scholarly journals Investigation of The Attitudes of University Students at Different Departments Against Cooperative Learning

2020 ◽  
Vol 10 (3) ◽  
pp. 142
Author(s):  
Alpaslan Kartal
Keyword(s):  
Cooperative Learning ◽  
University Students ◽  
Teaching Method ◽  
Face To Face ◽  
Data Coding ◽  
Group Processing ◽  
Significant Difference ◽  
Working Together ◽  
Individual Accountability

Cooperative learning is a kind of teaching method, which includes students working together in projects. The teacher has to provide a cooperative situation that creates interdependence among the students. It consists of five different elements. These are positive interdependence, individual accountability, face to face interaction, interpersonal- small groups, social skills, and group processing. This study is aimed to investigate the attitudes of university students studying in different departments towards cooperative learning. Thus, the current situation is described with the analysis of the data obtained from the applied scales. The research is descriptive. The group of the research consists of students studying in different departments of Bozok University in Yozgat. For the research, the data collected and processed into the data coding form. Then, statistical analysis was applied to the data transferred to SPSS 24.0 Packet program. There is no statistically significant difference found between genders. There was a statistically significant difference in the attitude scores towards cooperative learning between the ages, the departments, and the grades. Cooperative learning is a more suitable method for students in the classes and develops learners' attitudes. Institutes are encouraged for positive collaboration involvement among students who will be connected in groups within the work environment in the long term.

scholarly journals University Students’ Perceptions of the Key Elements of Cooperative Learning

2020 ◽  
Vol 2019 (1) ◽  
pp. 127
Author(s):  
Tomoko Hashimoto
Keyword(s):  
Cooperative Learning ◽  
University Students ◽  
Student Perceptions ◽  
First Year ◽  
Face To Face ◽  
Group Processing ◽  
Significant Difference ◽  
First Year University ◽  
Individual Accountability ◽  
Research Period

In this study I examined students’ perceptions of the way cooperative learning (CL) was used in their classroom setting. CL involves five key elements: positive interdependence (PI), face-to-face promotive interaction (FF), individual accountability (IA), interpersonal and small group skills (IS), and group processing (GP). For this study, first-year university students from three classes participated in informal CL (semistructured), formal CL (structured), and teacher-led instruction. At the end of the research period, students’ perceptions of these were rated. Analyses showed that for PI and IS, the mean score of the formal CL class was significantly higher than the teacher-led instruction class, but that there were no significant differences between FF, IA, and GP for these two groups. Student perceptions of the informal CL class did not show any significant difference when compared to the formal CL class nor the teacher-led instruction class for any of the five key elements. 本研究は、協同学習（CL）の5つの基本要素について、学生の認識を調べたものである。5つの基本要素とは、互恵的な相互依存（PI）、対面的で促進的な相互交渉（FF）、個人としての責任（IA）、社会的スキルや小グループ運営スキル（IS）、そしてグループの改善手続き（GP）である。本研究では、3つのクラスの大学1年生が、其々インフォーマルな協同学習、フォーマルな協同学習、そして、教員主導の学習を体験した後、協同学習の5つの基本要素の重要度を評価した。分析の結果、フォーマルな協同学習を経験した学生のPIとISの平均値は共に、教員主導の学習を体験した学生のものよりも、有意に高いことが示された。FF、IA、GPについては、この２つのクラス間に有意な差は見られなかった。また、協同学習の5つの基本要素は、インフォーマルな協同学習とフォーマルな協同学習、インフォーマルな協同学習と教員主導の学習のどちらを比較しても、有意差が認められなかった。

scholarly journals Three Approaches to Cooperative Learning in Higher Education

2017 ◽  
Vol 27 (2/3) ◽  
pp. 37-66
Author(s):  
David Kaufman ◽  
Elliott Sutow ◽  
Ken Dunn
Keyword(s):  
Higher Education ◽  
Cooperative Learning ◽  
Lessons Learned ◽  
Face To Face ◽  
Group Processing ◽  
Social Skills Group ◽  
Skills Group ◽  
Six Elements ◽  
And Mathematics ◽  
Individual Accountability

This paper first discusses cooperative learning and provides a rationale for its use in higher education. From the literature, six elements are identified that are considered essential to the success of cooperative learning: positive interdependence, face-to-face verbal interaction, individual accountability, social skills, group processing, and appropriate grouping. Three distinct approaches at the postsecondary level are described in the fields of Medicine, Dentistry and Mathematics, and feedback from faculty and students is reported. The three approaches are presented within the context of the disciplines and are compared across the disciplines with respect to the essential six elements. Finally, the authors share some lessons learned from their research and experience in order to assist faculty who wish to incorporate cooperative learning into their teaching.

