scholarly journals Student response to a cooperative learning element within a large physiology class setting: lessons learned

2020 ◽  
Vol 44 (3) ◽  
pp. 269-275 ◽  
Author(s):  
M. Faadiel Essop ◽  
Leandrie Beselaar
Keyword(s):  
Cooperative Learning ◽  
Lessons Learned ◽  
Student Response ◽  
Student Groups ◽  
Postgraduate Students ◽  
Large Classes ◽  
Bachelor Of Science ◽  
Class Time ◽  
African Context ◽  
Physiology Students

Physiology students grapple with large amounts of subject content and hence memorize facts to pass examinations. In parallel, students display limited critical-thinking and creative skills, integration abilities, and/or a deeper engagement with subject content. This study aimed to assess the feasibility of introducing active learning methods (cooperative learning) in a relatively large class to final-year undergraduate physiology students (Bachelor of Science stream) at Stellenbosch University in South Africa. An assignment designed to enhance active and engaged learning was made available to the students ( n = 225) during the second week of a 5-wk cardiovascular physiology series of lectures. Students were instructed to freely form working groups ( n = 3/group) and the assignment was due by the end of the module. Student groups were expected and encouraged to continuously work on the assignment (outside class time). Three cooperative learning slots were also created during class time, with the lecturer and postgraduate students acting as guides. After the module, students anonymously completed an electronic questionnaire. This study revealed three major findings in terms of implementing cooperative learning in large classes within a South African context, i.e., 1) relatively good reception by students with some indication of group work; 2) it is logistically feasible in relatively large classes, although adequate support is crucial; and 3) additional measures need to be adopted to ensure its success.

Pembelajaran Kooperatif Tipe Jigsaw dalam Pembelajaran Fisika

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Jawane Malau
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Student Response ◽  
Learning Tools ◽  
Learning Group ◽  
Learning Plan ◽  
Quality Of Teaching

<p>This research was conducted for the purpose of getting a clear and complete <br />picture conserning the quality of teaching and learning process through eveloping and implementing jigsaw type cooparative learning model for subject of Thermodynamics. The quality of teaching and learning process can be viewed by positive response of university students towards thermodynamics subject using the implemented jigsaw type cooparative learning model. The subject of this research were students of high school class X, semester II in the academic year of 2011/2012, which were listed as learning tools needed for thermodynamics of jigsaw type cooparative learning model. The learning tool which were being developed consist of teaching materials, learning plan, and student worksheet. The research prosedure consisted of developing the tools of teaching and learning process, and the followed by realization of learning in class using the jigsaw type cooparative learning approach. The research instruments were to be observation sheet and student response questionaire towards the learning process. The reseach data were analyzed using percentage statistic. Based on the refection result towards the action which was planned beforehand and also the researh result discussion, it was found that the learning process of hermodynamics which was done by implementing the jigsaw type cooparative learning model can increase student activity in his study. Implementing the jigsaw type cooperative learning can increase the learning result of students. Most of the students who partisipated in the thermodynamics class agree and give a positive apreciation towards the implementation of cooperative learning model. They believe that with the learning group can help them overcoming the learning deterrent. </p><p> </p>

scholarly journals 1125. Innovative Virtual Learning in the Midst of a Pandemic - Patients, Populations, and Pandemics: Responding to COVID-19

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S592-S593
Author(s):  
Lucille K Kohlenberg ◽  
Muriel J Solberg ◽  
Fatima N Ali-Mirza ◽  
Sheela Shenoi ◽  
Saad Omer
Keyword(s):  
Student Participation ◽  
Lessons Learned ◽  
Direct Patient Care ◽  
Future Health ◽  
Unique Challenge ◽  
Student Groups ◽  
Group Presentations ◽  
Innovative Learning ◽  
Education Medical ◽  
Virtual Setting

Abstract Background The COVID-19 pandemic has posed a unique challenge to undergraduate medical education. Medical schools postponed student participation in direct patient care in mid-March 2020, creating the need for rapidly-designed, virtual, and innovative learning experiences. Methods Utilizing Kern’s six-step approach to curriculum development, faculty and medical student liaisons rapidly designed a six-week online and interactive course for clerkship-year students and above, launched on March 30th, 2020. “Patients, Populations, and Pandemics: Responding to COVID-19” emphasized honing higher level skills of Bloom’s taxonomy, namely evaluating, synthesizing, and creating. Following weekly faculty-led lectures, student groups identified research questions, analyzed literature, presented data, critiqued peer presentations, and created infographics for the public. Results We aimed to maintain quality and interactiveness despite challenges posed by our timeframe, the evolving COVID-19 literature, and the virtual setting. We recruited frontline faculty and designed the course to facilitate discussion, thereby promoting real-time exploration of public health and clinical challenges. Encouraging student participation, we incorporated group synthesis sessions and instructed use of video, hand-raising, and chat features. In a survey administered at the end of the first week, 85.7% (18/21) of students strongly agreed or agreed that small group presentations successfully enabled synthesis of new and emerging data. Among the 29 enrolled students, 82.8% (24/29) of students completed final course evaluations, with 87.5% (21/24) agreeing that the learning activities “usually” or “always” helped meet the learning objectives identified at the beginning of the course. The course was rated as “excellent” or “very good” by 83.3% (20/24) of students. Conclusion Lessons learned include providing students with increased direction on critically reviewing peer presentations and imparting guidance on best practices for data synthesis. This course model will be disseminated throughout our institution and beyond to address challenges in remote learning and to serve as a paradigm during future health crises. Disclosures All Authors: No reported disclosures

