Individual feedback in connection with cooperative learning – a possible way to support individual accountability

2021 ◽  
Author(s):  
Eva Hammar Chiriac ◽  
Karin Forslund Frykedal
Keyword(s):  
Cooperative Learning ◽  
Individual Feedback ◽  
Individual Accountability

Cooperative learning and approach goals in physical education: The discriminant role of individual accountability

2021 ◽  
Vol 26 (1) ◽  
pp. 78-85
Author(s):  
Sergio Rivera Pérez ◽  
Benito León del Barco ◽  
Jerónimo J. González Bernal ◽  
Damián Iglesias Gallego
Keyword(s):  
Physical Education ◽  
Cooperative Learning ◽  
Approach Goals ◽  
Individual Accountability

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>).

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.

Examining Graduate Students' Cooperative Learning Experiences in an Online Reading Course

2020 ◽  
pp. 417-432
Author(s):  
Jackie Marshall Arnold
Keyword(s):  
Cooperative Learning ◽  
Best Practice ◽  
Equal Opportunity ◽  
Learning Experience ◽  
Learning Experiences ◽  
Online Reading ◽  
Practice Approach ◽  
Course Experience ◽  
Learning From Others ◽  
Individual Accountability

This chapter examines one way in which students engage in learning literacy content in an online context utilizing cooperative learning pedagogy, a research-based, best-practice approach to learning. The online course was purposefully developed to integrate the elements of cooperative learning: positive interdependence, student interaction, individual accountability, use of interpersonal/ small group skills, and equal opportunity for success, as referenced papers show. Findings indicate that students had positive learning experiences when utilizing cooperative learning pedagogies in an online environment. Three significant themes emerged from the data analysis: students 1) clearly identified the importance of leadership in the course experience; 2) articulated their appreciation of learning from others; and 3) stated they had an enhanced learning experience through the cooperative learning structure. As more universities, high schools, and elementary schools seek additional options for students to learn online, they should consider cooperative learning as a highly viable option.

scholarly journals デジタル・ストーリーテリングを使用した大学生の協同的英語学習 —学習者の動機づけに注目して— [Cooperative learning in digital storytelling: A way to raise university English learners’ motivation]

2012 ◽  
Vol 36 (1) ◽  
pp. 11 ◽  
Author(s):  
Toshie Agawa
Keyword(s):  
Cooperative Learning ◽  
English Learners ◽  
Digital Storytelling ◽  
Likert Scale ◽  
Motivation To Learn ◽  
Motivation For Learning ◽  
Scale Scores ◽  
Before And After ◽  
Positive Interdependence ◽  
Individual Accountability

The participants in this study were 38 beginning-level English learners. Twelve of them were first-year English Communication majors and 26 were second-year International Social Studies majors at a university in the Tokyo area. A Digital Storytelling (DST) project was designed so that they would work cooperatively. Since positive interdependence and individual accountability are two essential principles of cooperative learning, the teacher paid careful attention to have them emerge in the activity. For example, students’ roles were divided in such a way that each of them would have a different piece of information, which facilitated positive interdependence. Also, the project was structured so that fulfillment of each member’s role/responsibility was essential (i.e., individual accountability was required) for successful completion of the project. A questionnaire with Likert scales was conducted before and after the project. In addition, a post-project questionnaire included an open-ended question. The Likert scale portion of the questionnaire measured the participants’ motivation for learning English. The question items used in this part were adapted from Hiromori (2006), who investigated EFL learners’ motivation with reference to the Self Determination Theory. The open-ended question was used to collect participants’ opinions towards the cooperative DST project. The results indicate that teamwork among learners was enhanced through the cooperative DST project, which in turn heightened their motivation to learn English. The Likert scale scores from the pre- and post-project tests were compared. The t-test results indicate that the participants’ motivation increased as a result of engaging in the project. Together with the participants’ comments collected in the post-project questionnaire, it can be concluded that teamwork among learners was enhanced through cooperative learning, which in turn heightened their motivation to learn English.　 本論では、デジタル・ストーリーテリング(DST)を用いて協同学習を実践し、参加者の動機づけ変化を測定した。参加者は大学1、2年生38名であった。本論では、協同学習の最低条件である互恵的相互依存関係と個人責任の明確化が実現されるよう、協同的DSTプロジェクトをデザインし、このプロジェクト前後で質問紙調査を行った。質問紙は自己決定理論の枠組みに従った質問項目に、リッカート・スケールを付して回答者の動機づけの強さを測定しようとするものであった。事後テストではこれに加えて自由記述欄を付し、協同的DSTプロジェクトへのコメントを書いてもらった。量的データ分析により、プロジェクト前後で参加者の英語学習に対する動機づけが高まったことが示された。さらに自由記述欄には、このプロジェクトにおいて協同事態が実現したことが伺えるコメントが寄せられ、協同学習を通じて参加者の動機づけが向上したことが示唆された。

