Cooperative Learning Returns To College What Evidence Is There That It Works?

Johnson, David W.; Johnson, Roger T.; Smith, Karl A.

doi:10.1080/00091389809602629

Cited by 764 publications

(589 citation statements)

References 8 publications

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“…This requires that members of the group plan, negotiate and co-ordinate their activities and share information and resources. Research has shown that such collaborative activities can be beneficial to individual learning (Cohen, 1994, Slavin, 1994Quin, Johnson & Johnson, 1995;Johnson, Johnson & Smith, 1998;deCorte, 1998) although it has also been shown that these benefits are dependent on both the quality of the learner interaction and on the attitudes of students to group collaboration (Walker, 2001, Underwood, 2003.…”

Section: Introductionmentioning

confidence: 99%

Using a shared workspace and wireless laptops to improve collaborative project learning in an engineering design class

Nicol

MacLeod

2005

Computers & Education

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Two different technologies, groupware (a shared workspace) and shared wireless laptop computers, were implemented in a project design class in a civil engineering course. The research interest was in the way these technologies supported resource sharing within and across project groups and in the forms of group collaboration that resulted. The initiative was evaluated using both qualitative (e.g. pyramid discussion) and quantitative methods (e.g. survey, logs of usage). The results showed that these technologies helped improve group sharing of resources and supported different kinds of group collaboration. The shared workspace provided a location-independent central repository of resources around which group activities were coordinated whereas the laptops provided a focal point for the face-to-face discussion of these resources. The paper discusses the importance of embedding supportive technologies and the different forms of learner collaboration mediated by each technology.

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Section: Introductionmentioning

confidence: 99%

Using a shared workspace and wireless laptops to improve collaborative project learning in an engineering design class

Nicol

MacLeod

2005

Computers & Education

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“…Cooperative learning may be viewed as a special type of collaborative learning in which students work together, rather than compete, even as they are assessed individually. Johnson et al (1998) describe INFORMS Transactions on Education 14(2), pp. 63-72, © 2014 INFORMS five critical elements for successful cooperative learning, including the need for face-to-face interaction, individual accountability, and regular assessment of how well the team is functioning.…”

Section: Group Work In Higher Educationmentioning

confidence: 99%

Schedule-Based Group Assignment Using Constraint Programming

Roeder

Saltzman

2014

INFORMS Transactions on Education

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G roup work is an important aspect of the educational process in many disciplines, especially business. The literature suggests there are pedagogical advantages to instructor-assigned teams. In this paper, we present a constraint programming approach to assigning students to groups based on their availability. We compare solutions created using several objectives and find that no single objective dominates for all performance measures. Using the model produces group assignments of higher quality and much more quickly than those produced manually.

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“…Several studies have noted that active learning can generate mutual respect and appreciation for differences among students from diverse backgrounds [6,7,15,16,21]. Students can find it a relief that other students have the same questions.…”

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confidence: 99%

Social ecology of the classroom: Issues of inclusivity

Furge

2014

Biochem Molecular Bio Educ

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When I was an undergraduate my physical chemistry professor assigned weekly problem sets to be completed outside of class. We were encouraged to work together in small groups, but each student had to submit their own work-and, of course, be responsible for knowing the material for exams. Self-selected study groups spontaneously formed within the first week of classes. Having been on study abroad the previous year, I found myself in a group with a good friend who had also been on study abroad and another friend who I knew would be a strong contributor. We met faithfully one evening a week in a study room in the chemistry department to work through problems together after we had already worked on them on our own.After several weeks a fourth person whom I did not know showed up at our study group. My first reaction was, "Hey, what is he doing here? Our group doesn't need anyone else." Against my minor (privately held) objections he started working regularly with us and I found it reassuring that he had many of the same questions that I did. But it was the differences in his approach to answering these questions that I found most useful. He ended up being a great member of our team. My first impression of this person whom I never had worked with or spoken with before, totally changed when he was given a chance to contribute. From him, and the other members of my group, I learned a tremendous amount of chemistry, and a tremendous amount about learning.But what if the fourth person had not been welcomed to the group? What if we had excluded him because he wasn't in our social circle, he wasn't of our social class, he wasn't from our country, or he wasn't of our race? Stratification of classrooms, laboratories, study groups, and so forth can occur along many lines-socioeconomic, gender, race, sexual orientation/identity, religion, cultural background, attitudes, and even by athletic team [1][2][3][4]. Social psychology research indicates that this stratification is part of the human experience and is typically implicit [1,5] but can hinder student performance and persistence [6][7][8][9][10].One challenge in any classroom is to be cognizant of the potential stratification and marginalization of students, most insidiously by other students. In lecture-based classes, it might not be apparent to the instructor that marginalization is occurring, but when students leave the classroom to work on assignments-when professors can't see-stratification and marginalization happens whether faculty acknowledge it or not [11,12]. In a lecture course, the instructor has little recourse other than to let students be responsible for taking ownership of their learning and getting involved, as appropriate, with other students. But what if they don't, or are excluded based on who they are or the color of their skin?A student-centered classroom gives instructors a unique opportunity to create learning communities in the classroom and then to observe and even influence complex social dynamics [6-8, 10, 13, 14]. Active, cooperative learning i...

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Cooperative Learning Returns To College What Evidence Is There That It Works?

Cited by 764 publications

References 8 publications

Using a shared workspace and wireless laptops to improve collaborative project learning in an engineering design class

Using a shared workspace and wireless laptops to improve collaborative project learning in an engineering design class

Schedule-Based Group Assignment Using Constraint Programming

Social ecology of the classroom: Issues of inclusivity

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