PENINGKATAN HASIL BELAJAR SISWA KELAS X IPA PADA PENERAPAN TRIGONOMETRI MELALUI STAD

2021 ◽  
Vol 8 (3) ◽  
pp. 55-61
Author(s):  
Supratik Supratik
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Creative Thinking ◽  
Mathematics Learning ◽  
Student Response ◽  
Design Data ◽  
Average Value ◽  
Improve Student Learning ◽  
Student Team

AbstrakHasil rata-rata tes siswa pada materi penerapan trigonometri rendah yaitu 52 dan hal ini tidak mencapai KKM di SMA Negeri 22 Palembang yaitu 65. Oleh karena itu diperlukan alternatif model pembelajaran yang tepat untuk meningkatkan aktivitas, pola berpikir kritis dan kreatif serta hasil belajar matematika siswa. Salah satu alternatifnya adalah pembelajaran melalui pembelajaran kooperatif tipe STAD. Tujuan penelitian ini adalah untuk mendeskripsikan penerapan pembelajaran kooperatif tipe STAD yang dapat meningkatkan hasil belajar siswa dan mendeskripsikan tanggapan siswa dalam penerapan pembelajaran kooperatif tipe STAD. Penelitian ini menggunakan desain penelitian tindakan kelas. Teknik pengumpulan data yang digunakan adalah observasi, angket, dan tes. Setelah dilakukan analisis data diperoleh kesimpulan bahwa: 1) Penerapan pembelajaran melalui pembelajaran kooperatif tipe STAD ( Student Team Achievement Division ) yang dilakukan dalam penelitian ini efektif, karena dapat meningkatkan hasil belajar siswa pada mata pelajaran matematika, mata pelajaran penerapan trigonometri pada siswa kelas X IPA6 yang berjumlah 40 orang. Hal ini terlihat pada persentase hasil aktivitas siswa pada pembelajaran tindakan I mencapai 86,36% dan pada tindakan II mencapai 89,09% dengan predikat sangat baik, dan nilai rata-rata hasil tes akhir tindakan I mencapai 67,3% dan pada Tindakan II mencapai 72,25% dengan persentase nilai rata-rata yang ditetapkan sebesar 65% yang berarti telah mencapai kriteria keberhasilan. 2) Berdasarkan hasil angket respon siswa diketahui bahwa respon siswa terhadap pembelajaran penerapan trigonometri melalui pembelajaran kooperatif tipe STAD sangat positif.Kata kunci: hasil belajar, penerapan trigonometri, kooperatif, STAD. AbstractThe average result of student tests on the material for applying trigonometry is low, namely 52 and this does not reach the KKM at SMA Negeri 22 Palembang, which is 6. Therefore, an alternative learning model is needed. appropriate for increasing activity, critical and creative thinking patterns as well as student mathematics learning outcomes. One alternative is learning through cooperative learning type STAD . The purpose of this study is to describe the application of cooperative learning type STAD which can improve student learning outcomes.and describe student responses in the application of cooperative learning type STAD to improve learning outcomes. This study used a classroom action research design. Data collection techniques used were observation, questionnaires, and tests. After data analysis was carried out , it was concluded that: 1) The application of learning through cooperative learning type STAD ( Student Team Achievement Division ) which was carried out in this study was effective, because it can improve student learning outcomes in mathematics, the subject of the application of trigonometry in class X IPA6, amounting to 40 people. This can be seen in the percentage of student activity results in learning in action I reached 86.36% and in action II reached 89.09% with the predicate very good, and the average value of the final test results in action I reached 67.3% and at Action II reaches 72.25% with the percentage of the average value set is 65%, which means it has reached the success criteria. 2) Based on the results of the student response questionnaire, it was found that the student's response to learning the application of trigonometry through cooperative learning type STAD was very positive.Keywords: learning outcomes, application of trigonometry, cooperative, STAD.

