A Study on Training Strategies of College Students' Cooperative Learning Ability Based on Online Case Teaching

Colleges and universities shoulder the important mission of training qualified contemporary college students. With the development of contemporary social and the rapid promotion of information level, teaching models and methods are faced with great challenges. Therefore, this paper analyzes the problems existing in the classroom teaching in Colleges and universities, combined with the students' thinking and learning ability. The module thought is introduced to the teaching process. A practical case is selected to illustrate the validity of the method. The results show that the teaching method proposed can enhance students' interest in learning professional knowledge and improve their communication skills.

Download Full-text

APPLYING COOPERATIVE LEARNING TO COLLEGE STUDENTS TO ENHANCE THEIR COMMUNICATIVE SKILLS

International Journal of Applied Research in Social Sciences ◽

10.51594/ijarss.v2i3.161 ◽

2020 ◽

Vol 2 (3) ◽

pp. 71-78

Author(s):

Miressa Amenu Terfa

Keyword(s):

College Students ◽

Cooperative Learning ◽

Foreign Language ◽

Native Language ◽

Group Discussion ◽

Art Students ◽

Communicative Skills ◽

Teachers And Students ◽

Language Classrooms ◽

Group Members

Cooperative learning has proved to be an effective method for both teachers and students and it has been found to have many positive benefits to foreign language teaching. This paper was aimed at applying cooperative learning to college students for English as a foreign language (EFL). The participants of the study were summer three Art students of Mettu College of Teachers Education. Accordingly, all participants were selected through purposive sampling techniques for the questionnaire and Focus group discussion. Qualitative data were obtained and analyzed qualitatively. The major findings of this study suggested that cooperative learning helped significantly to enhance the college learners’ oral communicative skills and their motivation toward learning English as a Foreign Language (EFL). Furthermore, the findings revealed students’ contradictory views regarding native language use and whether CL could help them improve their language skills. Sometimes, students switched to their native language to clarify points or communicate with group members since, as noted in the observations, a large percentage of language classrooms allowed students to use their native language during group discussion.

Download Full-text

PENINGKATKAN KEMAMPUAN BELAJAR MATEMATIKA SISWA MELALUI PENGGUNAAN MODELTHINK PAIR SHARE (TPS)

JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) ◽

10.29100/jp2m.v4i2.956 ◽

2019 ◽

Vol 4 (2) ◽

pp. 59

Author(s):

Sri Asih

Keyword(s):

Elementary School ◽

Action Research ◽

Cooperative Learning ◽

Mathematics Learning ◽

Learning Ability ◽

Research Subject ◽

Mathematics Students ◽

Mathematics Class ◽

Classroom Action Research

This research is aimedÂ to improve mathematics students learning ability in elementary school, especially on fraction materials through throughthe implementation of cooperative learning on think pair share. This research was a classroom action research refferedto Kemmis and Mc Taggartâ€™s design, which includes planning, acting, observing, and reflecting. The research subject were all the student of sixthgrade Â in SDN 2 Tropodo Waru Sidoarjo inÂ theÂ the period of 2015/2016. Before the implementation of the action, the ability of learn to mathematics very low and the student less enthusiastic for mathematics class. After the action is applied, the results of the test and ability learn to mathematics onÂ cycle I and cycle II, there is a significant increase.Â Keywords: mathematics learning ability, TPS

Download Full-text

A Case Study on the Self-directed English Learning Experiences of Korean College Students Using Self-coaching

The Korean Association of General Education ◽

10.46392/kjge.2021.15.5.199 ◽

2021 ◽

Vol 15 (5) ◽

pp. 199-214

Author(s):

Seongjhin Joh ◽

Byungsun Kim

Keyword(s):

College Students ◽

Learning Experience ◽

Self Control ◽

Learning Ability ◽

English Learning ◽

Self Directed Learning ◽

Directed Learning ◽

Korean College Students ◽

Colaizzi's Method ◽

Learning English

The purpose of this study is to analyze the English learning experience of college students using Colaizzi's method, which is one of the qualitative research methods, using self-coaching technology as a tool to improve self-directed learning ability. In-depth interview were conducted to collect data, and 9 significant statements, 4 theme clusters, and 2 categories were derived. The results are as follows. First, it showed that the participants clearly set the reasons and goals for learning English. Second, it was confirmed that they had time to return to the positive motivation they experienced in the past and strengthened their will to overcome difficulties caused by self-coaching. Third, it was reported that they had a valuable experience of asking the questions presented for the first time, and they recollected the feelings of when they happily learned English, thereby gaining new vitality for learning English. Finally, it also showed that they experienced risk factors such as a desire to procrastinate, a desire to give up, and a rush to complete a task due to difficulty in self-control, which could lead to poor learning. Based on these results, it was suggested that self-coaching contributed to the improvement of learning English, the importance of questions, necessary factors when expanding to regular classes, and the expansion of coaching research.

