scholarly journals Building Entrepreneurial Teamwork Competencies In Collaborative Learning Via Peer Assessments

2004 ◽  
Vol 1 (12) ◽  
Author(s):  
Peter H. Hackbert
Keyword(s):  
Cooperative Learning ◽  
Group Work ◽  
Peer Assessment ◽  
Learning Study ◽  
Study Circles ◽  
Entrepreneurial Team ◽  
Group Members ◽  
Team Project ◽  
Work Cooperative ◽  
Study Teams

Entrepreneurship courses commonly use various kinds of group work, cooperative learning, study circles and study teams. A major challenge of this pedagogy is the unbiased grading of group members based on the accountability of individual performances. This paper provides an approach to using student peer assessment to provide feedback on individual performances within an entrepreneurial team project so that grades may be assigned in an equitable manner within entrepreneurship education.

scholarly journals Differentiating Cooperative Learning and Collaborative Learning: What Is Fit for Pakistani Higher Education?

2017 ◽  
Vol 7 (5) ◽  
pp. 119
Author(s):  
Abdul Hameed Panhwar ◽  
Abdul Sattar Gopang ◽  
Zubair Ahmed Chachar ◽  
Shahnaz Baloch
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Cooperative Learning ◽  
Group Work ◽  
English Language ◽  
Present Context ◽  
Work Cooperative ◽  
Teaching Learning ◽  
The Relationship ◽  
Structured Approach

This paper attempts to clarify the relationship between cooperative and collaborative learning and shows that cooperative learning could be more effective in the context of Pakistani higher education. It is argued that although both these approaches are forms of group work, cooperative learning is more structured and controlled. Collaborative learning, on the contrary, is not that structured and depends on students to work independently in groups without involving the instructor authority very much. Therefore, the researchers in this research paper tend to justify how the teaching of English as a second language (ESL) in Pakistani higher education is more or less teacher-cantered and exam-based and how a structured approach to group work like cooperative learning might be of a great assistance in teaching English language in Pakistani universities and colleges. Hence, the study, through the critical review of the studies on cooperative and collaborative learning, aims at providing the rationale that cooperative learning might be more effective in teaching ESL classes in the present context. Furthermore, with the help of the previous research, Pakistani teachers and educators are provided with useful methods and suggestions for how to use cooperative learning in their ESL classes effectively. Thus, the aim of the paper is to offer additional understanding on how instructors can efficiently adopt cooperative learning to ESL teaching-learning processes in their classrooms.

scholarly journals STUDENT’S PERSPECTIVES TOWARD A-AIKEM 3 MODEL IN GROUP WORK PRESENTATION

2020 ◽  
Vol 5 (2) ◽  
pp. 53-67
Author(s):  
Henry Rio Putranto
Keyword(s):  
Cooperative Learning ◽  
Undergraduate Students ◽  
Group Work ◽  
Classroom Teacher ◽  
Peer Assessment ◽  
Group Processing ◽  
Individual Assessment ◽  
Research Questions ◽  
Positive Interdependence ◽  
Positive And Negative Feedbacks

As there is a tendency to regard that a classroom without the label of cooperative learning is not a good one, recent instructional practices then often utilize group work to encourage students to gain knowledge from one another – to assist and to seek assistance from their peers in addition to from the classroom teacher. Classrooms have the typical characteristics of small groups. With the trend to incorporate cooperative learning in the classroom practices, this Positive Interdependence is undoubtedly to be imposed to obtain the beneficial outcomes of cooperative efforts.This research would like to employ a new model in group work presentation called A-aikem 3.  This A-aikem 3 model is an innovative group work presentation model which emphasizes on CL approach. This model can be used to strengthen positive interdependence, individual accountability, interpersonal and also group processing skill from students. Basically,A-aikem 3 model is one of many A-aikem models formulated and designed by Tamah and Prijambodo on their book.  The A-aikem 3 model developed based on three new insights that are (1) transition from individual (conventional) assessments to group assessment, (2) transition from individual assessment to peer assessment , and (3) transition from Individual assessment without discussion to a representative assessment with discussion. (Tamah & Prijambodo, 2015 in Tamah, 2017) Deriving from the title of this thesis and the background of the study, two relevant research questions are formulated as follows: How do the undergraduate students perceive A-aikem 3 model? What are the positive and negative feedbacks of A-aikem 3 model’? In relation to the research questions above, this study aims to investigate the student’s perspective towards A-aikem 3 model and also their feedback after experiencing A-aikem 3 model.

