CAB - Collaboration across Borders: Peer Evaluation for Collaborative Learning

Whatley, Janice; Bell, Frances; Shaylor, Jan P.; Zaitseva, Elena; Zakrzewska, Danuta

doi:10.28945/2848

Cited by 4 publications

(2 citation statements)

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“…Dialogue and communication are important activities in the process of creating an environment where the learner can be actively involved in exploratory learning. Increased learner interaction and dialogue (Whatley et al 2005) also promotes deep learning and self-directed learning (Mentz and Van Zyl 2016). Cooperative learning significantly fosters the development of a wider breadth of knowledge by helping the members of the group to clarify their ideas through discussion and debate and by evaluating each other' s ideas.…”

Section: Empowering It and Cat Teachersmentioning

confidence: 99%

“…Learners also contribute to their own and each other' s conceptual learning and the process of constructing new knowledge when they argue and negotiate about different points of view on problem solution. This makes it possible for learners to discover external knowledge and internalise it by transforming it into concepts they can relate to (Panitz 2001;Whatley et al 2005).…”

Section: Empowering It and Cat Teachersmentioning

confidence: 99%

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Cooperative learning in IT and CAT classes

Mentz¹,

Goosen²

2022

Empowering IT and CAT Teachers: Second Edition

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EmpowEring iT and CaT TEaChErs the benefit of all the members of the group. Five basic elements need to be present for any group to be a cooperative learning group, namely positive interdependence, individual accountability, promotive face to face interaction, interpersonal and small-group skills, and group processing (Johnson, Johnson and Holubec 2007;Johnson and Johnson 2019). Whereas researchers agree that cooperative learning can be identified through the presence of the five basic elements, researchers are not in agreement on the distinct elements of a collaborative learning environment, except for the fact that individuals do not work alone. It could be stated that all cooperative learning is also collaborative, but all collaborative learning is not necessarily cooperative. Millis and Cottell (1998) view cooperative learning as a more structured strategy than collaborative learning. Thus, group work can be cooperative or collaborative. Cooperative learning groups is only one of the many types of groups that can be used in the classroom. Johnson, Johnson and Holubec (2007) distinguish between pseudo-learning groups, traditional classroom learning groups, cooperative learning groups, and high-performance cooperative learning groups. Not all types of groups facilitate learning and increase the quality of learning in the classroom equally. According to Johnson, Johnson and Holubec (2007), only in cooperative learning groups the academic achievement of the individual members of the group are higher than if they would have worked alone. The difference lies in the application of the five elements of cooperative learning.

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Section: Empowering It and Cat Teachersmentioning

confidence: 99%

Section: Empowering It and Cat Teachersmentioning

confidence: 99%