Dimensions of Cooperative Classroom Structures

Kagan, Spencer

doi:10.1007/978-1-4899-3650-9_3

Cited by 58 publications

(60 citation statements)

References 5 publications

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“…The provision of information on the level of understanding of each student in the learning process can be considered as significant feedback, with the aim of defining the achievement level of each group member (Johnson & Johnson, 1999). It is necessary for other members in the group to provide assistance if one or some group members cannot finish the assigned tasks (Kagan, 1985). In an examination of cooperative learning on student's learning, Hooper, Ward, Hannafin & Clark (1989) found that cooperation resulted in higher achievement when individual accountability was structured rather than when it was not and argued that a lack of individual accountability may reduce feelings of personal responsibility.…”

Section: Individual Accountabilitymentioning

confidence: 99%

Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms

Tran¹

2013

IJHE

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Cooperative learning has been the centre of worldwide attention because it has been shown to have strong effects on student learning, as well as other positive outcomes. Although the academic, social, affective and psychological outcomes of students taught by cooperative learning are more positive compared with students taught by the traditional teaching method, there are many misunderstandings and disagreements about the reasons why. This paper investigated this question and suggested a range of theoretical models to explain the effectiveness of cooperative learning. These theoretical perspectives include the social interdependence theory, the cognitive perspective, and the social learning theory, all of which contribute to the theory of learning known as constructivism.

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Section: Individual Accountabilitymentioning

confidence: 99%

Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms

Tran¹

2013

IJHE

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“…The data in a large amount of research shows, compared with competitive and individualistic efforts, cooperation has positive effects on a wider range of outcomes (Johnson & Johnson, 1991;Slavin, 1995;Kagan, 1999). People operating in a cooperative learning activity attain higher achievement level than those who function under competitive and individualistic learning structures.…”

Section: Introductionmentioning

confidence: 99%

Cooperative Language Learning and Foreign Language Learning and Teaching

Yan¹

2010

JLTR

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Abstract-The paper tries to show the positive effects of cooperative language learning on foreign langue learning and teaching. Compared with traditional language teaching, cooperative language learning conforms to the developmental trend of language teaching method and possesses considerable advantages. In the foreign language learning classrooms, cooperative language learning provides students with the necessary academic and social skills. The paper reveals cooperative learning benefits language learning in many aspects.

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“…Within this framework, Theodore Newcomb (1966) identified the peer group as the single most powerful influence in undergraduate education. Falchicov (2001) based on similar classifications devised by Bohlmeyer & Burke (1987) and Kagan (1985) describes the following peer-tutoring techniques:…”

Section: Cooperative Learningmentioning

confidence: 99%