‘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.

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 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 The Application of Cooperative Learning Model during Online Learning in the Pandemic Period

2020 ◽  
Vol 3 (3) ◽  
pp. 1683-1691
Author(s):  
Tiodora Fermiska Silalahi ◽  
Ahmad Fakhri Hutauruk
Keyword(s):  
Online Learning ◽  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Program ◽  
Face To Face ◽  
Cooperative Process

In improving the quality of school education and learning in the future, it is necessary to change the mindset that will be used as the basis for implementing a learning program. What's more in the co-19 pandemic period that requires students to be able to study at home without interacting in class for a while. In the past the learning process was conventional, namely face-to-face in class. But even then, most teaching processes are still dominated by teachers. As a result, teaching and learning activities place more emphasis on teaching and not on learning. Learning activities favor the interests of those who teach. Efforts for learning to be focused on students, it is necessary to apply a cooperative learning model which is a form of change in mindset in learning activities at school. However, during this pandemic, the next challenge is how the cooperative process can take place in the online learning process. The absence of a physical meetup becomes an obstacle that can be minimized by the adaptation of the teacher in the distance learning process. In this case the teacher no longer dominates the learning activities, but rather becomes the facilitator and mediator of the process. The cooperative learning model is designed by giving opportunities to students together to build their own knowledge.

scholarly journals Transition to online teaching and learning for clerkship activities during COVID-19 in Malaysia

2020 ◽  
pp. 7-8
Author(s):  
A. Sha’aban ◽  
B. Ibrahim ◽  
O. Albitar ◽  
S.G. Mohiuddin ◽  
C.G. Omar ◽  
...  
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Second Phase ◽  
Web Conferencing ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Group Members ◽  
Face To Face Learning ◽  
Two Phases ◽  
Pharmacy Graduate

Prior-to the COVID-19 outbreak, undergraduate PharmCare II Clerkship activities consisted of two phases. The first phase requires pharmacy students to clerk infectious disease and endocrine-related cases of patients admitted into wards at a teaching hospital, whilst in the second phase, the students are required to present the clerked cases in front of their group members with a thorough assessment by lecturers at Universiti Sains Malaysia. Due to sudden outbreak of COVID-19, presentations at hospitals and face-to-face learning were no longer feasible; therefore an online methodology was executed. Each student was assigned a real completed case clerked by a previous Master’s in Clinical Pharmacy graduate. The students then critically evaluated any pharmaceutical care issues (PCIs) in each of the cases, recorded a video presentation for assessment by the lecturers and discussed each case with other group members in a synchronous online session via web-conferencing software.

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 Enhancing social skills through cooperative learning

2008 ◽  
Vol 4 (2) ◽  
Author(s):  
M J Booysen ◽  
M M Grosser
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Cooperative Learning ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Intervention Programme ◽  
Cooperative Teaching ◽  
The Social ◽  
Group Members ◽  
Latent Potential

The National Curriculum Statement of South Africa envisages qualified and competent teachers to deal with the diversity of learners and their needs in the classroom. One of the needs refers to all learners (Gr R-12) who need to acquire the necessary social skills to enable them to work effectively with others as members of a team, group, organization and community. These skills refer inter alia to: learning to work with others, listening to others, giving attention, asking clarifying questions, learning how to evaluate, and to praise others, handling conflict, reflecting on group work and allowing all group members to participate.The most obvious place to deal purposefully with the development of social skills is the classroom. This implies that alternative ways and methods of teaching must be introduced to develop the necessary social skills. This article reports on the findings obtained from a combined quantitative and qualitative study that set out to determine the levels of social competence achieved by a group of Grade 2 learners, and the possible association of a cooperative teaching and learning intervention programme for enhancing the social skills of these learners. The results revealed the latent potential of cooperative learning to enhance the social skills of Grade 2 learners.The significance of this research lies in the contribution it makes to establish the social competence of a group of Grade 2 learners and to determine the possibilities for enhancing their social skills through cooperative learning.

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.

Cooperative language learning elements to enhance social skills in English classrooms: a case study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gina Camacho-Minuche ◽  
Verónica Espinoza-Celinica ◽  
Eva Ulehlova
Keyword(s):  
Social Skills ◽  
Cooperative Learning ◽  
Language Learning ◽  
Learning Activity ◽  
Content Type ◽  
Face To Face ◽  
English Classrooms ◽  
Group Processing ◽  
Clear Idea ◽  
In The Beginning

PurposeThe aim was to prove the efficacy of the five cooperative learning elements applied in English classrooms and to demonstrate how effective they were to develop social skills in students.Design/methodology/approachThe qualitative approach allowed to analyse the data in order to determine the benefits of using these elements which help students to create a good rapport among them and do more productive activities to retain the knowledge. The instruments were Cooperative Learning Activity Planning Template that included 20 major steps in designing and assessing a cooperative learning activity designed by Susan Johnston. Additionally, rubrics that included the cooperative learning elements: face-to-face (promotive) interaction, positive interdependence, individual accountability, group processing and collaborative skills were necessary to assess students' accomplished tasks.FindingsFurthermore, when students played different roles, they attained their goal and did cooperative tasks more productively. All mentioned above enables Ecuadorian educational institutions to include better teaching methods and provokes consciousness of students' accomplishment towards their goals.Research limitations/implicationsIn the beginning, some constraints were presented; students did not have a clear idea about the main difference between group work and cooperative work. However, once they were aware of cooperative learning elements, they did incorporate them appropriately in each assigned activity which allowed them to obtain better results. Another limitation referred to master students who did not always provide learners with constant monitoring when they were working on cooperative activities; they simply believed that strong students could help the rest in the group if there was any inconvenience with the task, taking this situation for granted.Originality/valueThe originality of this study is reflected in the results obtained in the final product students presented since they used the elements in a more effective way to build social skills and achieve higher grades.

Instructional Leadership and Blended Learning

2010 ◽  
pp. 44-62 ◽  
Author(s):  
Martin R. Reardon
Keyword(s):  
Blended Learning ◽  
Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
School Administrators ◽  
Doctoral Level ◽  
Face To Face ◽  
Integration Of Technology ◽  
Group Members ◽  
Future Of Education

Dewey’s concept of experience as an active engagement with a process of action, feedback, and reflection permeates the setting of the case reported in this chapter. The case involves an initiative to engage a group of experienced teachers and school administrators (in the context of a doctoral level course) with reading and reflecting on a vision of the future of education in a professional learning community permeated by the experience of blended learning. While the blended learning was heavily weighted towards face-to-face meetings, issues relating to the integration of technology with education became experienced realities for the group members. These issues included pre-service teacher education, equitable access to online resources, and the creation of an environment in which contemporary approaches to curriculum, teaching, and learning can flourish.

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.

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