scholarly journals Üniversite Öğrencilerinin Çevrimiçi İşbirlikli Öğrenme, İnternet ve Dijital Teknolojilere Yönelik Tutumlarının İncelenmesi / Investigation of University Students Online Cooperative Learning, Internet and Digital Technology Attitudes

2020 ◽  
Vol 10 (2/19) ◽  
pp. 621-650
Author(s):  
Emel Karadaş ◽  
Özgen Korkmaz ◽  
Recep Çakır ◽  
Uğur Erdoğmuş
Keyword(s):  
Cooperative Learning ◽  
University Students ◽  
Digital Technology ◽  
Technology Attitudes

Digital Literacy and Competence in Students Attending a Faculty of Humanities

2013 ◽  
pp. 55-64 ◽  
Author(s):  
Antonio Cartelli ◽  
Angela Di Nuzzo
Keyword(s):  
Social Networks ◽  
University Students ◽  
Digital Technology ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Short Discussion ◽  
Compulsory School ◽  
The University

In this paper the behaviors and tendencies in the use of digital technologies by university students are analyzed. After a short discussion of former studies and the presentation of the model for digital literacy structure and assessment in students attending compulsory school, the investigation carried out by the authors is described and the results obtained from the analysis of the university students’ answers is reported. The survey was submitted to 331 students in the Faculty of Humanities at the University of Cassino, Italy, and the students’ answers show a contradictory reality: on one side, digital technologies are mainly used to communicate in social networks or to play music and movies, on another side it is evident the students’ interest for the most recent aspects of the application of digital technology and for the improvement in the quality of their use.

Cooperative Learning and Student Mentors in a Hybrid Teacher Preparation Program

2018 ◽  
pp. 386-405
Author(s):  
Carmen Alina Popa ◽  
Laura Nicoleta Bochis ◽  
Simona Laurian-Fitzgerald ◽  
Carlton J. Fitzgerald
Keyword(s):  
Teacher Preparation ◽  
Cooperative Learning ◽  
University Students ◽  
Teacher Preparation Program ◽  
Leadership Roles ◽  
Final Project ◽  
Learning Techniques ◽  
Student Mentors ◽  
Hybrid Program ◽  
Living Circumstances

In this chapter, professors employed cooperative learning techniques that included assigned student mentors to assist students in their learning, assignments, and final project. The students enrolled in this weekend hybrid program are usually considered to be alternative university students. About 25% of the students in the program would be considered to be standard university students in age and living circumstances. The results indicated that the leadership roles of the student mentors made the process complex and rewarding. In spite of the issues associated with diverse students, the majority of whom work, with a significant percentage who are married and have families of their own, and the issues of distance and difficulty of getting to class, most students felt positively about their experiences and achieved well in the process.

University students’ perceptions of a holistic care course through cooperative learning: implications for instructors and researchers

2010 ◽  
Vol 11 (2) ◽  
pp. 199-209 ◽  
Author(s):  
Peter Jen Der Pan ◽  
Gloria Huey-Ming Pan ◽  
Ching-Yieh Lee ◽  
Shona Shih Hua Chang
Keyword(s):  
Cooperative Learning ◽  
University Students ◽  
Holistic Care ◽  
Care Course

scholarly journals The Impact of Cooperative Learning on University Students’ Academic Goals

2022 ◽  
Vol 12 ◽  
Author(s):  
Santiago Mendo-Lázaro ◽  
Benito León-del-Barco ◽  
María-Isabel Polo-del-Río ◽  
Víctor M. López-Ramos
Keyword(s):  
Cooperative Learning ◽  
University Students ◽  
Achievement Goals ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Control Group ◽  
Social Reinforcement ◽  
Academic Goals ◽  
Control Group Design ◽  
The Impact

Cooperative learning encourages the development of interpersonal skills and motivates students to participate more actively in the teaching and learning process. This study explores the impact of cooperative learning on the academic goals influencing university students’ behavior and leading to the attainment of a series of academic objectives. To this end, a quasi-experimental pretest-posttest control group design was used, with a sample of 509 university students from Preschool, Primary and Social Education undergraduate degree courses. Using the Academic Goals Questionnaire (AGQ), pretest and posttest measures were taken via self-reports to evaluate three types of academic goals: learning goals, social reinforcement goals and achievement goals. The results show that cooperative learning is an effective tool for encouraging university students to develop academic goals that motivate them to fully engage with the tasks they are set in order to acquire knowledge and skills (learning goals). In addition, when students are asked to work as part of a team on an autonomous basis without the structure and supervision necessary to ensure a minimum standard of cooperation, they display a greater tendency toward social reinforcement goals than toward learning and achievement goals. These findings contribute new knowledge to the conceptual framework on cooperative learning. Goals may be considered one of the most important variables influencing students’ learning and the use of cooperative learning techniques in university classrooms creates the necessary conditions for encouraging students to develop goals oriented toward learning.

scholarly journals Cooperative learning as one of the вasic pedagogocal technologies in language communicative competence formation of university students of linguistic departments

2020 ◽  
Vol 1 (189) ◽  
pp. 129-132
Author(s):  
Halyna Zadil’s’ka ◽  
Keyword(s):  
Cooperative Learning ◽  
Foreign Language ◽  
University Students ◽  
Reproductive Activity ◽  
Learning Technologies ◽  
Educational Process ◽  
Development Cooperation ◽  
Difficult Situation ◽  
Traditional System ◽  
Learner Centered

The notion of pedagogical technology «cooperative learning» as the effective innovative educational technology is analysed. The attention is concentrated on the interpretation peculiarities of this technology as the constituent of the learner-centered approach in teaching English to university students of linguistic departments. The author examines the issue of technology of students’ cooperation in the modern aspect of education with the creation of new learning technologies. Application of interactive forms and methods of teaching in the educational process promotes the formation of skills and abilities of university students, their active interaction, development of values, creation an atmosphere of cooperation. The author concludes that the development of new forms of learning that facilitate students’ integration into the educational process, the emergence of general educational skills, search of personal sense of activity, mastering a variety of social roles promote self-knowledge and formation of personal traits of readiness to create solutions and communicate fluently. Modern pedagogical technologies are of great necessity in training the skilful teacher. Such technologies must be integrated in the traditional teaching process. Cooperative learning is the contraversion to traditional system of teaching. Instead of domination in explanative and illustrative type of teaching and only students’ reproductive activity, cooperative learning assures more communication, hence the great motivation of students’ studying the definite foreign language and approving their skills in any difficult situation that is the preference in self-education and self-development. Cooperation is the sourse of unconscious help within the working group. Thus the students sustain each other motivating the realization of the necessary common result. The learner-centered approach is concentrated mainly on activity realization and leads to practicing foreign language more than individual reproducting the lexical and grammatical units. Therefore it is more effective and presupposes great results in language studying.

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