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

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.

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

scholarly journals The effect of previous experience with working in groups on students’ academic performance in the accounting discipline

2021 ◽  
Vol 24 (2) ◽  
pp. 153-167
Author(s):  
María José Martínez-Romero ◽  
Alba Mª Priego de la Cruz ◽  
Cristina Ferrer-García ◽  
Mª Pilar Casado-Belmonte
Keyword(s):  
Academic Performance ◽  
Cooperative Learning ◽  
Previous Experience ◽  
Learning Techniques ◽  
Learning Technique ◽  
Students Attitudes ◽  
Prior Experiences ◽  
Previous Group ◽  
Aprendizaje Cooperativo

Este trabajo analiza la aplicación de técnicas de aprendizaje cooperativo en asignaturas de contabilidad para investigar si la disposición de los estudiantes a trabajar en grupo, a partir de sus percepciones sobre esta técnica de aprendizaje derivadas de experiencias previas de trabajo en grupo, están relacionadas con su rendimiento académico. Los resultados revelan que las percepciones de los estudiantes respecto a la mejora de sus habilidades por haber trabajado en grupo se relacionan positiva y significativamente con su rendimiento académico; mientras que las percepciones de los estudiantes respecto a haber aprendido de otros se relacionan negativa y significativamente con su rendimiento académico. Por lo tanto, este estudio amplía la literatura existente sobre el aprendizaje cooperativo y el rendimiento académico de los estudiantes, al considerar las actitudes de los estudiantes hacia el trabajo en grupo resultantes de sus experiencias previas. This paper analyses the implementation of cooperative learning techniques in accounting subjects to investigate whether students’ willingness to work in groups, based on their perceptions regarding this learning technique arising from previous group working experiences, are related to their academic performance. The findings reveal that students’ perceptions regarding their improved skills due to having worked in groups are positively and significantly related to their academic performance; meanwhile students’ perceptions of having learnt from others are negatively and significantly related to their academic performance. Therefore, this study extends the existing literature on cooperative learning and students’ academic performance by considering students’ attitudes toward working in groups resulting from their prior experiences.

scholarly journals Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw Untuk Meningkatkan Hasil Belajar Siswa

2020 ◽  
Vol 4 (2) ◽  
pp. 146-162
Author(s):  
Nursyidah Nursyidah
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Islamic Culture ◽  
Material Development ◽  
Learning Techniques ◽  
Islamic Religion ◽  
Qualitative Descriptive

The jigsaw type of cooperative learning model is one type of cooperative learning that is appropriate for the subject of history, material development of Islamic religion and culture in Indonesia. The purpose of this study was to improve student learning outcomes and activities by applying the type of jigsaw cooperative learning model on the development of Islamic culture and religion in Indonesia in Class XI-1A2 SMA Negeri 1 Montasik, Montasik District, Aceh Besar District. This research is a Classroom Action Research (CAR). The CAR procedure is carried out in a cycle and with stages of planning, observation, and reflection. The subjects in this study were all students of class XI-1A2 SMA Negeri 1 Montasik which included 24 students consisting of 11 boys and 13 girls. Data learning techniques through observation and student learning tests. Data analysis was carried out by means of qualitative descriptive. The results showed that the learning outcomes of students in pre-cycle classics were 50%, in cycle I increased to 75% and in cycle II also increased to 91.7%. The ability of the teacher in the learning organization in the first cycle was quite good, namely 3.4 and increased in the second cycle to be very good, namely 4.6. Student activity in the first cycle was classified as 3,2. Then in cycle II it increased and was classified as good, namely 4.3. This can indicate that student learning outcomes on the material of the development of religion and Islamic culture in Indonesia can be increased by applying the jigsaw cooperative learning model in class XI-1A2 SMA Negeri 1 Montasik, Aceh Besar District.  

scholarly journals A Theoretical Understanding of Cooperative Learning Techniques in Education

2021 ◽  
Vol VI (I) ◽  
pp. 261-274
Author(s):  
Zahir Shah ◽  
Jamal Shah ◽  
Khadija Ayaz
Keyword(s):  
Cooperative Learning ◽  
Educational Institutions ◽  
Teaching Methodology ◽  
Policy Recommendations ◽  
Theoretical Understanding ◽  
Innovative Teaching ◽  
Academic Achievements ◽  
Learning Techniques ◽  
Methods Of Learning ◽  
Effective Use

Education is one of the main pillars on which the development of a nation depends. This fact necessitates research in the education sector of a state to make it capable of copping with the challenges of the modern age. Traditional methods of learning have been incapable in this regard. Cooperative Learning Techniques is an innovative teaching methodology for promoting the academic achievements of the students. Cooperative Promoting students' participation in class through a Cooperative Learning environment needs a variety of research studies in the effectiveness of Cooperative Learning Techniques. Educational institutions in the developed states make effective use of Cooperative Learning Techniques to enhance students' participation and their academic achievements. The major objective of this research study is to give a theoretical understanding of the various aspects of Cooperative Learning Techniques. The paper shows that effective Cooperative Learning can be realized only if its basic elements are carefully implemented. The paper also gives some policy recommendations.

scholarly journals Enhancing Willingness to Communicate through Team Building: A Marriage of Theory and Practice

2016 ◽  
Vol 4 (2) ◽  
pp. 264
Author(s):  
John Harper
Keyword(s):  
Cooperative Learning ◽  
Language Learning ◽  
Team Building ◽  
Willingness To Communicate ◽  
Theory And Practice ◽  
Case Study Method ◽  
Learning Anxiety ◽  
Learning Techniques ◽  
And Task

<p><em>Closely related to the well-researched areas of motivation and language-learning anxiety is the area of </em><em>w</em><em>illingness </em><em>t</em><em>o </em><em>c</em><em>ommunicate (i.e., WTC). Many researchers (e.g., Clément, Dörnyei, &amp; Noels, 1998; Liu &amp; Jackson, 2008; MacIntyre &amp; Doucette, 2009) have conducted studies concerning the factors surrounding learners’ willingness or unwillingness to communicate in a second language. The emphasis of such research has been on causes and not on solutions. This paper, through a study of the existing literature, examines the causes of a lack of WTC. It then argues that some well-known techniques and methodologies, by promoting team building, are well suited to enhance WTC. The paper concludes that the traditional warmup activity, the case-study method, cooperative learning techniques, and task-based learning techniques, when implemented with team building in mind, may aid in increasing WTC.</em></p><p><em><br /></em></p>

The influence of knowledge recipients’ proactivity on knowledge construction in cooperative learning experiences

2018 ◽  
Vol 21 (1) ◽  
pp. 79-92 ◽  
Author(s):  
Desiderio Juan García-Almeida ◽  
María Teresa Cabrera-Nuez
Keyword(s):  
Locus Of Control ◽  
Cooperative Learning ◽  
Knowledge Construction ◽  
Positive Impact ◽  
Potential Effect ◽  
Factors Affecting ◽  
Active Involvement ◽  
Internal Locus Of Control ◽  
Learning Techniques ◽  
Proactive Behaviour

Cooperative learning techniques in teaching activities are becoming increasingly popular. Many studies have documented the benefits of these techniques, but fewer have analysed the factors affecting students’ achievement. One of those factors could be the student’s proactivity, since cooperative techniques require active involvement of students. Proactivity or proactive behaviour relates to pioneering behaviour, initiative taken to exploit new opportunities, and a leading attitude. This study analyses the influence of several aspects related to students’ proactivity on knowledge construction in the context of cooperative learning. The aspects included in the proactivity framework are the student’s creativity, locus of control, self-effectiveness, and motivation towards cooperative learning. These variables and their potential effect on knowledge construction in cooperative experiences are discussed. The resulting hypotheses are tested with data from students who participated in a jigsaw, and the results show the positive impact of the internal locus of control and self-efficacy, along with the fact that the student is attending the course for the first time.

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