Peer Assessment as a Facilitating and Assessment Strategy in Online and Face-to-Face Classes

2021 ◽  
Vol 11 (3) ◽  
pp. 36-48
Author(s):  
Sang Joon Lee ◽  
Kyungbin Kwon
Keyword(s):  
Group Work ◽  
Evaluation Method ◽  
Online Courses ◽  
Peer Assessment ◽  
Group Project ◽  
Face To Face ◽  
Assessment Strategy ◽  
Positive Effects ◽  
Individual Contributions ◽  
Group Members

Although group work has shown positive effects on student learning, it has been challenging to encourage students to actively engage in group work and assess individual contributions to group projects, particularly in online courses. Peer assessment is a peer evaluation method in which each student assesses group members on how well they did on a group project thereby facilitating students' participation in the group project. The purpose of this study was to examine how students perceived peer assessment as a facilitating and assessment strategy and whether their perceptions were different between online and face-to-face classes. The findings showed both face-to-face and online students perceived that peer assessment was not only a good way to facilitate students' participations and contributions, but it was also a reliable way to assess students' contributions to a group project.

Working in Groups: The Importance of Communication in Developing Trust and Cooperation

EDIS ◽  
2013 ◽  
Vol 2013 (11) ◽  
Author(s):  
Bryan D. Terry
Keyword(s):  
Group Work ◽  
Positive Experience ◽  
Total Group ◽  
Fact Sheet ◽  
Working Together ◽  
Group Members

Working together in groups can be a great experience or one filled with stress and anxiety. The success of group work depends largely on the trust developed among group members and the respect they show each other. When an individual has had a positive experience in a group, he/she is more likely to take risks, ask questions, and share ideas that will benefit the total group. This 3-page fact sheet was written by Bryan D. Terry, and published by the UF Department of Family Youth and Community Sciences, August 2013. http://edis.ifas.ufl.edu/fy1378

Facing Loss of Vision: The Response of Adults to Visual Impairment

1981 ◽  
Vol 75 (2) ◽  
pp. 41-45 ◽  
Author(s):  
Donna L. Emerson
Keyword(s):  
Group Therapy ◽  
Group Work ◽  
Low Vision ◽  
Psychosocial Problems ◽  
Short Term ◽  
Reactive Depression ◽  
Before And After ◽  
Group Members ◽  
Social Group Work ◽  
Group Experience

Short-term group therapy, using social group work, was utilized to treat the psychosocial problems of two groups of elderly low-vision clients and one group of young adult clients with low vision (N = 24). Group members showed psychosocial movement in three phases: shock, reactive depression, and readjustment. Evaluations measured the change in attitudes before and after group therapy. At the end of therapy, 17 persons, compared to none before the therapy, were at the point of self-acceptance and readjustment. Clinical examples illustrate the interplay of intrapsychic and group-experience factors leading to readjustment.

Group Writing: Student Perceptions of the Dynamics and Efficiency of Groups

1995 ◽  
Vol 58 (2) ◽  
pp. 21-24 ◽  
Author(s):  
Janet K. Winter ◽  
Joan C. Neal
Keyword(s):  
Student Perceptions ◽  
Group Work ◽  
Group Processes ◽  
Writing Quality ◽  
Student Opinions ◽  
Group Members ◽  
Effective Group ◽  
Student Grades ◽  
Learning And Achievement

Understanding student perceptions of group work should help educators prepare students to be effective group members in the classroom and at work. This study ascer tained student perceptions of their learning and achievement in group situations. The following correlations were determined: (a) There was a relationship between student grades and perceptions of the writing quality as well as perceptions of the amount learned about group processes; (b) there was no correlation between grades and student opinions of the quantity of work achieved, the type of person who hindered the group the most, and whether the student enjoyed the group work.

scholarly journals APPLYING COOPERATIVE LEARNING TO COLLEGE STUDENTS TO ENHANCE THEIR COMMUNICATIVE SKILLS

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.

A Computer-Assisted Approach to Conducting Cooperative Learning Process

2010 ◽  
pp. 50-66
Author(s):  
Tsai Pei-Jin ◽  
Hwang Gwo-Jen ◽  
C.R. Tseng Judy ◽  
Hwang Gwo-Haur
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Learning Performance ◽  
Computer Assisted ◽  
Learning Groups ◽  
Learning Group ◽  
Novel Approach ◽  
Learning Efficacy ◽  
Group Members ◽  
Cooperative Learning Groups

Cooperative learning has been proven to be helpful in enhancing the learning performance of students. The goal of a cooperative learning group is to maximize all members’ learning, which is accomplished via promoting each other’s success, through assisting, sharing, mentoring, explaining, and encouragement. To achieve the goal of cooperative learning, it is very important to organize well-structured cooperative learning groups, in which all group members have the ability to help each other during the learning process. In this article, a concept-based approach is proposed to organize cooperative learning groups, such that, for a given course each concept is precisely understood by at least one of the students in each group. An experiment on a computer science course has been conducted in order to evaluate the efficacy of this new approach. From the experimental results, we conclude that the novel approach is helpful in enhancing student learning efficacy.

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