scholarly journals Cooperative Learning to Reduce Inequalities: Instructional Approaches and Dimensions

2021 ◽  
Vol 13 (18) ◽  
pp. 10234
Author(s):  
Dolors Cañabate ◽  
Remigijus Bubnys ◽  
Lluís Nogué ◽  
Lurdes Martínez-Mínguez ◽  
Carolina Nieva ◽  
...  
Keyword(s):  
Gender Differences ◽  
Cooperative Learning ◽  
Primary Education ◽  
Instructional Approaches ◽  
Guided Discovery ◽  
Qualified Teachers ◽  
Immigrant Background ◽  
Group Processing ◽  
Positive Interdependence ◽  
Individual Accountability

This manuscript deals with how cooperative learning in pre-school and primary education can be dimensionalized in terms of reducing gender differences and inequalities. In this study, formulated through instructional approaches delivered in four medium- to very high-complexity schools (the number of students with an immigrant background ranging from 30% to 100%), 376 pre-service teachers and 43 qualified teachers were asked to analyze the instruction that they gave to 1658 pre-school and primary students over two consecutive years. Instruction was defined in terms of contextualized physical education challenges that included cooperative psychomotor physical challenges, guided discovery activities and psychomotor problem-solving. The analysis was based on reflective narratives on both gender differences and inequalities, which evinced 792 comments regarding gender (618 by the pre-service teachers and 174 by the schoolteachers) and 627 comments for inequalities (363 by the pre-service teachers and 264 by the schoolteachers). The analysis produced categories based on critical reflection—on both individual and classroom scales—from the pre-service teachers and the schoolteachers. Each of the cooperative learning dimensions, i.e., positive interdependence, individual accountability, promotive interaction, social skills, and group processing, were investigated to produce a set of principles and competencies that best promoted education for sustainable development. The research produced 42 principles that operated under the tenet of leave-no-one-behind, with positive interdependence and promotive interaction providing the higher number of principles that are best suited to tackle, through cooperation processes, equity and inclusivity issues in pre-school and primary education classrooms.

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.

scholarly journals MAKING EFL INSTRUCTION MORE CLT-ORIENTED THROUGH INDIVIDUAL ACCOUNTABILITY IN COOPERATIVE LEARNING

2017 ◽  
Vol 28 (2) ◽  
pp. 236
Author(s):  
Puji Astuti ◽  
Jayne C. Lammers
Keyword(s):  
Cooperative Learning ◽  
Language Learning ◽  
Peer Interaction ◽  
Meaning Making ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Skills ◽  
Communicative Language Teaching ◽  
Individual Accountability

This article attempts to add to the literature supporting Communicative Language Teaching (CLT) by proposing the use of Cooperative Learning (CL), specifically focusing on the enactment of a key principle of CL, i.e., individual accountability. It illustrates how to train students on CL and its individual accountability work and demonstrates how activities involved in individual accountability, i.e., individual students’ performance(s) and peer interaction, can accommodate the teaching of the four language skills and components. We argue that these activities promote learners’ use of and meaning making in English and thus recommend teachers, especially those new to CL, follow the procedure of CL techniques exactly as described so that language learning in their classrooms goes in the direction of attaining improved communicative competence—the goal of CLT. 

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