Research on Cooperative Learning and Achievement: What We Know, What We Need to Know

Slavin, Robert E.

doi:10.1006/ceps.1996.0004

Cited by 1,221 publications

(990 citation statements)

References 68 publications

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“…After varimax rotation, a four-factor solution was chosen, accounting for 70.08% (see Table III). The factors were interpreted: intrinsic motivation (items 7,8,9,10,11,12,13,14,15,18,19,20), instrumental motivation (items 4, 5, 17), induced motivation (items 21,22,23), and extrinsic motivation (items 1, 2, 3). …”

Section: Explanatory Factor Analysismentioning

confidence: 99%

Effects of Online Cooperative Learning on Motivation in Learning Korean as a Foreign Language

Yoshida¹,

Tani²,

Uchida³

et al. 2014

IJIET

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Abstract-Previous studies highlight positive effects of cooperative learning on language learning motivation. Many attempts have been made to implement cooperative leaning in language classes. Now with the use of computer-mediated communications tools, language learners can learn cooperatively online, out of class. Online cooperative learning provides language learners to communicate with native speakers of their target language, and leads to enhance their motivation in language learning. This study purposed to examine the effects of online cooperative learning on language learners' motivation in KFL. Results indicate that online cooperative learning promotes learners' intrinsic motivation in KFL.Index Terms-Cooperative learning, intrinsic motivation, Korean as a foreign language, online learning.

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Section: Explanatory Factor Analysismentioning

confidence: 99%

Effects of Online Cooperative Learning on Motivation in Learning Korean as a Foreign Language

Yoshida¹,

Tani²,

Uchida³

et al. 2014

IJIET

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“…Assessment and group rewards that promote equity Slavin (1996) argues that the most critical consideration for effective cooperative learning is student motivation. Students have to be motivated not only to do the work, but also to do the work together.…”

Section: Ideas and Identities 41mentioning

confidence: 99%

“…When interdependence is built into activities, groups IDEAS AND IDENTITIES 42 tend to engage in more communication and consensus-building (Straus, 1999). Activity structures that incorporated group rewards (to support interdependence) and individual accountability were found to be most consistently effective (for a review of this literature, see Slavin, 1996).…”

Section: Ideas and Identities 41mentioning

confidence: 99%

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Esmonde

2009

Review of Educational Research

177

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This review considers research related to mathematics education and cooperative learning, and discusses how teachers might assist students in cooperative groups to provide equitable opportunities to learn. I define equity in this context as the fair distribution of opportunities to learn, and argue that identity-related processes are just as central to mathematical development as content learning. I consider the link between classroom social ecologies, the interactions and positional identities that these social ecologies make available, and student learning. I close by considering unresolved questions in the field and proposing directions for future research.

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“…Comprehensive research reviews and studies (Gillies & Boyle, 2010;Lou et al, 1996;Slavin, 1996) have verified that learning in groups has several advantages compared with traditional lessons. Even if group work is defined as "pupils working together as a group or a team" (Blatchford, Kutnick, Baines, & Galton, 2003, p. 155), it is important to differentiate between working in a group and working as a group.…”

Section: Introductionmentioning

confidence: 99%