Effects of Teaching Strategies on Group Dynamics and Individual Learning

1995 ◽  
Vol 39 (20) ◽  
pp. 1326-1329
Author(s):  
Rebecca Denning ◽  
Philip J. Smith
Keyword(s):  
Treatment Group ◽  
Cooperative Learning ◽  
Learning Environment ◽  
Group Dynamics ◽  
Teaching Strategies ◽  
Learning Experience ◽  
Individual Learning ◽  
Multi Media ◽  
Media Learning ◽  
Critical Resources

The purpose of this study is to investigate the use of adaptive teaching strategies to enhance training in cooperative learning settings. The Biology Sleuth is a multi-media learning environment developed as a testbed to vary the distribution of critical resources and the use of teaching strategies, and to study their effects on group dynamics and individual learning. Students work in a cooperative environment, aided by various resources including a knowledge-base, each other, the software, and the teacher. This study examines the effects of two teaching strategies in this environment and suggests these strategies can have a large impact on both group dynamics and individual learning. A 35% improvement (p < .05) was measured in the treatment group. This suggests that while many design features are chosen while developing training tools, designers also need to explicitly consider how these environments can be adapted during use to maximize the learning experience.

scholarly journals REDUCING STUDENTS’ FOREIGN LANGUAGE ANXIETY IN SPEAKING CLASS THROUGH COOPERATIVE LEARNING

2018 ◽  
Vol 2 (2) ◽  
pp. 83-91
Author(s):  
Susidamaiyanti Susidamaiyanti
Keyword(s):  
Cooperative Learning ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Experience ◽  
Critical Factor ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Affective Filter ◽  
Speaking Skill

One of the challenges in teaching English as a foreign language to students in Indonesia is the existence of Foreign Language Anxiety (FLA) that are faced by students at any level of education. FLA has hindered the students in mastering English, especially in Speaking Skill, it is shown by their performances in the class which are too nervous, shy, unwilling to participate and lack of confidence.Gardner and McIntyre,(1987) stated that FLA negatively impacts the quality of learning and is a critical factor in learners’ success or failure in learning a foreign language. Based on the aforementioned statements, it means reducing students’ language anxiety can enhance their overall learning experience and improve motivation and achievement.Thus, for many years, some researchers have attempted to find the most suitable techniques and methods to help students overcome this problem. Some of which is by providing them a conducive learning environment, the culture of caring and of course, a non-threatening atmosphere in the classroom. For that reason, this paper isintended to propose a technique to reduce the students’ anxiety; that is cooperative learning. By using cooperative learning, it is expected that it can overcome this problem, as this technique offers a good language-learning environment in which the process of learning dealing with cooperativeness rather than competitiveness. This is in line with Krashen (1982). He, through his Affective Filter Hypothesis, contends that one of the factors of language acquisition to happen is in a low-filter language-learning environment.

Teaching Strategies Interspersed With Collaborative and Write Shop Activities: A Cooperative Learning Experience in Writing Classes

10.17158/214 ◽  
2011 ◽  
Vol 17 (1) ◽  
Author(s):  
Judith D. Dalagan ◽  
Maria Elena C. Morales ◽  
Fe Monique F. Musni
Keyword(s):  
Academic Performance ◽  
Cooperative Learning ◽  
Teaching Strategies ◽  
Learning Experience ◽  
Correlation Method ◽  
Problem Definition ◽  
Class Session ◽  
Writing Classes ◽  
Significant Relationships ◽  
Collaborative Activities

Using correlation method, the researchers assessed how strongly cooperative learning activities are related to each of the outcome variables namely—the student’s output and academic performance. They also determined the linear relationship between teaching strategies and the same outcome variables as mentioned. For the descriptive part, the study reveals that the collaborative activities and write shops in English 3, and the teaching strategies used are positively accepted by the students. The level of student’s output based on judge’s evaluation in terms of Problem Definition, Content and Structure, Organization, Format and Mechanics is generally satisfactory. Findings of the study reveal that student’s output is not affected by the class session. Although they fail to establish significant relationships between the following pairings of variables namely—cooperative learning to student’s output and teaching strategies to student’s output, these results in contrast succeed in showing the significant relationships between the following correspondences of variables such as cooperative learning to academic performance and teaching strategies to academic performance.

