Cooperative Learning Techniques in the Classroom

An Exploration of the Dynamic Nature of Psychological Ownership in a Classroom-as-Organization

“…Student ownership seems to be associated with a variety of positive outcomes. For example, scholars have suggested that students become active learners when they have feelings of ownership (Griffith, 1990;Hovelynck, 2003). Furthermore, student ownership seems to increase long-term learning and perceptions of development (Knapp, 1994;Sibthorp et al, 2007;Sibthorp et al, 2008).…”

“…Educators have also suggested factors that may contribute to the emergence of student feelings of ownership in experiential learning contexts. For example, giving students more control and responsibility seems to increase feelings of ownership (Griffith, 1990;Hains & Smith, 2012;Sibthorp et al, 2008) as does providing them with options and involving them in decisions (Daniel et al, 2014;Kohn, 1991;Shellman, 2014). Knapp (1994) further suggests that students gain a sense of ownership when experiential activities spring from their own interests and past experiences.…”

“…Student ownership is often associated with several positive outcomes, including perceptions of development and long-term learning (Knapp, 1994;Sibthorp et al, 2007;Sibthorp et al, 2008). Experiential learning scholars have suggested that certain aspects can contribute to the emergence of student feelings of ownership, including giving students more control and involving them in decision-making (Griffith, 1990;Shellman, 2014;Sibthorp et al, 2008).…”

The Effect of Team-Based Learning in a Neurorehabilitation Course within a Physical Therapy Assistant Academic Program

“…This was supported by Sangestani and Khatiban (2013), who found that the addition of PBL to traditional lecture improved application of theory in clinical practice, increased learning motivation, and enhanced activity in class. PBL and other cooperative and collaborative active learning has also been found to increase academic achievement; improve students' attitudes towards each other; increase self-esteem, self-direction, and role taking abilities; improve students' sense of responsibility for their own learning and teach students the skills necessary for life-long learning (Griffith, 1990). These same benefits may not be developed in a lecture-based course.…”

“…Sungur and Tekkaya (2006) found that, when comparing two large groups of students who either received traditional lecture instruction or who engaged in problem-based learning (PBL), PBL students had higher levels of intrinsic goal orientation, task value, use of learning strategies, critical thinking, metacognitive self-regulation, effort regulation, and peer learning. PBL and other cooperative, collaborative, and active learning has also been found to increase academic achievement; improve students' attitudes towards each other; increase self-esteem, self-direction, and role taking abilities; improve students' sense of responsibility for their own learning and teach students the skills necessary for life-long learning (Griffith, 1990). These same benefits may not be developed in a lecture-based course.…”