scholarly journals Investigating the Effects of Group Investigation (GI) and Cooperative Integrated Reading and Comprehension (CIRC) as the Cooperative Learning Techniques on Learner's Reading Comprehension

2015 ◽  
Vol 4 (6) ◽  
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Learning Techniques

scholarly journals The Effect of Cooperative Learning Techniques on Intermediate Iranian EFL Learners' Reading Comprehension and Reading Strategies

2016 ◽  
Vol 6 (4) ◽  
pp. 33 ◽  
Author(s):  
Behdokht Mall-Amiri ◽  
Neda Kord Ali Gurk
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Reading Strategies ◽  
Control Group ◽  
Traditional Teaching ◽  
Efl Learners ◽  
Learning Techniques ◽  
Sample Test ◽  
And Control ◽  
Positive Effect

The purpose of this study was to investigate the effect of Cooperative Learning techniques on Intermediate Iranian EFL learners' reading comprehension, and reading strategies. In order to do this 90 Iranian EFL learners took, Preliminary English Test (PET), at the start for the researcher homogenize them regarding their general English proficiency. After that, 60 learners whose scores were one standard deviation above and below the mean were selected and were divided into 2groups; Experimental, and Control. Then their homogeneity regarding their reading comprehension was checked through the PET reading comprehension subtest. Afterwards, their reading strategies before the treatment were compared using MARSI questionnaire. During the twelve sessions of treatment the experimental group received the Cooperative Learning Techniques while working on their reading comprehension, and the control group, received traditional teaching without focus on CL techniques. In this study the researcher did not teach reading strategies to the learners. In order to investigate the result of the research a one way MANOVA sample test was used to see the effect of cooperative learning techniques on intermediate Iranian EFL learners' reading comprehension, and reading strategies, and the result has shown that cooperative learning techniques had a significant positive effect on intermediate Iranian EFL learners' reading comprehension, and reading strategies.

scholarly journals JIGSAW II: An Effective Strategy to Develop Reading Comprehension Among School Children

2020 ◽  
Vol 9 (S1-Dec2020) ◽  
pp. 30-33
Author(s):  
Sindhu Thamban
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Teaching Method ◽  
Group Discussion ◽  
School Students ◽  
Team Members ◽  
Learning Techniques ◽  
Wide Range ◽  
Significant Difference

The Jigsaw II, one form of Cooperative learning techniques is an efficient strategy to use in a language classroom. The basic activities include 1) Reading with team members 2) Expert group discussion 3) Team members report 4) Test 5) Team recognition. The jigsaw II strategy is easyto implement and works well with a wide range of students.Previous researches related to Jigsaw II shows that it is more powerful and effective and appropriate in situations where learning is from text based materials. Reviews related to the strategy shows that no researches have been carried out to develop the reading comprehension of the high school students, particularly in the Indian context. Hence through this paper an attempt has been made by the researcher to check the effectiveness of Jigsaw II in developing the reading comprehension of High school students.The study statistically revealed that there is significant difference in the reading comprehension achievement of the students who were taught by using the traditional method and to those taught by using the Jigsaw II strategy. In accordance with the qualitative and quantitative findings attained it was found that Jigsaw II was found to be more effective than the traditional teaching method in developing the reading comprehension of high school students.

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.

Adapting Cooperative Learning Strategies to Facilitate Ethics Discus sions Using E-Mail

1995 ◽  
Vol 58 (4) ◽  
pp. 3-6 ◽  
Author(s):  
George S. Peek ◽  
Maria L. Roxas ◽  
Lucia E. Peek
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Ethical Dilemma ◽  
Structured Learning ◽  
The Internet ◽  
Learning Techniques ◽  
Team Environment ◽  
Intellectual Skills ◽  
E Mail ◽  
Current Business

This paper reports on a project in which students discussed an ethical dilemma using Internet e-mail as the medium of communication. The assignment requires both informal and formal document development in a team environment and uses cooperative learning strategies to assure full participa tion by all students. Students thus have the advantage of discussing an important current business issue, are facili tated in this discussion by the use of structured learning techniques, are required to exercise their thinking and writ ing skills in a variety of ways, and in many cases must acquire new technical and intellectual skills for communi cation across the Internet.

Cooperative Learning in International Relations

2010 ◽  
Author(s):  
Steven L. Lamy
Keyword(s):  
Cooperative Learning ◽  
International Relations ◽  
Ad Hoc ◽  
Specific Task ◽  
Learning Group ◽  
Learning Techniques ◽  
The World ◽  
Different Types ◽  
Research Findings ◽  
Research Questions

Cooperative learning is a means of providing opportunities for students to work together in an effort to accomplish an assigned intellectual task. There are different types of cooperative learning. In formal settings, students may stay in a learning group for several sessions in order to achieve a specific task. More informal cooperative learning situations usually are temporary or ad hoc groups that are formed by professors to facilitate some form of discussion and learning. In a cooperative learning class, it is important to clearly explain the pedagogical purposes and the required procedures of the course. Instructors should explain how an active learning course works and the responsibilities students have in this kind of course. An effective cooperative learning course demands the instructor’s active participation, as they must monitor the groups, answer research questions, and generally guide the direction of the course discussions. Though there are disadvantages and criticisms against cooperative learning, the study of international relations in particular can benefit from this method. The study of international relations is defined by problems and challenges that are interdisciplinary. Students thus need to be prepared for research and problem-solving in a variety of issue areas. Cooperative learning techniques that provide for the sharing of expertise and research findings with peers provide students with skills that are critical for success in the world today.

scholarly journals Cooperative Learning techniques to bridge gaps in academia and corporate

2020 ◽  
Vol 172 ◽  
pp. 289-295
Author(s):  
Manoj Apte ◽  
Asawari Bhave-Gudipudi
Keyword(s):  
Cooperative Learning ◽  
Learning Techniques

scholarly journals Neural Machine Reading Comprehension: Methods and Trends

2019 ◽  
Vol 9 (18) ◽  
pp. 3698 ◽  
Author(s):  
Shanshan Liu ◽  
Xin Zhang ◽  
Sheng Zhang ◽  
Hui Wang ◽  
Weiming Zhang
Keyword(s):  
Reading Comprehension ◽  
Deep Learning ◽  
Research Field ◽  
The Past ◽  
Learning Techniques ◽  
Comprehensive Survey ◽  
Recent Trends ◽  
General Architecture ◽  
Machine Reading ◽  
Open Issues

Machine reading comprehension (MRC), which requires a machine to answer questions based on a given context, has attracted increasing attention with the incorporation of various deep-learning techniques over the past few years. Although research on MRC based on deep learning is flourishing, there remains a lack of a comprehensive survey summarizing existing approaches and recent trends, which motivated the work presented in this article. Specifically, we give a thorough review of this research field, covering different aspects including (1) typical MRC tasks: their definitions, differences, and representative datasets; (2) the general architecture of neural MRC: the main modules and prevalent approaches to each; and (3) new trends: some emerging areas in neural MRC as well as the corresponding challenges. Finally, considering what has been achieved so far, the survey also envisages what the future may hold by discussing the open issues left to be addressed.

Cooperative learning techniques in CS1

2005 ◽  
Vol 37 (1) ◽  
pp. 470-474 ◽  
Author(s):  
Leland L. Beck ◽  
Alexander W. Chizhik ◽  
Amy C. McElroy
Keyword(s):  
Cooperative Learning ◽  
Learning Techniques
Sign in / Sign up

Export Citation Format

Share Document