Talking, Relating, and Achieving: Effects of Cooperative Learning and Whole-Class Instruction

Shachar, Hanna; Sharan, Shlorno

doi:10.1207/s1532690xci1204_2

Cited by 87 publications

(54 citation statements)

References 21 publications

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“…Besides, students in Tan et al's study also commented that group investigation required more of their time than did traditional whole-class instruction, so they had insufficient time to study for their other class tests and to revise for the forthcoming examinations. As a result, although most of the earlier studies on group investigation (Lazarowitz & Karsenty, 1990;Shachar & Sharan, 1994;Sharan & Hertz-Lazarowitz, 1980;Sharan & Shachar, 1988;Sharan & Shaulov, 1990;Sharan et al, 1985) yielded significant differences between the two methods of classroom instructions, Tan et al's group investigation study failed to work with Singaporean students. Lee, Ng and Phang (1999) reported that their study was not well conducted because of two main difficulties.…”

Section: Why Did CL Fail In the Asian Context? Some Views From The Rementioning

confidence: 93%

Cooperative Learning (CL) and Academic Achievement of Asian Students: A True Story

Thanh¹,

Gillies²,

Renshaw³

2008

IES

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This paper reviews research examining the effects of CL strategies on the academic achievement of Asian students. Fourteen studies are included in the review. Sample characteristics, measures, findings, and effects are reported in a table. Achievement outcomes are found mixed with 50 per cent of the studies reporting neutral and negative findings and 50 per cent reporting positive findings. The paper also reveals mismatches between CL's principles and Asian cultures based on what was reported in the reviewed studies. Future research needs to further investigate this issue. Also, for CL to work more effectively in the Asian context, there needs to be some further research that investigates how to change those principles of CL that may be inappropriate in the Asian context so they may be more compatible with Asian culture and conditions.

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Section: Why Did CL Fail In the Asian Context? Some Views From The Rementioning

confidence: 93%

Cooperative Learning (CL) and Academic Achievement of Asian Students: A True Story

Thanh¹,

Gillies²,

Renshaw³

2008

IES

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“…Interaction among group members is critically important to the success of small group activities with Shachar and Sharan (1994) arguing that this will only happen when teachers create conditions that enable students to work in small groups on tasks that require cooperation among group members. This includes ensuring that students are given a group task that is open and discovery-based where there is no right answer and successful completion requires students to interact with each other and share and exchange resources (information, knowledge, heuristic problem-solving strategies, materials and skills).…”

Section: Group Composition and Taskmentioning

confidence: 99%

Cooperative Learning: Review of Research and Practice

Gillies

2016

AJTE

344

247

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“…Hal tersebut semakin mempertajam bahwa strategi pembelajaran eksperiensial mampu meningkatkan belajar berdasar regulasi diri, dalam hal ini meningkatkan tanggung jawab dan performa akademik mahasiswa. Penelitian Huynh (2009), Slazak & Zurick (2009), Grouws & Cebulla (2001), Shachar & Sharan (1994) menunjukkan bahwa experiential learning memungkinkan seseorang lebih tertarik pada materi pembelajaran. Ketertarikan ini akan menjadi dorongan yang kuat untuk meningkatkan semangat belajar mahasiswa, sebagaimana dikatakan (Syah, 2010) bahwa rasa tertarik (minat) dapat mendorong seseorang untuk melakukan sesuatu.…”

Section: Hasil Dan Pembahasanunclassified

Pengaruh Strategi Experiential Learning Terhadap Self Regulated Learning Mahasiswa

Latipah

2017

HUMANITAS

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Self regulated learning has a very important role on many aspects of life, especially academic field. This study aimed to examine effect of experiential learning strategies to students self-regulated learning and its components (learning motivation, learning strategies cognitive, metacognitive regulation, and manage resources). Subjects were 40 in experimental group and 40 in control group. Instruments used in data collection is self regulated learning scale and experiential learning modules are used as a guideline in applying experiential learning strategy. Multivariate analysis techniques are used to analyze data. Results show that there are significant differences of self regulated learning, learning motivation, cognitive learning strategies, metacognitive regulation, and manage resources between experimental and control groups. This means that experiential learning strategies can improve student self-regulated learning.Keywords: experiential learning, learning motivation, metacognitive regulation, self regulated learning AbstrakSelf regulated learning memiliki peranan yang sangat penting terhadap banyak aspek kehidupan terutama bidang akademik. Penelitian ini bertujuan untuk menguji pengaruh strategi experiential learning terhadap self regulated learning dan komponenkomponennya (motivasi belajar, strategi belajar kognitif, regulasi metakognitif, dan kelola sumber daya) mahasiswa. Subjek penelitian ini adalah 40 orang kelompok eksperimen dan 40 orang kelompok kontrol. Instrumen yang digunakan dalam pengumpulan data adalah skala self regulated learning dan modul experiential learning digunakan sebagai pedoman dalam menerapkan strategi pembelajaran eksperiensial. Teknik analisis multivariat digunakan untuk menganalisis data. Hasil menunjukkan bahwa ada perbedaan self regulated learning, motivasi belajar, , metacognitive regulation, dan kelola sumber daya yang signifikan antara kelompok eksperimen dan kelompok kontrol. Ini artinya bahwa strategi experiential learning mampu meningkatkan self regulated learning mahasiswa.Kata kunci: experiential learning, metacognitive regulation, motivasi belajar, self regulated learning

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Talking, Relating, and Achieving: Effects of Cooperative Learning and Whole-Class Instruction

Cited by 87 publications

References 21 publications

Cooperative Learning (CL) and Academic Achievement of Asian Students: A True Story

Cooperative Learning (CL) and Academic Achievement of Asian Students: A True Story

Cooperative Learning: Review of Research and Practice

Pengaruh Strategi Experiential Learning Terhadap Self Regulated Learning Mahasiswa

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