Dynamic Changes and Individual Differences in Learners’ Perceptions of Cooperative Learning During a Project Activity

RELC Journal ◽  
2021 ◽  
pp. 003368822110127
Author(s):  
Masahiro Yoshimura ◽  
Tomohito Hiromori ◽  
Ryo Kirimura
Keyword(s):  
Cooperative Learning ◽  
Learning Activity ◽  
Successful Implementation ◽  
Dynamic Changes ◽  
Face To Face ◽  
Group Processing ◽  
Social Skills Group ◽  
Skills Group ◽  
Five Elements ◽  
Weekly Journal

Although cooperative learning is a well-researched framework with many reports on its effective implementation in education, successful cooperative learning practice remains elusive in the classroom. The literature suggests certain elements of cooperative learning are key, but few studies have addressed their importance with respect to the dynamics of the learning activity and differences in individual learners’ attitudes. The objective of this study is to examine (1) whether learners’ perception of cooperative learning changes throughout a project, and (2) how differently individual learners perceive their activities with reference to the five elements (i.e. positive interdependence; face-to-face promotive interaction; individual accountability; social skills; group processing), and thereby to explore measures for successful implementation of cooperative learning. Analyses of a questionnaire survey and weekly journal entries revealed that there were dynamic changes in learners’ perception of cooperative learning in accordance with the shifts in phases of the project. The results also showed that there were significant differences in individual learners’ perceptions and that their engagement in cooperative learning could be affected by certain factors that were not weighed by the five elements. The results of this study can provide hints for better pedagogical interventions for teachers introducing cooperative learning into the classroom.

scholarly journals Perceived Best Practices for Faculty Training in Distance Education

2014 ◽  
Vol 5 (1) ◽  
pp. 48-56
Author(s):  
Michael G. McVey
Keyword(s):  
Distance Education ◽  
Best Practices ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Online Teaching ◽  
Teaching Method ◽  
Perceived Learning ◽  
Face To Face ◽  
Significant Difference

Student learning style differences have been widely researched in both traditional face-to-face and online learning environments (Irani, Scherler & Harrington, 2003;Steinbronn, 2007; Williamson & Watson, 2007; Ugur, Akkoyunlu & Kurbanoglu, 2001). After conducting a literature review of adult student learning styles and teaching method analysis, it became apparent that there was not a significant difference in academic performance for students with differing learning styles whether they attended face-to-face or online classroom environments. What was not clearly indicated though, from the review of the literature, was what were the perceived best practices for online teaching from the perspective of experienced distance educators and whether the instructors' perceived learning style was incorporated in training programs to assist faculty to teach online. Thus, the purpose of this qualitative pilot study is to determine the perceived best practices to train faculty to teach in an online environment and how individual instructors' perceived learning style can be incorporated within best practices to foster competence on an individual instructor level. This study also analyzes faculty resistance to distance education and how transformative learning theory may play a role in overcoming this resistance.

scholarly journals Learning Microbiology Through Cooperation: Designing Cooperative Learning Activities that Promote Interdependence, Interaction, and Accountability

2002 ◽  
Vol 3 (1) ◽  
pp. 26-36
Author(s):  
JANINE E. TREMPY ◽  
MONICA M. SKINNER ◽  
WILLIAM A. SIEBOLD
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Student Satisfaction ◽  
Learning Model ◽  
Learning Activities ◽  
Group Processing ◽  
Engineering And Technology ◽  
The World ◽  
Key Concepts ◽  
Individual Accountability

A microbiology course and its corresponding learning activities have been structured according to the Cooperative Learning Model. This course, The World According to Microbes , integrates science, math, engineering, and technology (SMET) majors and non-SMET majors into teams of students charged with problem solving activities that are microbial in origin. In this study we describe development of learning activities that utilize key components of Cooperative Learning—positive interdependence, promotive interaction, individual accountability, teamwork skills, and group processing. Assessments and evaluations over an 8-year period demonstrate high retention of key concepts in microbiology and high student satisfaction with the course.

scholarly journals Upaya Melatihkan Kemampuan Pemecahan Masalah Melalui Pembelajaran Fisika Dengan Model Cooperative Problem Solving (CPS)

