Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms

Tran, Van Dat

doi:10.5430/ijhe.v2n4p101

Cited by 31 publications

(32 citation statements)

References 65 publications

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“…The explanation for these gains was that there were cognitive processes involved in collaboration, for example explaining to others, challenging other views and reaching consensus, that helped learners learn. Tran (2013), drawing on Johnson and Johnson as well as Slavin (1983), saw cooperation as underpinned by theories of 'positive interdependence'; social interdependence theory (i.e. learners had to care about the group and come to derive self identity from being a members of a group); and social theories of cognitive development, drawing at times on Piaget but more particularly the work of Vygotsky. However there is more to collaboration than impact on learning gains.…”

Section: Benefits Of Collaborationmentioning

confidence: 98%

Online collaboration and cooperation: The recurring importance of evidence, rationale and viability

Hammond

2016

Educ Inf Technol

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This paper investigates collaboration in teaching and learning and draws out implications for the promotion of collaboration within online environments. It is divided into four sections. First the case for collaboration, including specifically cooperative approaches, is explored. This case revolves around the impact of collaboration on the quality of learning and on learning outcomes. Collaboration is seen as constrained by context but, if structured and rewarded, it will bring important motivational and cognitive benefits. Next, the case for online collaboration is examined. This is based on longstanding arguments about the benefits of working together albeit in an environment which offers greater reach; a mix of media; and archives of interaction. The third section of the paper compares perspectives on online collaboration with a longer tradition of research into collaboration in general; it critiques the idea that online mediation offers a paradigm change in teaching and learning. The fourth section of the paper considers future directions for promoting online collaboration.

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Section: Benefits Of Collaborationmentioning

confidence: 98%

Online collaboration and cooperation: The recurring importance of evidence, rationale and viability

Hammond

2016

Educ Inf Technol

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“…Debate is an inherently social activity, where students are part of large teams, and each student is paired with a partner for competition. Such debate structure promotes individual accountability, while maintaining a sense of group interdependence through peer feedback and pursuit of a common goal, which is a key to a successful cooperative learning (Johnson and Johnson, 2009;Tran, 2013). In this way, debate features a learning environment that differs from most existing interventions designed to cultivate NCS, which tend to be centered on the individual.…”

Section: Discussionmentioning

confidence: 99%

Grit, growth mindset and participation in competitive policy debate: Evidence from the Chicago Debate League

Kalesnikava¹,

Ekey²,

Ko³

et al. 2019

Educ. Res. Rev.

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Non-cognitive skills (NCS) contribute to variation in how students respond to challenges inside the classroom and beyond. Competitive policy debate is a co-curricular activity that both encourages cooperative learning and is hypothesized to promote NCS. The goal of this pilot was to examine the relationship between debate participation and change in four NCS among high school students over the course of an academic year. Two surveys (Fall and Spring) were administered during the 2017/18 academic year to students who participated in the Chicago Debate League (n=102). Surveys assessed demographic factors, characteristics of debate participation, and four indicators of NCS each measured using established scales: Growth mindset, grit, mood, and civic engagement. Paired t-tests were used to quantify change in NCS over time. Linear regression was used to assess the relationship between characteristics of debate participation and change in NCS. In the Fall, median length of debate participation was 6.2 months. Average age was 16, most (82%) participants were non-White and 52% were female. Over the academic year, growth mindset increased (Δ=0.29 (95% Confidence Interval (CI): 0.10, 0.48) while grit declined (Δ= -0.17, 95% CI: -0.34, -0.01). Civic engagement and mood were unchanged. Duration of participation was associated with increased change in grit (β=0.04, p≤0.01), but was unrelated to the other NCS. Motivation for joining debate did not explain variation in any NCS. Debate participation is associated with improvement in some NCS. Findings have implications for scalable interventions to promote NCS in the context of cooperative learning.

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“…Thus, cooperative learning is one of the best ways for engaging learners actively in the classroom. However, cooperative learning has high positive influences on students' learning and outcomes (Tran, 2013); it is very difficult to apply such kind of learning in classroom where traditional lectures are used. Thus, this paper tries to smoothly introduce cooperative learning to students at college level by engaging them in active participation during the considerable time allowed for the course.…”

Section: Introductionmentioning

confidence: 99%

A Suggested Technique for Cooperative Learning Implication in EFL Classroom: Mixed Methods Research

Bin-Hady

2019

KJHSS

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This paper aims to suggest a strategy for employing cooperative learning in situations where traditional methods are of great domination. It also explores tertiary students' attitudes toward cooperative learning. Furthermore, it checks the relationship between the total group achievement and its individual members'. Students' creativity is also another concern of this study. The sample of this study is third-year students at college of education Al-Mahra, Hadhramout University for the academic year 2017-2018. The study uses a mixed-methods research design (qualitative and quantitative) by observing the students' performances on the use of the teaching method principles applied by them and their creativity in selecting the materials for applying the chosen teaching method. Questionnaire is also used at the end of the semester to find out students' attitudes about using cooperative learning. The study found that cooperative learning plays good roles in reflecting what the students have studied to their mates. Moreover, the study revealed that there is strong relationship between group degree of success and its members' achievement in the final term scores in the course. Depending on the findings, the researcher concludes that whenever students are given the chance to select their learning habits, creativity appears

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Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms

Cited by 31 publications

References 65 publications

Online collaboration and cooperation: The recurring importance of evidence, rationale and viability

Online collaboration and cooperation: The recurring importance of evidence, rationale and viability

Grit, growth mindset and participation in competitive policy debate: Evidence from the Chicago Debate League

A Suggested Technique for Cooperative Learning Implication in EFL Classroom: Mixed Methods Research

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