scholarly journals Peningkatan Hasil Belajar Matematika dan Respon Siswa Melalui Pembelajaran Kooperatif Tipe STAD dengan Metode Penemuan Terbimbing

2019 ◽  
Vol 2 (1) ◽  
pp. 29
Author(s):  
Yuni Rhamayanti
Keyword(s):  
High School Students ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
Student Response ◽  
Learning Activity ◽  
Test Technique ◽  
Guided Discovery ◽  
Discovery Method

This study was conducted on junior high school students with the aim to improve the learning outcomes of mathematics, student activities, and student responses through the application of the STAD type cooperative learning model with guided discovery method. This type of research is Classroom Action Research, ie research done by teachers in their own class with planned, systematic to improve the quality of classroom learning practice. The subjects of this study are students of class VII SMP Negeri Padangsidimpuan Lesson Year 2017-2018, selected is a class VII-2 with the number of students 31 people. While the object of this study is the application of the STAD type cooperative learning model with a guided discovery method to improve results and student learning activities that are not good math and need to be improved. The research instrument in this research will use test and non-test technique. The conclusion that can be drawn from this research is 1) the increase of mathematics learning outcomes through the application of STAD type cooperative learning model with guided discovery method of 0.65 with medium criteria, 2) Increased student learning activity through the application of STAD type cooperative learning model with guided discovery method equal to 0.46 with medium criterion, 3) also increase student response to STAD type cooperative learning with guided discovery method. The improvement of teachers' ability to manage the learning is 0.78 with high criteria.

scholarly journals PENERAPAN METODE KOOPERATIF TIPE TALKING STICK TERHADAP HASIL BELAJAR PAI

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Haerudin .
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Religious Education ◽  
Class Action ◽  
Student Response ◽  
Research Subjects ◽  
Know How ◽  
Field Notes ◽  
Stick Model ◽  
Academic Year

Abstract: This study aims to examine how much the effectiveness of the application of cooperative learning method of Talking Stick Type to the learning outcomes of Religious Education in SD Negeri I Plawad, in order to improve the learning outcomes in the elementary school, and to know how much student response to the application of cooperative learning model with Talking Stick model. This research was conducted with research subjects of V student of SD Negeri I Plawad karawang academic year 20017/2018. The research method used is class action method (PTK) consisting of 2 cycles, each cycle consists of 2 meetings. Data collection through pretest, posttes, observation, questionnaires, field notes, and interviews. From the results of this study, the researcher hopes to give contribution and benefit for all related parties, especially the school in order to improve the learning result especially in the field of PAI lesson generally for other lessons, so it can be useful also for other schools in general. Keywords: Learning Talking Stick, Learning Outcomes. Abstrak: Penelitian ini bertujuan untuk menelaah seberapa besar efektifitas penerapan pembelajaran metode cooperative learning Tipe Talking Stick terhadap hasil belajar Pendidikan Agama di SD Negeri I Plawad, guna meningkatkan hasil belajar di SD tersebut, dan mengetahui seberapa besar respon siswa terhadap penerapan model pembelajaran kooperatif dengan model Talking Stick. Penelitian ini dilakukan dengan subjek penelitian siswa kelas V SD Negeri I Plawad karawang tahun ajaran 20017/2018. Metode penelitian yang di gunakan adalah metode tindakan kelas (PTK) yang terdiri dari 2 siklus, setiap siklus terdiri dari 2 pertemuan. Pengumpulan data melalui pretest, posttes, observasi, angket, catatan lapangan, dan wawancara. Dari hasil penelitian ini peneliti berharap agar dapat memberikan kontribusi dan manfaat bagi semua pihak-pihak yang terkait, terutama pihak sekolah dalam rangka peningkatan hasil belajar khususunya dibidang pelajaran PAI umumnya bagi pelajaran yang lainnya, sehingga dapat bermanfaat juga bagi sekolah-sekolah lain pada umumnya. Kata Kunci : Model Pembelajaran Talking Stick, Hasil Belajar.

scholarly journals Experiences with inquiry-based learning in an introductory mechanics course

2018 ◽  
Author(s):  
Devin R. Berg
Keyword(s):  
Lessons Learned ◽  
Student Response ◽  
Equilibrium Analysis ◽  
Static Equilibrium ◽  
Educational Approach ◽  
Engineering Technology ◽  
Student Work ◽  
Inquiry Based Learning ◽  
Technology Students ◽  
Wide Range