2017 ◽  
Vol 2 (1) ◽  
pp. 1 ◽  
Author(s):  
Dwi Ratnaningdyah
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Personal Responsibility ◽  
Face To Face ◽  
Cooperative Problem Solving ◽  
Individual Accountability

Makalah ini merupakan hasil dari kajian literatur tentang model pembelajaran <em>Cooperative Problem Solving</em> (CPS) yang dapat meningkatkan kemampuan pemecahan masalah siswa pada mata pelajaran fisika. Kemampuan pemecahan masalah merupakan salah satu karakter yang diharapkan dimiliki oleh siswa dalam menghadapi masalah di kehidupan bermasyarakat. Dengan diberlakukannya Masyarakat Ekonomi ASEAN (MEA) di Indonesia, menjadi peluang dan sekaligus tantangan bagi kita. MEA yang menganut sistem bebas melakukan perdagangan di negara-negara ASEAN ini menuntut kita untuk lebih kreatif dan inovatif dalam memecahkan masalah yang dihadapi. Pendidikan menjadi pilar utama untuk menghasilkan insan yang dapat bertahan dengan segala hantaman permasalahan hidup. Oleh karenanya, diperlukan suatu upaya untuk melatihkan kemampuan pemecahan masalah sejak dini yaitu sejak berada di bangku sekolah. Salah satu upaya yang dapat dilakukan adalah dengan melatihkan kemampuan masalah itu melalui strategi pembelajaran CPS. Terdapat lima tahap strategi problem solving menurut Heller &amp; Heller (2010) yaitu memahami permasalahan, mengubah permasalahan sehari-hari ke konsep fisika, merencanakan solusi, menggunakan solusi, dan mengevaluasi solusi. Dengan kondisi sekolah di Indonesia yang memiliki kelas dengan rombongan belajar yang besar, maka dapat menggunakan teknik pembelajaran berkelompok (<em>cooperative learning</em>). Telah banyak penelitian yang mengungkapkan bahwa pembelajaran kooperatif dapat memotivasi siswa dalam belajar. Menurut Johnson &amp; Smith dalam Heller (2010), di dalam pembelajaran kooperatif terdapat unsur-unsur pengembangan pribadi yaitu keterkaitan yang positif (<em>Possitive interdepence</em>), interaksi antarmuka (<em>Face-to-face promotive interaction</em>), tanggung jawab individu (<em>Individual Accountability</em>/<em>Personal Responsibility</em>), dan keterampilan berkolaborasi (<em>Collaborative Skill</em>).

scholarly journals STUDENTS ATTITUDES TOWARD BLENDED TEACHING AMONG STUDENTS OF THE UNIVERSITY OF CALCUTTA

2021 ◽  
Vol 9 (07) ◽  
pp. 267-274
Author(s):  
Md. Mahasin Ali ◽  
Keyword(s):  
University Students ◽  
Quantitative Research ◽  
Teaching Method ◽  
Attitude Scale ◽  
Online Mode ◽  
Significant Difference ◽  
The Difference ◽  
Students Attitudes ◽  
The University ◽  
Blended Teaching

The subject of my research is to investigate the students attitudes towards blended teaching among students of the University of Calcutta. The three purposes for which I have studied are –1.To study the attitude of Calcutta University students towards Blended Teaching. 2. To study the difference in attitude of Calcutta University students towards Blended Teaching with regard to gender. 3.To study the difference in attitude of Calcutta University students towards Blended Teaching with regard to locality. The quantitative research method has been used for the study. The results I obtained through the self- constructed attitude scale are –There is no significant difference in attitude towards Blended Teaching between male and female students of Calcutta University. And there is no significant difference in attitude towards Blended Teaching between rural and urban students of Calcutta University.Most of the students think that the Blended Teaching method can be acceptable to the students of College and University. Most of the students think that it will be benefited to the students if some syllabus is taught in Online Mode and some is taught in Offline Mode. Most of the students think that the students will be benefited by Blended Teaching method. Most of the students think that Blended Teaching method will benefit the teachers in teaching. Most of the students think that Blended Teaching will improve the learning of the students. Most of the students think that the Blended Teaching method will make the learning environment and teaching more flexible. Some students think that many students will face with difficulties in Blended Teaching. Some students think that only the Offline Teaching is more effective than Blended Teaching in Higher Education.

