Cooperative Learning: Integrating Theory and Practice

Gillies, Robyn M.

doi:10.4135/9781483329598

Cited by 160 publications

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“…Firstly, learning English through cooperative learning enables students to work in groups and discuss many tasks (Gillies, 2007). Secondly, weak students in each group learn from more able students rather than their teacher (Johnson & Johnson, 2003).…”

Section: Discussionmentioning

confidence: 99%

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The Impact of Cooperative Learning in Comparison to Traditional Learning (Small Groups) on EFL Learners’ Outcomes When Learning English as a Foreign Language

Alghamdi¹,

Gillies²

2013

ASS

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To identify the effect of cooperative learning (CL) on the achievement's of EFL learners, a 12-week study was conducted in four secondary schools in Saudi Arabia. This study aims to examine the effectiveness of cooperative learning (CL) in developing English as a Foreign Language (EFL) students' grammatical competence in a relatively under-researched context (i.e., Arabia). In particular, this this study aims to investigate the impact of cooperative learning in comparison to traditional instruction in learning English grammar on the achievement of students. This study contributed to the knowledge about how students learn English grammar as a foreign language when they work cooperatively together in cooperative learning groups in comparison to peers who work in traditional classrooms (small groups). The participants in this study were 139 tenth grade male students, aged 14-15 years, in four boys' secondary schools in Al-Baha city.The results showed that there are statistically significant differences between the mean scores of the students who were taught English in the cooperative learning environment (the experimental group), and those who were taught the English by using the traditional small group method (the control group) in the post-test. This difference was in favour of the experimental group. However, the results showed that are not statistically significant differences between the students in the experimental classes and the students in the control groups in their English achievement test score at the pre-test.

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Section: Discussionmentioning

confidence: 99%

“…It exists when group members are linked together in such a way that one cannot succeed unless others do also (Gillies, 2007).…”

Section: Cooperative Learning Groups (Training Program)mentioning

confidence: 99%

The Impact of Cooperative Learning in Comparison to Traditional Learning (Small Groups) on EFL Learners’ Outcomes When Learning English as a Foreign Language

Alghamdi¹,

Gillies²

2013

ASS

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“…Academic achievements (regarding skills and products) and individual work can be more easily and evenly planned, monitored, carried out, and assessed than group cooperation, communication skills, emotional behaviours and so on (Dochy et al, 2003;Geier et al, 2008;Gillies, 2007). This also explains why high-achievers (namely, the most demanding students of the classrooms and, therefore, the most promising future professionals in the job market) feel more insecure when they have to be assessed with criteria they are not acquainted with, during learning procedures where the 'competitive' low-achievers could probably display communicative features that high-achievers do not possess (Cohen et al, 2004;Davis, 2013).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…PBLAs cover a wide range of educational activities regarding every school subject and almost all aspects of human activity and communication, e.g., environmental issues, cultural and social life (civilization, arts, human relations, individual or ethnic or other group identities), multidimensional aspects and problems of everyday life (health, science, research, history, technology, communication) and so on (Cohen, et al, 2004;Gillies, 2007;Gray & Larson, 2008; Kaldi et al, 2011). Despite PBLAs' almost borderless scope of interest, all of them are considered to contribute to the display of high-ranked cognitive, meta-cognitive, emotional, and social skills, to capture students' interest, and excite their imagination, initiative, and creativity in a framework where students are co-educated as members of larger groups and receive, at the same time, individualised support and assistance in order to effectively meet personal, group and social requirements (Newell, 2003;Polman, 2000;Railsback, 2002).…”

Section: Introductionmentioning

confidence: 99%

Small Steps, Giant Leaps: Project-based Learning in a Conservative Educational System. Greek Students’ Views

Koutrouba¹,

Alexaki²

2016

Eur. j. soc. sci. educ. res.

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The present questionnaire-based study examines 170 Greek upper secondary public and private education students' perceptions about the factors that facilitate or undermine project-based learning within the framework of the highly conservative Greek educational system, about the cognitive, affective and social skills they developed during the carrying-out of project procedures, and about the levels of satisfaction they experienced during their cooperation with their supervising teachers. According to the results, project-based learning is more effectively implemented in private schools due to infrastructure provided, due to effective coordination of welldefined and pre-planned activities, and due to higher levels of teachers' professional commitment and students' learning objectives and expectations. The research also shows that project-based learning, even when embedded in and restricted by traditional educational environments, is considered to produce higher academic attainments for low-achievers, and to facilitate the development of high-ranked cognitive and social skills through students' involvement in real-life situations, and active participation in problem-solving and decision-making procedures. It also indicates that for the majority of the participants the role of the supervising teacher is crucial since s/he defines the rules of communication, the techniques and the stages of the project carrying-out, and the assessment procedures. It finally shows that Greek students, despite apparent satisfaction experienced due to their participation in project procedures, remain skeptical as regards traditional teachers' ability to assess reliably group performance, to provide effectively individualized assistance to low-performing group members, and to encourage high-achievers who have never before worked in unfamiliar learning situations.

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“…In CL, teachers are not a transmitter of knowledge, but instead someone able to structure scenarios that guarantee appropriate interdependency and interaction among students, as well as promote and support productive and constructive ways of relating, dialogue and communication; transferring to students both control as well as the main role in the activity (Mayordomo & Onrubia, 2015). The teacher's role in these CLorganized classrooms requires the development of specific competences (Gillies, 2007;or Sharan, 2015). Kaendler, Wiedmann, Rummel, and Spada (2015) presented a first theory and research framework on the competences to implement CL in the classroom, organizing it into three classical moments: before the interaction among students (pre-active or planning); during the interaction among students (inter-active), and at the end of the activity (postactive or reflective).…”

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Enhancing Expectations of Cooperative Learning Use through Initial Teacher Training

Durán

Corcelles

Coll

2017

IJEP

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Despite of its relevance and evidence support, Cooperative Learning (CL) is a challenge for all the educational systems because of the difficulties for its implementation. This study has the objective to identify the effect of Primary Education initial teacher training in the prediction of future CL use. Two groups, of 44 and 45 students, were conceptually trained, with the latter also having the opportunity to experience CL in the university classroom. Opting for a mixed methods research, this study tries to identify changes in a pre- and post-test Cooperative Learning Implementation Questionnaire and to explain possible changes through 4 focus groups. Quantitative results show differences in expectations of CL success and index of CL use for the group who had the CL experience. Qualitative data revealed that improvements can be explained by the increase in students’ awareness of the learning opportunities that CL offered them, giving and receiving scaffold help, preparing activities and enhancing motivation.

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Cooperative Learning: Integrating Theory and Practice

Cited by 160 publications

References 0 publications

The Impact of Cooperative Learning in Comparison to Traditional Learning (Small Groups) on EFL Learners’ Outcomes When Learning English as a Foreign Language

The Impact of Cooperative Learning in Comparison to Traditional Learning (Small Groups) on EFL Learners’ Outcomes When Learning English as a Foreign Language

Small Steps, Giant Leaps: Project-based Learning in a Conservative Educational System. Greek Students’ Views

Enhancing Expectations of Cooperative Learning Use through Initial Teacher Training

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