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Cecchini, J. A.; Fernandez-Rio, J.; Mendez-Gimenez, A.; Gonzalez, C.; