Responding to the Bereaved: A Student Panel Discussion

1988 ◽  
Vol 15 (1) ◽  
pp. 33-36 ◽  
Author(s):  
David K. Dodd
Keyword(s):  
Cooperative Learning ◽  
Learning Environment ◽  
Emotional Support ◽  
Panel Discussion ◽  
Self Disclosure ◽  
Interpersonal Responses

A panel discussion in which students describe their own bereavement experiences is discussed. The purpose of this activity is to sensitize class members to bereavement issues and to discuss interpersonal responses that can provide emotional support for grieving individuals. Audience members have responded positively to the activity, reporting that it provides valuable information and increases confidence in their ability to respond to the bereaved. Panelists respond favorably to the opportunity to share their experiences and to function in a teaching capacity. Finally, by encouraging appropriate self-disclosure in a cooperative learning environment, the activity also seems to enhance class morale.

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

An Empirical Test of Cooperative Learning in a Passive Learning Environment

2005 ◽  
Vol 20 (2) ◽  
pp. 151-165 ◽  
Author(s):  
Nen-Chen Richard Hwang ◽  
Gladie Lui ◽  
Marian Yew Jen Wu Tong
Keyword(s):  
Cooperative Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Empirical Test ◽  
Accounting Education ◽  
Accounting Students ◽  
Future Research ◽  
Traditional Lecture ◽  
Teaching Pedagogy ◽  
Passive Learning

This study examines whether cooperative learning can improve the learning outcomes of students in a passive learning environment. One hundred seventy-two accounting students who were attending a major Hong Kong university participated in this study. Using a 2 × 2 between-subjects experimental design, this study finds that students who were taught using a cooperative learning approach significantly outperformed those who were taught using a traditional lecture format. Moreover, the results of this study indicate that the students in cooperative learning sessions performed significantly better in answering indirect application-type questions than those in traditional lecture sessions. Overall, the results of this experiment suggest that cooperative learning is an effective teaching pedagogy for delivering accounting topics in a passive learning environment. The implications of this study for accounting education and the directions for future research are also discussed.

Fishy Fun under the Sun

2003 ◽  
Vol 9 (2) ◽  
pp. 78-82
Author(s):  
Deborah A. Moore ◽  
Maria C. Schwarz
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Cooperative Learning ◽  
Learning Environment ◽  
The Sun ◽  
School Students ◽  
Ratio And Proportion ◽  
Hands On ◽  
And Mathematics ◽  
Integrate Science

MY FAVORITE SEQUENCE OF LESSONS involves fun and creative activities that are both interesting and accessible to middle school students. The activities described in this article give a teacher one week's worth of lessons that allow geometry and measurement as well as ratio and proportion to be addressed in a cooperative learning environment. These lessons integrate science and mathematics with hands-on exploration using manipulatives.

The impact of group formation in a cooperative learning environment

2007 ◽  
Vol 25 (4) ◽  
pp. 153-167 ◽  
Author(s):  
Joyce van der Laan Smith ◽  
Roxanne M. Spindle
Keyword(s):  
Cooperative Learning ◽  
Learning Environment ◽  
Group Formation ◽  
The Impact

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.

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