The Teacher’s Role in Implementing Cooperative Learning in the Classroom

Abstract

The Computer-Supported Collaborative Learning Book Series is for people working in the CSCL fi eld. The scope of the series extends to 'collaborative learning' in its broadest sense; the term is used for situations ranging from two individuals performing a task together, during a short period of time, to groups of 200 students following the same course and interacting via electronic mail. This variety also concerns the computational tools used in learning: elaborated graphical whiteboards support peer interaction, while more rudimentary text-based discussion forums are used for large group interaction. The series will integrate issues related to CSCL such as collaborative problem solving, collaborative learning without computers, negotiation patterns outside collaborative tasks, and many other relevant topics. It will also cover computational issues such as models, algorithms or architectures which support innovative functions relevant to CSCL systems.The edited volumes and monographs to be published in this series offer authors who have carried out interesting research work the opportunity to integrate various pieces of their recent work into a larger framework.The titles published in this series are listed at the end of this volume.

Understanding Poetry Through the Use of Cooperative Learning Model

“…The interaction between teachers and students in cooperative groups occurs because students understand how to negotiate group tasks. When teachers build cooperative learning in the classroom, they create well-structured groups and influence the way they interact in groups (Gillies, 2008). Student verbal behaviour in groups helps and supports group work.…”

A Comparison between the Effect of Cooperative Learning Teaching Method and Lecture Teaching Method on Students’ Learning and Satisfaction Level

“…Currently, cooperative learning is used in schools and universities worldwide for different topics and for all age groups. Little literature can be found on teaching methods, teacher magazines, or teaching materials that have not discussed cooperative learning, and to be brief, cooperative learning method is one of the successful events in psychology and educational science (Gillies et al, 2008).…”

Networking for English Literature Class: Cooperative Learning in Chinese Context

“…Social interdependence theory asserts that individual outcomes are influenced by their own and others' actions (Johnson & Johnson, 2009). Therefore, "when individuals perceive they can reach their goals if and only if the other individuals with whom they are cooperatively linked also reach their goals" (Giles, Ashman, & Terwel, 2008), positive independence motivates each other to make individual efforts in achieving their group goal, which embodied in students' reading of literary texts and reference-consulting before group discussion in order to improve their work quality beneficial for the accomplishment of their group goal.…”

“…Promotive interaction refers to the outcome of positive interaction, which involves any interactions beneficial to both individuals and the group, from social and emotional to intellectual exchanges, including "mutual help, exchange of resources, trust and effective communication" (Giles, Ashman, & Terwel, 2008). Traditionally, promotive interaction takes place in a face to face manner, but it can also occur in online and hybrid learning environments by using web conferencing, online discussion boards, shared documents and online chats.…”