databases to Introduce Social Work Content in Research Statistics Courses

Bolen¹

2006

Social Work Education

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Masters level statistics is often not a course of choice for social work students. Teaching it in such a way that students' anxiety is reduced while facilitating their recognition of the importance of empirical knowledge in their social work practice and their need to have fundamental research skills, can be quite challenging. The purpose of this paper is to introduce a pedagogical tool used in a course on bivariate statistics that involves students throughout the semester in the process of developing and testing their own hypotheses regarding fluctuations in reported hate crimes/capita by states (as reported by the Federal Bureau of Investigation). This technique provides continuity throughout the semester and is easily adapted to other issues equally important to social work. The data's unintuitive findings that disagree with most students' hypotheses also challenges students to consider methodological issues and the validity of the data. Because most students do not have a strong knowledge base of hate crimes, students often have to grapple with how their own preconceptions might bias their understanding of an issue and potentially their work with a client or client system. From an instructional standpoint, the method is contained and manageable, and the data are easily accessible.

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Section: Review Of the Literaturementioning

confidence: 98%

Utilizing Web‐based Databases to Introduce Social Work Content in Research Statistics Courses

Bolen¹

2006

Social Work Education

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“…Une attention particulière est portée à l'apprentissage de l'écrit. 3 De nombreuses recherches relatives à l'apprentissage coopératif (Garrett, 1998;Johnson et Johnson, 1989;Lasdon et Liebman, 1998;Slavin 1995) indiquent que les apprentissages faits dans un contexte favorable aux interactions entre pairs se révèlent supérieurs à ceux faits individuellement. En ce sens, la méta-analyse de Johnson et Johnson (1989) montre que les situations d'apprentissage misant sur la coopération comparées à celles axées sur la compétition ou aux situations d'apprentissage individuel mènent à des performances individuelles plus élevées et à une plus grande productivité du groupe.…”

Section: Problématiqueunclassified

Les interactions et la performance à l’écrit d’élèves du primaire dans une situation d’apprentissage avec les pairs soutenu par ordinateur

Lefebvre

Deaudelin

2005

rse

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Résumé L’étude examine les interactions de 16 élèves de 5e année du primaire formant quatre équipes placés en situation d’apprentissage coopératif soutenu par ordinateur, et leurs performances à l’écrit. L’analyse distingue aussi les interactions d’apprentissage selon les étapes du processus d’écriture. La performance à l’écrit est évaluée selon la grille du ministère de l’Éducation du Québec de 1993. Les résultats indiquent que les messages portent surtout sur la dimension sociale et émotive, et sur la première étape du processus d’écriture. Dans une équipe, la performance à l’écrit est restée stable tandis que dans les trois autres, il s’est produit une fluctuation menant à une baisse de la performance. La discussion identifie des facteurs susceptibles d’expliquer ces résultats.

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Section: How Brain Dominance Affects Learning Styles and Designsmentioning

confidence: 99%

“…Cooperative learning methods share the idea that students need to work together to learn and are responsible for each other's learning as well as their own (Slavin 1991;Marr 1997;Garrett 1998;Johnson et al 2000;Killen 2000;Siegel 2005). Thus cooperative learning involves both individual accountability and group effort (Garrett 1998) including a cooperative task and a cooperative incentive structure (Killen 2000). According to Slavin (1991, 75) cooperative learning methods are among the most extensively evaluated alternatives to traditional instruction' and it has been found that the use of cooperative learning activities has resulted in better achievement results (Slavin 1991;Lindauer 1997;Marr 1997;Langlois 2001;Siegel 2005).…”

Section: How Brain Dominance Affects Learning Styles and Designsmentioning

confidence: 99%

“…Cooperative learning has been widely used for teaching statistics (Garrett 1998;Potthast 1999;Langlois 2001), with much success, and entails thorough and thoughtful preparation (Killen 2000). According to Garrett (1998, 241) 'the principles of cooperative learning work very well in both undergraduate and foundation research classes'.…”

Section: How Brain Dominance Affects Learning Styles and Designsmentioning

confidence: 99%

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Cooperative learning in postgraduate lectures: possibilities and challenges

Scherman

Toit

2008

South African Journal of Higher Education

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The aim of this article is to report on the strategies which were used to teach research design to Masters students, as part of my professional development as higher education practitioner. The focus is on exploring the use of cooperative learning as a vehicle to facilitate the acquiring of knowledge and skills in terms of research methodology. This is an action research project guided by the research question: To what extent can cooperative learning be used to assist students to acquire and develop research knowledge and skills? Included in the article are the various activities which I undertook in order to provide students with the opportunity to practically apply theoretical knowledge and thus to improve the understanding of what research entails and how the various elements fit together. Findings indicate that students enjoyed the approach to teaching and learning and found the activities used 'enriching'. Furthermore, there was a clear progression in which students moved from being 'reactionary and see [ing] themselves more like empty vessels to be filled with knowledge' to participating as stated by a student 'group work activities expect more of the learner than just sitting and listening to a lecturer'. This method of teaching enables students to decide on the 'way we learners have to construct our own knowledge'.

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Cooperative Learning in Social Work Research Courses

Cited by 17 publications

References 4 publications

Utilizing Web‐based Databases to Introduce Social Work Content in Research Statistics Courses

Utilizing Web‐based Databases to Introduce Social Work Content in Research Statistics Courses

Les interactions et la performance à l’écrit d’élèves du primaire dans une situation d’apprentissage avec les pairs soutenu par ordinateur

Cooperative learning in postgraduate lectures: possibilities and challenges

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