NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ875028
Record Type: Journal
Publication Date: 2006
Pages: 16
Abstractor: ERIC
Reference Count: 34
ISBN: N/A
ISSN: ISSN-1528-3518
Randomized Study of the Impact of Cooperative Learning: Distance Education in Public Health
Riley, William; Anderson, Paige
Quarterly Review of Distance Education, v7 n2 p129-144 2006
The purpose of this study is to explore the effects of cooperative learning on cognitive outcomes in a public health graduate level Web-based distance education course. Specifically, the authors use a randomized control trial to determine the impact of two teaching pedagogies on learning effectiveness in three areas of the cognitive domain: (1) declarative knowledge; (2) procedural knowledge; and (3) higher cognition. This study examines various learner outcomes in distance education as influenced by cooperative learning. This study shows that cognitive learning outcomes are affected by cooperative learning when compared to self-study. While there was no difference in declarative knowledge and procedural knowledge, the cooperative learning pedagogy resulted in a 5% improvement in procedural knowledge and higher cognition capabilities compared to the self-study pedagogy. This research shows that cooperative learning experiences can be incorporated into distance education and results in advanced knowledge acquisition in the areas of public health inquiry, critical thinking, and problem solving when compared to self-study approaches. (Contains 4 tables.)
IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com/products/journals/qrde/order.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota