Cooperative Learning: Review of Research and Practice

Gillies, Robyn M.

doi:10.14221/ajte.2016v41n3.3

Cited by 307 publications

(305 citation statements)

References 34 publications

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“…The findings of this research are match with Minet's research (2015) which states that developing cooperative behavior in learning modeling contributes to: (1) improving students' ability in solving various problems, (2) fostering critical thinking of students, (3) enhancing cooperation, the ability of students to interact socially with friends and the surrounding environment, (4) develop communication skills, (5) improve decency behavior, and respect differences. The study also supports the opinion of Gillies (2016) who suggests that (1) students with cooperative behaviors are more effective in achieving academic achievement, (2) cooperatively cooperative students have positive dependence on positive achievement and positive motivation such as students are interrelated to achieve shared learning objectives, (3) cooperative behavior can enlarge social support, enrich self-esteem, and foster psychological comfort in which these benefits are most likely to occur if the individual realizes that useful structures are cooperative structures and when individual performance accountable to the group; (4) the cooperative group is very likely to succeed if the group members of the group are interacting face-to-face and when the individual is trained in the social skills needed to cooperate effectively.…”

Section: Advances In Social Science Education and Humanities Researcsupporting

confidence: 89%

The Effect of Modeling Learning Strategy and Cooperative Behavior on Civic Education Learning Achievement

Susilawati¹

2017

Proceedings of the 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017)

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-The purpose of this study to see the effect of learning achievements Civic Education, cooperative behavior and the use of modeling learning strategies in students of class VII SMP Negeri I Labuhan Deli, Deli Serdang District of North Sumatra Province. The population in this study was 380 students and the sample was students. This research was quasi experiment with class VII-3 as experiment class and class VII-5 as control class. This study used descriptive method with quantitative data and analyzed by using Analysis of Variance (ANAVA). The results showed that the data of student achievement that have cooperative behavior which were taught by using modeling learning strategy, obtained the average score (x) = 23.73, while the learning achievement of students who have cooperative behavior which were taught by using conventional learning strategy, obtained average score (x) = 18.33. The data and the results of hypothesis testing shows that the students achievement of Civic Education who have cooperative behavior and taught by using modeling learning strategy is better than students who have cooperative behavior taught by using conventional learning strategies.

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Section: Advances In Social Science Education and Humanities Researcsupporting

confidence: 89%

The Effect of Modeling Learning Strategy and Cooperative Behavior on Civic Education Learning Achievement

Susilawati¹

2017

Proceedings of the 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017)

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“…There exits many definitions on cooperative learning, but it could be briefly defined as small groups where students work together to maximize their own and others' learning through common goals, depending on each other to achieve them (Johnson, Johnson & Holubec, 2013;Sharan, 2014). Several research works have showed the benefits of this framework to achieve different positive outcomes: performance, motivation and social skills (Gillies, 2014;Kyndt et al 2013;Slavin, 2014), in subjects as different as Maths (Pons, Prieto, Lomeli, Bermejo & Bulut, 2014), science (Howe, 2013), or physical education (Fernandez-Rio, Sanz, Fernandez-Cando & Santos, 2017). Based on these findings, cooperative learning is considered a methodological tool that can help solve XXI st century students' needs (Johnson & Johnson, 2014).…”

Section: Introductionmentioning

confidence: 99%

Diseño y validación de un cuestionario de medición del aprendizaje cooperativo en contextos educativos

et al. 2017

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Título: Diseño y validación de un cuestionario de medición del aprendizaje cooperativo en contextos educativos. Resumen: El objetivo del estudio fue elaborar y validar un instrumento que pudiera evaluar los elementos fundamentales del aprendizaje cooperativo, así como proporcionar un factor de cooperación. Participaron 11.202 estudiantes de educación primaria (5º-6º curso), secundaria y bachillerato (5.838 varones, 5.364 mujeres) de 68 centros educativos en 62 ciudades españolas repartidas por toda su geografía. Las edades oscilaron entre los 11 y los 18 años. El único requisito para participar era haber experimentado varias técnicas de aprendizaje cooperativo en los últimos 6 meses. Tras elaborar una primera versión y ser sometida sucesivamente a un juicio de expertos y un estudio piloto se realizó un segundo estudio en el que se sometió la versión definitiva a diferentes pruebas estadísticas. El Cuestionario de Aprendizaje Cooperativo está formado por cinco sub-escalas: Interacción Promotora, Interdependencia Positiva, Responsabilidad Individual, Procesamiento Grupal y Habilidades Sociales. Los análisis factoriales confirmatorios mostraron que todos los índices de fiabilidad eran aceptables, incluso bajo las condiciones más exigentes. El cuestionario mostró una adecuada validez convergente, discriminante y concurrente. Se confirma como un instrumento sencillo para evaluar todos los elementos fundamentales del aprendizaje cooperativo en estudiantes de primaria, secundaria y bachillerato y proporcionar un factor de cooperación global. Palabras clave: cooperación; primaria; secundaria; bachillerato. Abstract:The goal of the present study was to design and validate an instrument to assess the basic elements of cooperative learning, as well as a cooperation index. 11.202 primary education (grades 5, 6), secondary education and baccalaureate students (5.838 males, 5.364 females) from 68 different schools in 62 cities all over Spain agreed to participate. The age range was 11-18 years. The participating students had experienced several cooperative learning techniques during the last six months. The first version of the questionnaire was assessed by a group of experts. A pilot study with 60 students similar to the target sample was conducted on the second version of the instrument. The final version underwent several statistical tests. The Cooperative Learning Questionnaire included five subscales: Promotive Interaction, Positive Interdependence, Individual Accountability, Group Processing and Interpersonal skills. Factorial and confirmatory analysis showed that all reliability indices were acceptable, even under the most difficult conditions. The questionnaire showed adequate convergent, discriminant and concurrent validity. Results showed that it is an easy instrument to assess all the basic elements of cooperative learning in primary, secondary and baccalaureate students and obtain a global cooperation factor.

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“…Generally, working together in pairs and small groups facilitates learners' interaction to achieve group goals in learning (Gillies, 2014;Johnson & Johnson, 2014). In other words, through interaction, learners can negotiate different views of their own learning so that they can learn from one another.…”

Section: Collaborative Writing In L2 Classroomsmentioning

confidence: 99%

Examining Language Related Episodes (LREs) of Arabic as a Second Language (ASL) Learners During Collaborative Writing Activities

Alwaleedi¹

2017

TPLS

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Abstract-Previous studies have increasingly examined the nature of collaborative writing in English as a foreign/second language settings. However, little research has been conducted on its nature in Arabic as a second language (ASL) contexts. This study investigated the nature of 64 students' Language Related Episodes (LREs) while performing collaborative writing in ASL classrooms. Employing a quasi-experimental design with a mixed methods approach, the frequency and the focus of the students' LREs in collaborative (experimental) writing groups and in traditional (control) groups were compared. The findings showed that there was a statistically significant difference between the LREs produced by the experimental and the control groups which can be attributed to the collaborative writing approach. In particular, the analysis of LREs per minutes indicated that LREs were more frequent in the experimental group interaction than in control group interaction. In addition, the experimental groups paid more attention to language and were more successful at resolving language related problems than the control ones which may explain the differences in their performance. Specimens of dialogues of both groups are presented to explain their differential performance.Index Terms-collaborative writing, Quasi-experimental research, Arabic as a second language (ASL) contexts, Language Related Episodes (LREs), second language learning

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Cooperative Learning: Review of Research and Practice

Cited by 307 publications

References 34 publications

The Effect of Modeling Learning Strategy and Cooperative Behavior on Civic Education Learning Achievement

The Effect of Modeling Learning Strategy and Cooperative Behavior on Civic Education Learning Achievement

Diseño y validación de un cuestionario de medición del aprendizaje cooperativo en contextos educativos

Examining Language Related Episodes (LREs) of Arabic as a Second Language (ASL) Learners During Collaborative Writing Activities

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