Quality of College Students’ Experiences During Cooperative Learning

Peterson, Sarah E.; Miller, Jeffrey A.

doi:10.1023/b:spoe.0000018522.39515.19

Cited by 23 publications

(31 citation statements)

References 32 publications

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“…Even if group work in education has been examined in numerous studies, there is still much to be discovered concerning students' experiences of group work in schools. There are few reports from a student perspective (Cantwell & Andrews, 2002;Hansen, 2006;Peterson & Miller, 2004;Underwood, 2003). To sum up the results, positive experiences resulted from the necessity of all group members participating and showing respect for each other.…”

Section: Students' Experiences Of Group Workmentioning

confidence: 99%

“…In addition, the students emphasise the importance of understandable goals, tasks, and organisation (Hansen, 2006). According to Underwood (2003) and Peterson and Miller (2004), there is also a problem with students who do not contribute to the group work, so-called free-riders.…”

Section: Students' Experiences Of Group Workmentioning

confidence: 99%

“…According to Peterson and Miller (2004) along with Topping (2005), students will experience positive involvement in group work when they have appropriate skills for the task. A very important aspect in the case of group work is that the students must be trained for such a mode of working, that is, to be able to focus on the task.…”

Section: Research Confirming the Students' Opinions About Mode Of Wormentioning

confidence: 99%

“…This means that the importance of the teacher cannot be neglected. Peterson and Miller (2004) studied groups engaged in collaborative learning. One conclusion from their study was that teachers should focus their attention on designing reasonably challenging tasks that help students to reach their goals and ensure that students have the necessary skills to succeed in their tasks.…”

Section: Research Confirming the Students' Opinions About The Role Ofmentioning

confidence: 99%

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Teachers’ leadership and students’ experience of group work

Chiriac

Granström

2012

Teachers and Teaching

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Section: Students' Experiences Of Group Workmentioning

confidence: 99%

Section: Students' Experiences Of Group Workmentioning

confidence: 99%

Section: Research Confirming the Students' Opinions About Mode Of Wormentioning

confidence: 99%

Section: Research Confirming the Students' Opinions About The Role Ofmentioning

confidence: 99%

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Teachers’ leadership and students’ experience of group work

Chiriac

Granström

2012

Teachers and Teaching

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“…In recent years, a number of studies focusing on students' experiences and attitudes towards group work have emerged (Cantwell, & Andrews, 2002;Forslund Frykedal, 2008;Hammar Chiriac, 2008, 2010Hammar Chiriac, & Einarsson, 2011;Hammar Chiriac, & Granström, 2009, 2012Hansen, 2006;Peterson, & Miller, 2004;Underwood, 2003). Overall, the studies show a moderate enthusiasm for working in groups and the participants disclose both positive and negative experiences of this mode of working (Cantwell, & Andrews, 2002;Peterson, & Miller, 2004;Underwood, 2003).…”

Section: Students' Experiences Of and Attitudes Towards Group Workmentioning

confidence: 99%

Management of Group Work as a Classroom Activity

Chiriac

Frykedal²

2011

WJE

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Students appreciate group work as a means of learning and several studies also suggest that students who work together in groups have better learning outcomes. Nevertheless, teachers still seem reluctant to use group work as a pedagogical tool in the classroom.The main focus of this qualitative study is to address group work as a classroom activity from the teachers' perspectives, and more specifically to ascertain why teachers are reluctant to use group work as a mode of working in education.Data were collected by means of focus group interviews with teachers from three different schools, and the analysis was carried out using grounded theory.The uniqueness of this study is that the results show that teachers' presumptions, together with their mode of procedure and their negligible reflections regarding subject knowledge as a learning outcome when using group work, have a decisive influence on their willingness to use group work.

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Cooperative group learning in a team game: role of verbal exchanges among peers

Lafont¹,

Proeres²,

Vallet

2007

Soc Psychol Educ

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Few studies concern cooperative learning in Physical Education (PE). The purpose of this experimental design was to analyze the role of verbal exchanges (discussions about the game) among peers within teams in a cooperative perspective. The participants were 17 boys and 13 girls from a French primary school (average age: 9.4 years). They were randomly assigned to two control and experimental groups. The study examined the effect of verbal exchanges on inter-personal relationships and on shooting and skill level in a team game of basketball (with adapted rules). Participants were videotaped during the games in the two groups and during discussions in the case of the experimental group. The experimental design took place during 10 physical education lessons. The results showed positive effects of discussions within each team on the skill level in the game at the deferred post-test. On the other hand, no effect was found on inter-personal relationships. These data strengthen previous findings in the theoretical cooperation framework and in the team sports domain.

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Quality of College Students’ Experiences During Cooperative Learning

Cited by 23 publications

References 32 publications

Teachers’ leadership and students’ experience of group work

Teachers’ leadership and students’ experience of group work

Management of Group Work as a Classroom Activity

Cooperative group learning in a team game: role of verbal exchanges among peers

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