Download Full-text

Research on the Influencing Factors and Mechanism of Online the Self-regulated Learning Ability of College Students

10.1145/3485190.3485239 ◽

2021 ◽

Author(s):

Ling Zhang ◽

Shaodong Xia ◽

Zhujie Chu

Keyword(s):

College Students ◽

Influencing Factors ◽

The Self ◽

Learning Ability ◽

Self Regulated Learning ◽

Regulated Learning

Download Full-text

Socioscientific Decision Making in the Science Classroom: The Effect of Embedded Metacognitive Instructions on Students' Learning Outcomes

Education Research International ◽

10.1155/2013/309894 ◽

2013 ◽

Vol 2013 ◽

pp. 1-12 ◽

Cited By ~ 15

Author(s):

Sabina Eggert ◽

Frauke Ostermeyer ◽

Marcus Hasselhorn ◽

Susanne Bögeholz

Keyword(s):

Decision Making ◽

High School Students ◽

Cooperative Learning ◽

Learning Outcomes ◽

Science Classroom ◽

Socioscientific Issues ◽

Control Group ◽

Metacognitive Skills ◽

Cooperative Training ◽

Training Strategies

The purpose of the present study was to examine the effects of cooperative training strategies to enhance students' socioscientific decision making as well as their metacognitive skills in the science classroom. Socioscientific decision making refers to both “describing socioscientific issues” as well as “developing and evaluating solutions” to socioscientific issues. We investigated two cooperative training strategies which differed with respect to embedded metacognitive instructions that were developed on the basis of the IMPROVE method. Participants were 360 senior high school students who studied either in a cooperative learning setting (COOP), a cooperative learning setting with embedded metacognitive questions (COOP+META), or a nontreatment control group. Results indicate that students in the two training conditions outperformed students in the control group on both processes of socioscientific decision making. However, students in the COOP+META condition did not outperform students in the COOP condition. With respect to students' learning outcomes on the regulation facet of metacognition, results indicate that all conditions improved over time. Students in the COOP+META condition exhibited highest mean scores at posttest measures, but again, results were not significant. Implications for integrating metacognitive instructions into science classrooms are discussed.

Download Full-text

THE APPLICATION OF TSTS MODEL IN CIVIC EDUCATION LESSON IN IMPROVING STUDENTS’ LEARNING ABILITY

EDUTECH ◽

10.17509/edutech.v14i3.1383 ◽

2015 ◽

Vol 14 (3) ◽

pp. 337

Author(s):

Hanna Herfina

Keyword(s):

Elementary School ◽

Action Research ◽

Cooperative Learning ◽

Civic Education ◽

Research Method ◽

Learning Ability ◽

Average Score ◽

Learning Method ◽

School Students ◽

Made In

Abstract, The background of this research is the need of various learning method to improve student’s learning ability. One of them is TSTS (two stay to stray). The purpose of this research is to examine TSTS learning method effectiveness in improving student’s learning ability and how much improvement made in implementing TSTS learning method. This research uses cooperative learning with two stay to stray (TSTS) model and action research method trial on learning process of PKn subject at Elementary School. The result of the research indicates improvement on students’ ability on PKn subject by using TSTS learning method, and the effectiveness of this model is proven with the increase of average score of 83.41%. TSTS model in First and Second cycle has proven, exponentially, contributes to the increase of students’ learning results. Keyword: effectiveness, learning method, TSTS model, Elementary School students. Abstrak, Penelitian ini dilatarbelakangi dengan adanya kebutuhan mengenai metode pembelajaran yang bervariasi untuk meningkatkan kemampuan belajar siswa, salah satunya dengan penerapan model pembelajaran TSTS. Adapun tujuan penelitian ini adalah untuk mengetahui efektivitas model pembelajaran TSTS dalam meningkatkan kemampuan belajar Siswa dan seberapa besar peningkatan kemampuan siswa dalam menerapkan model pembelajaran TSTS. Penelitian ini menggunakan konsep cooperative learning dengan model two stay to stray(TSTS), serta metode action research yang diujikan dalam proses belajar mengajar siswa Sekolah Dasar pada materi PKn. Sedangkan untuk hasil yang diperoleh adalah terdapat peningkatan kemampuanSiswa dalam pembelajaran PKn dengan model pembelajaran TSTS dan keefektifan melalui pemanfaatan model pembelajaran TSTS terbukti dengan meningkatnya nilai rata-rata sebesar83,41. Hal itu sudah menandakan bahwa penggunaan model TSTS di dalam siklus I dan II memberikan kontribusi yang sangat besar bagi peningkatan hasil belajar siswa.Kata kunci: efektivitas,metode pembelajaran, model TSTS, siswa SD.

