scholarly journals Undergraduate Hispanic Student Response To Cooperative Learning

2010 ◽  
Vol 6 (1) ◽  
pp. 7-12 ◽  
Author(s):  
Bobbette M. Morgan ◽  
Graciela P. Rosenberg ◽  
Lori Wells
Keyword(s):  
Cooperative Learning ◽  
Undergraduate Students ◽  
Hispanic Students ◽  
Student Response ◽  
Hispanic Student ◽  
Behavioral Learning ◽  
Social Interdependence ◽  
The University ◽  
Compare And Contrast ◽  
Base Group

Three classes of undergraduate Hispanic students assigned to an ESL professor and a teaching assistant were selected to experience cooperative learning over a full semester. Pre-semester surveys were completed by 80 undergraduate students. Post-semester surveys were completed by 66 undergraduate students. Strategies used in the classes included Think-Pair-Share, Ticket Out the Door, Jigsaw and being a member of a base group. This study is based upon theories of social interdependence, cognitive development, and behavioral learning. The surveys were completed by the university students to compare and contrast knowledge about their experiences in: 1) individual learning, and 2) learning with a partner.

scholarly journals Cooperative Learning With Undergraduate Hispanic Students: Results And Professors Interviews

2008 ◽  
Vol 4 (10) ◽  
pp. 41-46
Author(s):  
Bobbette M. Morgan ◽  
Bret Lefler ◽  
Ruth A. Keitz
Keyword(s):  
Cognitive Development ◽  
Cooperative Learning ◽  
University Students ◽  
Undergraduate Students ◽  
Hispanic Students ◽  
Individual Learning ◽  
Lessons Learned ◽  
Behavioral Learning ◽  
Social Interdependence ◽  
The University

Classes of undergraduate Hispanic students assigned to two professors were identified to determine the level of cooperative learning being implemented and to allow the professors to reflect on their experiences over a full semester. Pre-semester and post-semester surveys were completed by each of the undergraduate students. This study is based upon theories of social interdependence, cognitive development, and behavioral learning. The surveys were completed by the university students to determine their experiences in: 1) individual learning, and 2) learning with a partner(s). Interviews of the professors are included. Results of the surveys were analyzed. Results are reported. The authors also share lessons learned.

scholarly journals Quantitative And Qualitative Results: Cooperative Learning Implementation With Hispanic Community College Freshmen

2013 ◽  
Vol 9 (4) ◽  
pp. 345-350
Author(s):  
Bobbette M. Morgan ◽  
Ruth A. Keitz ◽  
Lori Wells
Keyword(s):  
Cooperative Learning ◽  
College Freshmen ◽  
Hispanic Students ◽  
Art Appreciation ◽  
Behavioral Learning ◽  
Social Interdependence ◽  
First Semester ◽  
Hispanic Community ◽  
First Time ◽  
Compare And Contrast

Five classes of Art Appreciation first semester undergraduate Hispanic students assigned to one professor were selected to experience cooperative learning over a full semester. Pre-semester surveys and post-semester surveys were completed by 104 Hispanic freshmen college students. Strategies used in the classes included Think-Pair-Share, Ticket Out the Door, Jigsaw and being a member of base groups of two. This study is based upon theories of social interdependence, cognitive development, and behavioral learning. The surveys were completed by the first time college freshmen to compare and contrast knowledge about their experiences in: 1) individual learning, and 2) learning with a partner.

Learning with Technologies

2011 ◽  
pp. 142-162
Author(s):  
Anne Campbell
Keyword(s):  
Interpersonal Communication ◽  
Undergraduate Students ◽  
Formal Education ◽  
Eastern China ◽  
Student Response ◽  
University Education ◽  
Mobile Technologies ◽  
University Lecturers ◽  
The University

This study explores the perceptions of undergraduate students and their teachers towards the current and future role of learning with technologies in university education in China. Data from a survey completed by 1,740 undergraduate students from 12 universities and colleges throughout a rural province in north-eastern China was supplemented by an analysis of student response to learning with technology in Chinese classroom contexts using visual ethnography. The analysis of the data indicated that the use of technologies in the undergraduate classrooms in this study has had little effect on the way the university lecturers teach, but that their undergraduate students made extensive use of mobile technologies for interpersonal communication and learning outside the classroom, albeit not necessarily in relation to their formal education. These changes raise questions about the key role of socio-cultural expectations regarding effective education in determining the uptake of learning with technologies.

scholarly journals Cooperative Learning, Jigsaw Strategies, And Reflections Of Graduate And Undergraduate Education Students