Inquiry-based learning is an educational approach that allows the student to take ownership over the education process by self-identifying a problem and formulating their own solution. The application of this method of teaching was explored in an introductory mechanics course taken by both engineering and engineering technology students. Students were tasked with applying the principles of fundamental static equilibrium analysis to objects found in their normal surroundings. The deliverable for this assignment consisted of a photograph of an object they found to be in static equilibrium and a short description of how the state of the object could be described mathematically. Student submissions for this task exhibited a wide range of quality and imagination. Examples of student work are presented along with discussion of lessons learned and recommendations for the use of this method in the future. The overall student response to this task was positive and thus these efforts will be expanded.

scholarly journals Cooperative Learning in Industrial-sized Biology Classes

2007 ◽  
Vol 6 (2) ◽  
pp. 163-171 ◽  
Author(s):  
Norris Armstrong ◽  
Shu-Mei Chang ◽  
Marguerite Brickman
Keyword(s):  
Student Achievement ◽  
Cooperative Learning ◽  
Student Outcomes ◽  
Learning Activities ◽  
Introductory Biology ◽  
Traditional Lecture ◽  
Large Classes ◽  
Course Material ◽  
Large Enrollment ◽  
The Impact

This study examined the impact of cooperative learning activities on student achievement and attitudes in large-enrollment (>250) introductory biology classes. We found that students taught using a cooperative learning approach showed greater improvement in their knowledge of course material compared with students taught using a traditional lecture format. In addition, students viewed cooperative learning activities highly favorably. These findings suggest that encouraging students to work in small groups and improving feedback between the instructor and the students can help to improve student outcomes even in very large classes. These results should be viewed cautiously, however, until this experiment can be replicated with additional faculty. Strategies for potentially improving the impact of cooperative learning on student achievement in large courses are discussed.

Cooperative Learning in an Introductory Heat Transfer Class

1999 ◽  
Author(s):  
Robert F. Boehm
Keyword(s):  
Heat Transfer ◽  
Cooperative Learning ◽  
Class Time

Abstract A description is given of an introductory heat transfer class offered in a “cooperative learning” format. The emphasis of the course was to develop analysis skills of the class members. Groups of three students spent most of the class time working problems collectively. Various aspects of arranging this type of course are summarized, including the steps to be taken prior to the beginning of the term, as well as those elements that were handled on a day-today basis. The benefits and drawbacks of this type of approach are outlined.

Mobile Voting Systems for Creating Collaboration Environments and Getting Immediate Feedback

2015 ◽  
pp. 2141-2158
Author(s):  
Svetlana Titova ◽  
Tord Talmo
Keyword(s):  
Undergraduate Students ◽  
Time Management ◽  
Intercultural Competence ◽  
Student Response ◽  
Target Language ◽  
Student Response System ◽  
Immediate Feedback ◽  
Student Groups ◽  
Learning And Teaching ◽  
Foreign Language Learners

Mobile devices can enhance learning and teaching by providing instant feedback and better diagnosis of learning problems, helping design new assessment models, enhancing learner autonomy and creating new formats of enquiry-based activities. The objective of this paper is to investigate the pedagogical impact of mobile voting tools. The authors' research demonstrated that Student Response System (SRS) supported approaches influenced not only lecture design - time management, the mode of material presentation, activity switch patterns - but also learner-teacher interaction, student collaboration and output, formats of activities and tasks. SRS-supported lectures help instructors gradually move towards flipped classrooms and MOOC lecturing. The authors' analysis, based on qualitative and quantitative data collected from two student groups (56 undergraduate students) in the 2012-2013 academic year, showed that SRS supported lectures encouraged foreign language learners to produce more output in the target language, improved their intercultural competence and language skills and enhanced their motivation.

Innovative Approaches in Field Instruction and Educational Practice Innovations for Training Social Work Student Interns

2017 ◽  
Author(s):  
Larry M. Gant
Keyword(s):  
Undergraduate Students ◽  
Educational Practice ◽  
Lessons Learned ◽  
Community Based ◽  
Field Instruction ◽  
Community Governance ◽  
Student Groups ◽  
Msw Students ◽  
Student Interns ◽  
Work Student

Abstract: This chapter describes models and approaches of field instruction used by the UMSSW/TAC. The chapter presents an overview of field instruction models and essential student skills; it discusses the use of traditional field instruction, use of specific student groups (e.g., Community-Based Initiative MSW students, Semester in Detroit undergraduate students), and VISTA volunteers. The chapter outlines the migration of field instruction from UMSSW/TAC staff to community governance organizations. The chapter summarizes the experience of efforts to coordinate multiple courses within the SSW and across institutional partner programs (e.g., Urban Planning and Public Policy). The limits and challenges of field instruction approaches are reviewed; benefits to community residents and the Good Neighborhoods Initiative are discussed. Lessons learned are generated from Foundation, Community Partners, Supervisors, and Students. The chapter ends with thoughts about field instruction as a strategy for community development.

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