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ERIC Number: EJ957098
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0018-1609
Designing Strategies to Make Cooperative Learning Culturally Appropriate in the Vietnamese Context
Thanh, Pham Thi Hong; Gillies, Robyn M.; Renshaw, Peter
Higher Education Review, v44 n1 p43-57 Aut 2011
This study investigated how university students behaved and interacted as they were grouped in large and small groups and while they engaged in intra-group and inter-group peer assessment. One hundred forty five students from two classes at a university in Ho Chi Minh, Vietnam participated in this one-term study. The students worked in mixed-gender and heterogeneous achievement groups. The results show that when the students worked in small groups of 4-5 students, every group member had a better chance of being involved in discussions and interactions, providing a better opportunity to improve their cognition than when they worked in large groups of 8-9 students. The findings also show that the students worked more effectively and felt more relaxed when they engaged in inter-group peer assessment than when they engaged in intra-group peer assessment. Future research should investigate similar strategies to make cooperative learning more adaptive in a non-Western context. (Contains 6 tables and 1 figure.)
Tyrrell Burgess Associates. 34 Sandilands, Croydon, CRO 5DB, UK. Tel: +44-2086-561770; e-mail: subscriptions@highereducationreview.com; Web site: http://www.highereducationreview.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Vietnam