2011 ◽  
Vol 4 (2) ◽  
pp. 1 ◽  
Author(s):  
Bobbette M. Morgan ◽  
Alma D. Rodriguez ◽  
Graciela P. Rosenberg
Keyword(s):  
Graduate Students ◽  
Cooperative Learning ◽  
Undergraduate Education ◽  
University Education ◽  
Cooperative Groups ◽  
Education Students ◽  
Behavioral Learning ◽  
K 12 ◽  
Student Reflections ◽  
Compare And Contrast

Classes of undergraduate and graduate students assigned to three professors were used to experience cooperative learning, jigsaw strategies, and to reflect on the process that occurred over a semester. The work is based upon theories of social interdependence, cognitive development, and behavioral learning. Pre- and post surveys were completed by 23 graduate and 57 undergraduate education students to compare and contrast knowledge about their experiences working cooperatively and specifically in a jigsaw format that included the role of expert, preparation pairs, and in groups of three where positive interdependence is structured through resource interdependence with a summary by the professor. Anonymous student reflections about their experiences were also collected. Results are analyzed and shared. Cooperative learning requires much more than simply putting students in groups as many university education students believe. By giving undergraduate and graduate students the opportunity to work in jigsaw groups this project increased the awareness of the pre-service and in-service educators concerning cooperative groups using structured jigsaws. As they experienced challenges in working cooperatively themselves, they began to discuss and plan how these challenges might occur with K-12 students and how the challenges could be met through how they design lessons for their classrooms.

Loyalty to Ethnic Heritage and Hispanic College Student Engagement

2017 ◽  
Vol 17 (4) ◽  
pp. 332-346 ◽  
Author(s):  
Renelinda Arana ◽  
Steve Blanchard
Keyword(s):  
College Student ◽  
Student Success ◽  
Undergraduate Students ◽  
Hispanic Students ◽  
Hispanic Student ◽  
Campus Engagement ◽  
Hispanic Serving Institution ◽  
Hispanic Undergraduate Students ◽  
Hispanic Serving ◽  
Survey Responses

This study examined Hispanic undergraduate students’ campus engagement at a private Hispanic Serving Institution. Through an analysis of survey responses of 84 students, a new measurement of ethnic loyalty is utilized. This study found that students who are more ethnically loyal are more likely to partake in campus resources than other students. In exploring Hispanic students’ background in a novel way, this study contributed to efforts to promote integration and Hispanic student success.

THE EFFECTS OF COOPERATIVE LEARNING ON PSYCHOLOGICAL AND SOCIAL TRAITS AMONG UNDERGRADUATE STUDENTS

2008 ◽  
Vol 36 (6) ◽  
pp. 771-782 ◽  
Author(s):  
Recep Koçak
Keyword(s):  
Social Anxiety ◽  
Los Angeles ◽  
Cooperative Learning ◽  
Undergraduate Students ◽  
Public University ◽  
Self Monitoring ◽  
Social Traits ◽  
Liebowitz Social Anxiety Scale ◽  
Psychology Of Learning ◽  
The University

The effects of cooperative learning on selected psychological and social traits were investigated. The sample of the study included 114 freshmen and sophomores in a psychology of learning and a fundamental mathematics course, in a public university in Turkey. The University of California-Los Angeles Loneliness Scale (R-UCLA; Russell, Peplau, & Cutrona, 1980), the Toronto Alexithymia Scale (TAS; Taylor, 1984), the Liebowitz Social Anxiety Scale (LSAS; Liebowitz, 1991), the Self-Monitoring Scale (SMS; Snyder, 1972), and the Happiness Scale (HS; Fordyce, 1988) were used to assess the levels of loneliness, alexithymia, social anxiety, self-monitoring, and happiness. Results show that cooperative learning was effective in reducing the levels of loneliness and social anxiety and increasing the levels of happiness among the participants. However, it was found that cooperative learning was not effective in increasing students' self-monitoring skills or decreasing their alexithymia levels.

scholarly journals 11. Referencing and Citation for Graduate Students: Gain Without Pain

2012 ◽  
Vol 5 ◽  
pp. 65
Author(s):  
Ed S. Krol ◽  
Lisa M. Krol
Keyword(s):  
Graduate Students ◽  
Literature Review ◽  
Formative Assessment ◽  
Undergraduate Students ◽  
Teaching Practice ◽  
Teaching Method ◽  
Student Response ◽  
Successful Completion ◽  
Citation Practices ◽  
The University

The objective of this paper is to share with other educators a teaching method that was developed to help graduate students, and potentially undergraduate students, understand how to properly reference and cite academic papers. In an attempt to teach rather than reprimand, a new teaching practice was developed for a graduate class at the University of Saskatchewan.  The innovative assignment gave graduate students a short literature review to complete independently. The project then became a formative assessment of their referencing and citation skills. Student response was overwhelmingly positive. Upon successful completion, the instructor was assured of the students’ understanding of appropriate referencing and citation practices.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

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>

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