The Validity of Group Marks as a Proxy for Individual Learning in E-Learning Settings

2009 ◽  
pp. 136-150
Author(s):  
Paul Lajbcygier ◽  
Christine Spratt
Keyword(s):  
Learning Environment ◽  
Group Dynamics ◽  
Group Learning ◽  
Group Processes ◽  
Individual Learning ◽  
Learning Objectives ◽  
Project Work ◽  
Learning Group ◽  
E Learning ◽  
Group Interviews

This chapter presents recent research on group assessment in an e-learning environment as an avenue to debate contemporary issues in the design of assessment strategies. The underpinning research measured individual students’ contributions to group processes, individual students’ influence on their peers’ topic understanding of the related curriculum content, and the influence of the overall group experience on personal learning in an e-learning environment designed to act as a catalyst for the group learning. As well, the learning objectives fundamental to the project work were tested individually as part of the final examination. Further, the authors complemented the quantitative aspects of the research with focus group interviews to determine if students perceived that the e-learning environment helped attain the group learning objectives. The authors found that e-learning does not necessarily enhance deep learning in group assignments. They also found that the attainment of group learning objectives does not translate to the attainment of the same individual learning objectives. The chapter provides comment on the relationship that may exist between students’ perceptions of the e-learning environment, the group project work and e-learning group dynamics.

scholarly journals MICE 2.0: Designing multimedia content to foster active learning in a Malaysian classroom

2012 ◽  
Vol 28 (5) ◽  
Author(s):  
Tse-Kian Neo ◽  
Mai Neo ◽  
Wai-Jing Kwok ◽  
Yeen-Ju Tan ◽  
Chen-Haw Lai ◽  
...  
Keyword(s):  
Cooperative Learning ◽  
Learning Environment ◽  
Social Constructivism ◽  
Mixed Method ◽  
Learning Experience ◽  
Learning Objects ◽  
Learning Ability ◽  
Learning Skills ◽  
Mixed Method Design ◽  
Good Learning

<span>With the strong emphasis of social constructivism, many educators are finding new ways to stimulate and enhance social activities within the classroom. One such method is the use of cooperative learning. A cohort of students worked in small teams cooperatively to complete an assignment while using blogs to document and reflect their work. Moreover, the students were required to use multimedia learning objects to enhance their knowledge in media production. The purpose of the study is to account for the students' perspective and experience learning in such an environment, known as </span><em>Multimedia Integrated Cooperative-learning Environment (MICE) 2.0</em><span>. A mixed method design approach was employed that included tests, survey and open-ended questions to gauge their learning ability, and attitudes about working in groups and using blogs in their learning process. The results showed that while the existence of the five cooperative components were crucial for a successful cooperative learning structure, the findings indicated that respect, tolerance and communication are important aspects in working successfully in teams. They also found using blogs as a good learning experience to use for reflecting upon their work. Overall, the learning environment showed that cooperative learning using technology allowed the students to gain lifelong learning skills that are important for their future endeavours.</span>

scholarly journals Different Grouping Strategies for Cooperative Learning in English Majored Seniors and Juniors at Can Tho University, Vietnam

2019 ◽  
Vol 9 (1) ◽  
pp. 59 ◽  
Author(s):  
Hien Nhan ◽  
Thái Nhan
Keyword(s):  
Cooperative Learning ◽  
Group Dynamics ◽  
Teaching Strategies ◽  
Group Formation ◽  
Quantitative Approach ◽  
Academic Achievements ◽  
English Majors ◽  
Grouping Strategies ◽  
Can Tho City ◽  
Students Satisfaction

We present research on the attitudes of seniors and juniors doing a major in English toward different grouping strategies for cooperative learning at Can Tho University, Can Tho city, Vietnam. The collected data is analyzed by a means of quantitative approach. The findings not only facilitate the further understanding of English majors’ opinions on different grouping strategies, but also provide teachers and lecturers who employ cooperative learning as one of their teaching strategies with useful clues on which group formation they should use. More importantly, we hope to give an insight to the characteristics of different grouping strategies, in order to find out the group forming method(s) that simultaneously boosts group dynamics, students’ satisfaction, and academic achievements.

