Face-to-face promotive interaction leading to successful cooperative learning: A review study

Kristiansen, Selma Dzemidzic; Burner, Tony; Johnsen, Berit

doi:10.1080/2331186x.2019.1674067

Cited by 26 publications

(20 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Findings of the second research question are in line with the views of the advocates who highlighted the efficiency of the students' interactions and their collaboration with their teachers to improve their writing proficiency (e.g. Grami, 2010; Kristiansen, Burner, & Johnson, 2019;Lee, 2013;Maarof et al, 2011;Mizuki, 2003;Yahyazadeh Jelodar & Farvardin, 2019;Yeh, 2015;Zarei & Feizollahi, 2018).…”

Section: Resultssupporting

confidence: 73%

The effect of structured versus unstructured collaborative pre-writing task on writing skills of the Iranian EFL students

Beiki

Gharagozloo

Raissi

2020

Asian. J. Second. Foreign. Lang. Educ.

View full text Add to dashboard Cite

Writing is considered a very complicated task for many EFL students and Iranian EFL learners have many problems in this regard. Present study through a mixed method design, attempted to investigate the effect of Structured Collaborative (SC) pre-writing task versus Unstructured Collaborative (USC) pre-writing task on the writing ability of Iranian EFL students. Among a population of 300 freshmen learners of English language translation of Islamic Azad University, 169 students were selected based on criterion sampling. The criteria for selecting the sample were English language proficiency of the learners, age of the participants and major of their study. On the other hand, 30 teachers were selected based on convenience sampling for the interview part of the study. Then the students were assigned to Unstructured Collaborative (USC), and Structured Collaborative (SC) pre-writing groups. These two clusters were considered as experimental group and as control group. The study was implemented over a period of 16 weeks and involved pre and post-tests. Results of the quantitative data analysis shows that students’ writing proficiency in both groups were improved. However, the outcomes of the study reveals that the (USC) group outperformed the (SC) group. The qualitative data analysis through classroom observation and teachers interview reveals that teachers of (IAU) practiced the collaborative tasks at the three stages of writing in their classes and they also favored and applied the five components of Cooperative Learning (CL). In this study, the researchers took the initiative to make a distinction between structured and unstructured collaborative pre-writing tasks. Consequently, the results of the current study are of benefit for several groups of people, namely language practitioners, university students and educational administrators.

show abstract

Section: Resultssupporting

confidence: 73%

The effect of structured versus unstructured collaborative pre-writing task on writing skills of the Iranian EFL students

Beiki

Gharagozloo

Raissi

2020

Asian. J. Second. Foreign. Lang. Educ.

View full text Add to dashboard Cite

show abstract

“…Under the guidance of the instructor, students are encouraged to develop arguments, ask questions, and solve the problem in groups. Finally, Kristiansen et al (2019) reported that working in cooperative groups increased students' problem-solving skills, collaborative work, and selfconfidence. The increase of students' self-efficacy in the current study is evidenced by the statistically significant posttest scores supporting the findings of Cerezo (2004) and Dunlap (2005), in which active involvement of students in small group discussions successfully promotes students' efficacy.…”

Section: Discussionmentioning

confidence: 98%

Enhancing Pre-Service Elementary Teachers’ Self-Efficacy and Critical Thinking using Problem-Based Learning

Saputro¹,

Atun²,

Wilujeng³

et al. 2020

EUROPEAN J ED RES

View full text Add to dashboard Cite

Self-efficacy and critical thinking represent two vital components for university graduates in the 21st century learning. However, several studies reported that these two important outcome predictors were unsatisfactory. This study aimed at investigating the effects of problem-based learning (PBL) on pre-service teachers' self-efficacy and critical thinking. A quasiexperimental nonequivalent pretest-posttest control group design was utilized. A total of 44 pre-service elementary school teachers (aged 19-22) at a private university in Indonesia were assigned as experimental (n = 22) and control (n = 22) groups. The experimental group learning received PBL, while the control group learning with traditional college instruction. The Self-Efficacy Scale (SES) and the Critical Thinking Questionnaire (CTQ) were administered before and after the intervention in both groups. Independent and paired samples t-tests were employed to analyze the pretests and posttests data. The results indicated that PBL was more effective in increasing self-efficacy and critical thinking of pre-service elementary teachers than traditional teaching. It is suggested that PBL should be used more frequently in science learning to further enhance students' self-efficacy and critical thinking skills in higher education.

show abstract

“…This study has stressed the need for understanding activities and strategies to be undertaken postpandemic, ensure the continuity of online learning (George, 2020). Kemp & Grieve (2014) sought to understand the psychology of students regarding their preferences for learning modes versus academic outcomes. This study found that there were no differences in academic outcomes in face-to-face and online teaching; however, students enjoyed the convenience of online activities but still preferred face-to-face teaching for discussions.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Literature suggests that face to face peer interactions and relationships assist academic attainment (Kristiansen et al, 2019). Throughout the world, more flexible environments for learning are being created (Kemp & Grieve, 2014). While the COVID-19 pandemic spread remains the reason for nearly 190 countries to have accepted to close their schools and colleges, affecting more than 1.5 billion children and youth, it seems that closures have impacted nearly 87.6% of the world's total enrolled learners (UNESCO, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Throughout the world, the attempt was to avoid the COVID-19 spread and as such the governments had national lockdowns and social distancing initiatives (Petappadan, 2020). In much of the western world, online learning has become a way to acquire skills for a large portion of student populations (Kemp & Grieve, 2014). India's measures to limit the spread of COVID-19 has brought about some simultaneous strategies such as preparing the universities and colleges for online teaching and bring them in line with tertiary educational institutions across the world in teaching activities (Ali, 2020).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teaching during Covid-19: Teacher and Students’ Experience

Mukhter

Chowdhary

2020

SACI

View full text Add to dashboard Cite

On March 2020 most of the educational institutes in India stopped face to face contact with students as a result of countrywide lockdown which was imposed due to COVID-19 pandemic. The impact of the lockdown has affected the students and cast a shadow on the entire education system. Restrictions have led many universities and colleges to opt for online learning to curtail the spread of Coronavirus. To overcome lockdown, online education became the primary pathway amidst technological challenges. Teachers had possibly more to do than the students and those teachers who were technologically confronted had their limits tested. The students, on the other hand, had myriad challenges to face. The current study draws on the experiences of teachers and students to the introduction of the online learning method during the pandemic. Qualitative research methods were utilised to answer the research questions. The study recruited students in the age of 18-25 and teachers in the age of 35-60 years through social media platforms. Informed consent was obtained, and thereafter the respondents were interviewed via telephone (NAPSWI, 2015). The study additionally utilised and analysed open discussion content of the National Association of Professional Social Workers in India (NAPSWI) webinars relevant to online teaching and their experiences.

show abstract

Face-to-face promotive interaction leading to successful cooperative learning: A review study

Cited by 26 publications

References 47 publications

The effect of structured versus unstructured collaborative pre-writing task on writing skills of the Iranian EFL students

The effect of structured versus unstructured collaborative pre-writing task on writing skills of the Iranian EFL students

Enhancing Pre-Service Elementary Teachers’ Self-Efficacy and Critical Thinking using Problem-Based Learning

Teaching during Covid-19: Teacher and Students’ Experience

Contact Info

Product

Resources

About