‘I owe it to my group members…who critically commented on my conducting’ – Cooperative learning in choral conducting education

2014 ◽  
Vol 34 (1) ◽  
pp. 116-130 ◽  
Author(s):  
Maria Varvarigou
Keyword(s):  
Cooperative Learning ◽  
Interpersonal Communication ◽  
Teaching And Learning ◽  
Personal Responsibility ◽  
Master's Level ◽  
Choral Conducting ◽  
Regular Group ◽  
Face To Face ◽  
Group Processing ◽  
Group Members

This article explores cooperative learning in choral conducting education. The five characteristics of cooperative learning identified by Adams and Hamm ((1996). Cooperative learning: Critical thinking and collaboration across the curriculum (2nd ed.). Springfield, IL: Charles Thomas Publishers): positive interdependence; face-to-face interaction; individual accountability and personal responsibility for reaching groups goals; frequent practice with small-group interpersonal skills; and regular group processing and reflection have been used to structure the discussion on the learners’ perception of their development and their module’s effectiveness. The context in focus was an elective module on choral conducting education at master’s level. Cooperative learning in choral conducting education was shown to support the learners’ motivation for active participation in the teaching and learning process; to increase respect for diversity; to support the learners’ development of interpersonal, communication, leadership and teaching skills at both an individual and at a collective level; and to improve teacher effectiveness.

Comparison of OSCE Scores of Surgical Clinical Education after Face-to-face vs. Blended Learning Methods among undergraduate medical students

2021 ◽  
pp. 1-13
Author(s):  
Masood Jawaid ◽  
Lubna Baig ◽  
Syed Moyn Aly ◽  
Admin
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Student Performance ◽  
Clinical Education ◽  
Teaching Method ◽  
P Value ◽  
Undergraduate Medical Students ◽  
Learning Program ◽  
Face To Face ◽  
Significant Difference

Abstract Objective: Clinical education is an important component of undergraduate medical education. This study compares the efficacy of blended learning (BL) with contemporary face to face (F2F) teaching among medical students by assessing their OSCE scores at end of clinical posting. Methods: This experimental study was conducted in Dow University of Health Sciences from March to August 2014. Third-year medical students posted in the surgical units were divided into two groups. In the first month, one group in the unit was taught by BL while the second group posted in another unit was taught by F2F teaching. Both groups were assessed by same OSCE. In the second month, teaching method was flipped for both the groups with new learning contents. assessment was by the same OSCE for both groups. Data was analyzed by SPSS version 23 with inferential statistics with independent sample t test. Results: A total of 28 students were assessed at the end of posting OSCE in F2F group and 31 students in blended group. There was significant difference in OSCE score [p value = 0.049] after F2F teaching method (78.01 ± 13.29) as compared to BL (85.12 ± 13.77). The domain of “log book” and “clinical examination” scored higher in F2F as compared to BL group. Conclusion: This study showed that student performance can be improved with a blended surgical learning program. BL has proven to be more effective in comparison to face-to-face teaching alone, even in the setting of skill based curriculum like surgery.

Cooperative Classrooms and Academic Performance in Physical Education: A Multilevel Analysis

2021 ◽  
pp. 1-9
Author(s):  
Benito León ◽  
Javier Fernandez-Rio ◽  
Sergio Rivera-Pérez ◽  
Damián Iglesias
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
Cooperative Learning ◽  
Multilevel Analysis ◽  
Essential Elements ◽  
Personal Factors ◽  
Contextual Variables ◽  
Group Processing ◽  
Hierarchical Nature ◽  
Individual Accountability

Purpose: The aim was to assess how two contextual variables, number of students per class and in-class global cooperation, affect students’ academic performance in physical education. Method: Multilevel analysis was performed given the data’s hierarchical nature (L1 = 1,185 participants and L2 = 64 classrooms), including regression analysis to assess how the contextual variables at the classroom level affected students’ grades. Results: Results showed that the differences observed between classrooms in students’ academic performance can be attributed largely to the perceived in-class global cooperation and not to the number of students per class. Group processing, promotive interaction, and individual accountability were the strongest predictors because these cooperative learning essential elements showed significant differences between classrooms. Discussion/Conclusion: Academic performance in physical education is not only determined by personal factors but also by contextual factors like perceived in-class cooperation. Group processing, promotive interaction, and individual accountability can be considered the most relevant critical features. Cooperative learning contexts are not easy to build, and depending on how successfully they are constructed, the outcomes can be very different.

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