Research on Cooperative Learning: an international perspective

Slavin, Robert E.

doi:10.1080/0031383890330401

Cited by 93 publications

(59 citation statements)

References 28 publications

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“…Through group activities, students can share ideas and knowledge more meaningfully. A study of cooperative learning has shown a positive relationship between student achievement and attitudes about learning (Slavin, 1989). In addition, the use of ICT in teaching and learning also received praise and positive comments from the participants.…”

Section: Stating the Focus Of The Reflection Analysismentioning

confidence: 99%

Reflections on Teaching and Learning of Mathematics through Lesson Study and Video Critique

Iksan¹

2017

ASSRJ

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Teachers' reflection is one important step in the implementation of Lesson Study. To enhance the professionalism of teachers, lesson study has become an important practice in the implementation of the Professional Learning Community (PLC) in Malaysia. "Video Critique" and "Lesson Study" are some of the tools in the implementation of PLC. As Lesson Study is newly introduced in 2011, teachers are still in the learning stage of implementing it. Among the problems teachers face is ways of making good reflections during classroom observation. Thus, this study aims to explore the ways in which excellent teachers reflect as well as their reflection level by looking at a video of teachers teaching at a school in Negeri Sembilan. The study was conducted using qualitative methods. The study participants were 17 excellent teachers, including two lecturers. Data was collected using reflective observations, documents of the participants, and recordings of the video critique sessions. Data was analysed using reflective dialogue session video documents analytical technique that has been transcribed. It was found that there are four stages of reflections: Descriptive, Dialogue Reflective, Descriptive Reflective and Critical Reflective. A majority of the excellent teachers reflected at the stage of Dialogue Reflective. Some of the excellent teachers made Descriptive Reflective, and only a few teachers succeeded brilliantly at Critical Reflective. Originality/value -This study implies a need for exposure to reflective practice during the process of observation so that teachers receive deep and meaningful feedback through practice in community learning.

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Section: Stating the Focus Of The Reflection Analysismentioning

confidence: 99%

Reflections on Teaching and Learning of Mathematics through Lesson Study and Video Critique

Iksan¹

2017

ASSRJ

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“…Peer assessment makes students individually responsible for an active contribution to group discussions that focus on establishing a shared set of criteria (Sluijsmans, 2002). In addition, when it is part of the group's task to ensure that every group member has learned something, it is in the interest of every group member to spend time providing feedback to their peers (Slavin, 1989). Positive interdependence refers to the extend that the performance of a single group member depends on the performance of all other members.…”

Section: Peer Assessment As a Specific Form Of Collaborative Learningmentioning

confidence: 99%

Formative peer assessment in a CSCL environment: a case study

Prins

Sluijsmans

Kirschner

et al. 2005

Assessment & Evaluation in Higher Education

143

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In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalised in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case-based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The assessment assignments contained the discussion of assessment criteria, the assessment of a group report of a fellow group, and writing an assessment report. A list of feedback rules was one of the assessment tools. A qualitative oriented study was conducted, focussing on the attitude of students towards peer assessment and practical use of peer assessment assignments and tools. Results showed that students' attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments. Recommendations for implementation of peer assessment in CSCL environments as well as suggestions for future research are discussed.Formative peer assessment in a CSCL environment 4 4Formative peer assessment in a CSCL environment: a case study Current educational practice in higher education stresses the development of lifelong learning skills. Among such lifelong learning skills is the ability to provide valuable feedback and suggestions for performance improvement to another person or a group. In spite of the apparent need to develop efficient and effective feedback skills, they are in general not explicitly included in most constructivist curriculae. One potentially valuable approach to train these skills is the use of peer assessment. We consider peer assessment as the process whereby groups of individuals rate their peers (Falchikov, 1995), or, more specifically, as an arrangement for learners and/or workers to consider and specify the level, value or quality of a product or performance of other equal-status learners and/or workers (Topping, 2003). In essence, peer assessment can be a specific form of collaborative learning and in the past decade collaborative learning has become a popular pedagogical approach in higher education (see Kirschner, Martens, & Strijbos, 2004).A course that includes peer assessment may contain multiple learning goals (Sluijsmans, 2002;Sluijsmans & Prins, 2004), and may thus have multiple beneficial effects. We label the improvement of content related performance as the first order learning goal and the acquisition of peer assessment skills as a higher order learning goal. Recently, many researchers have concluded that the implementation of peer assessment in the curriculum was beneficial for one or both levels of learning goals. For instance, Cutler and Price (1995), Freeman (1995), Horgan, Bol, and Hacker (1997), and Sluijsmans, Brand-Gruwel and Van Merriënboer (2002) report an increase in the quality of l...

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“…It is widely recognised that collaborative learning is also an essential part of authentic learning (Herrington & Herrington, 1998), however, the independency and individual accountability of the learner also needs to be considered (Slavin, 1989) as uniquely discussed in the fivedimensional framework. Hence, an individual self-assessment of performance was encouraged as part of the WIL task with guidance from the preceptor on site.…”

Section: Authentic and Social Learning Contextmentioning

confidence: 99%