Download Full-text

Utilizing Cooperative Learning in Islamic College Students’ Classroom

IJEE (Indonesian Journal of English Education) ◽

10.15408/ijee.v3i2.5528 ◽

2016 ◽

Vol 3 (2) ◽

pp. 123-139

Author(s):

Abdul Gafur Marzuki

Keyword(s):

College Students ◽

Action Research ◽

Cooperative Learning ◽

English Education ◽

Reading Skill ◽

Teaching Reading ◽

Classroom Activities ◽

Field Notes ◽

The Subject ◽

Minimum Criteria

ABSTRACT The research aims at utilizing cooperative learning in teaching reading skill for Islamic college students. The research was classroom action research which was conducted in two cycles where each cycle consisted of planning, implementation, observation and reflection. The subject were taken from PAI 5 which contained 30 students. The data of this research were obtained from the test, observation checklist, and field notes. The findings of research showed that cooperative learning was effective in developing students’ reading skill. The findings revealed that there were nineteen students who achieved the minimum criteria of achievement in cycle 1, which percentage was 63.3%. In cycle 2, it was found that there were twenty five students who achieved the minimum criteria of achievement, which percentage increased to 83.3%. Both of the classical and individual achievements have met the criteria of success. Besides, students were active in joining classroom activities and completing their classroom tasks. Therefore, it can be concluded that the cooperative learning was effective to develop the students’ reading skill. ABSTRAK Penelitian ini bertujuan untuk memanfaatkan pembelajaran kooperatif dalam pembelajaran keterampilan membaca mahasiswa di perguruan tinggi Islam. Penelitian ini merupakan penelitian tindakan kelas yang dilakukan dalam dua siklus dimana setiap siklus terdiri dari perencanaan, pelaksanaan, observasi dan refleksi. Subjek penelitian diambil dari kelas PAI 5 yang terdiri dari 30 mahasiswa. Data penelitian ini diperoleh dari hasil tes, lembar observasi, dan catatan lapangan. Temuan penelitian menunjukkan bahwa pembelajaran kooperatif efektif dalam mengembangkan keterampilan membaca mahasiswa. Temuan menunjukkan bahwa ada sembilan belas mahasiswa yang mencapai kriteria pencapaian minimal pada siklus 1, dengan persentase 63,3%. Pada siklus 2, ditemukan bahwa ada dua puluh lima mahasiswa yang mencapai kriteria pencapaian minimum dengan persentase 83,3%. Persentase klasik dan individual telah memenuhi kriteria keberhasilan. Selain itu, mahasiswa aktif mengikuti kegiatan kelas dan menyelesaikan tugas kelas mereka. Oleh karena itu, dapat disimpulkan bahwa pembelajaran kooperatif efektif untuk mengembangkan keterampilan membaca mahasiswa. How to Cite: Marzuki, A., G. (2016). Utilizing Cooperative Learning in Islamic College Students’ Classroom. IJEE (Indonesian Journal of English Education), 3(2), 123-139 doi:10.15408/ijee.v3i2.5528. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.5528

Download Full-text

Study on Cultivating College Students' English Autonomous Learning Ability under the Flipped Classroom Model

English Language Teaching ◽

10.5539/elt.v13n6p13 ◽

2020 ◽

Vol 13 (6) ◽

pp. 13

Author(s):

Yanxia Du

Keyword(s):

College Students ◽

Flipped Classroom ◽

Autonomous Learning ◽

Learning Ability ◽

Self Management ◽

Classroom Teaching ◽

Teaching Model ◽

College English ◽

Management Learning ◽

Self Learning

Since the 21st century, the cultivation and improvement of college students' English autonomous learning ability have become an important symbol of deepening the reform of College English teaching. The reform of teaching model is the critical to it. With the help of the self-constructed flipped classroom teaching model, this paper designs the corresponding teaching process, aiming at investigating the three dimensions of self-management learning ability, self-learning psychology and self-learning behavior of non-English majors. After the investigation and experiment on the control class and the experimental class for the whole semester, the experimental results show that the self-regulated learning model of College English based on the flipped classroom can greatly improve the comprehensive English level of College students, and the flipped classroom teaching model of College English can effectively improve the students' self-management learning ability, stimulate students 'motivation of autonomous learning and activate students' autonomous learning behavior. Thus, it opens up a new path for the cultivation of College Students 'autonomous learning ability.

Download Full-text