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF STAD BERBASIS MULTI MEDIA INTERAKTIF TERHADAP PENGUASAAN KONSEP SISWA PADA MATERI TERMODINAMIKA

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Jamuri ◽  
Kosim ◽  
Aris Doyan
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Learning Model ◽  
Control Group ◽  
Science Students ◽  
Control Group Design ◽  
Post Test ◽  
Multi Media ◽  
Media Learning ◽  
And Control

The objective of  this study is : To know The influence of learning cooperative  STAD  model based on  interactive multi media toward  the student’s mastery concept of thermodynamics. Type of study  done ,is experimental research  by  pretest-post test control group design. Population study is XI grade of Science students in SMAN 5 Mataram. The sample was chosen two classes which taken 73 students  with random sampling which  consisted  of 37 students for experiment and 36 students for control. In this research taken through pretest and posttest by using the ability of problem solving  student test toward experiment class and control class.  The data  analyzed by using N- gain  to know the  increase percentage of problem solving of student’s ability in each class. And  ANAVA analysis to know cooperative learning model of  STAD type based on interactive multi media  toward the mastery of student concept  in thermodynamics. Analysis result  of N-gain  shows that value  reaches 70%    with high category in mastery of student concept in experiment class. Whereas, the mastery of student concept  in control class reaches 50% with average category. ANAVA analysis  in significant level  5% shows significant score gotten 0,000  0,05 from significant level used. Based on the result of ANAVA analysis could be concluded  that  the use of  cooperative learning  model of STAD type  based on interactive multimedia in  learning thermodynamics influence toward the student’s mastery concept, Keywords: Learning Cooperative, Interactive Multi Media learning, Mastery Concept and problem solving ability 

scholarly journals What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition

2016 ◽  
Vol 55 (4) ◽  
pp. 495-525 ◽  
Author(s):  
José L. Arquero ◽  
Salvador del Barrio-García ◽  
Esteban Romero-Frías
Keyword(s):  
Social Media ◽  
Learning Environment ◽  
Learning Experience ◽  
Need For Cognition ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Use Of Social Media ◽  
Media Learning ◽  
Moderating Role

Our study analyzes an educational experience based on the integrated use of social media within a higher education course under a personal learning environment approach and investigates the factors that determine students' loyalty to social media learning. We examined the moderating role of need for cognition (NFC) in students' formation of attitudes, satisfaction, and loyalty toward this learning experience. The results indicate that NFC has an influence on these variables, significantly moderating how loyalty toward social media learning is formed. For high-NFC students, satisfaction with the learning experience is the most important variable to explain loyalty; whereas for low-NFC students, attitudes have a stronger effect. Different strategies are suggested, according to the learners' NFC levels, for increasing the use of social media in personal learning environments. Practical implications for improving the integration of such informal resources into formal education are discussed.

scholarly journals Cooperative learning on the web: A group based, student centred learning experience in the Malaysian classroom

2004 ◽  
Vol 20 (2) ◽  
Author(s):  
Mai Neo
Keyword(s):  
Cooperative Learning ◽  
Learning Environment ◽  
Group Performance ◽  
Learning Experience ◽  
Project Based Learning ◽  
Web Based ◽  
Learning Techniques ◽  
Learning Teams ◽  
Student Centred Learning ◽  
The Web

<span>This paper presents a multimedia mediated, student centred learning environment which seeks to study the group based, cooperative learning paradigm, using a web based multimedia project. This project is carried out in a Malaysian classroom by groups of students in the second year course in the Faculty of Creative Multimedia (FCM), Multimedia University (MMU). In the cooperative learning environment, students are grouped in small learning teams to solve a problem or to perform a task that is presented to them by the teacher. This learning environment, however, uses a web based multimedia project as the core of study, and is a variation of the student team learning techniques proposed by Slavin (1994) using project based learning. Students in the group cooperate and work among themselves, help each other to build the web based project, and then receive a group performance score. The overall objective of this 9-week study is to provide students with a group based, student centred, cooperative learning experience, and to investigate its impact on student learning. A survey was given to the students to ascertain their reactions and perceptions to this learning environment. Some students' works were also showcased. Results obtained were positive and encouraging.</span>

Negotiating about shared knowledge in a cooperative learning environment

1999 ◽  
Author(s):  
Hans-Rüdiger Pfister ◽  
Martin Wessner ◽  
Torsten Holmer ◽  
Ralf Steinmetz
Keyword(s):  
Cooperative Learning ◽  
Learning Environment ◽  
Shared Knowledge
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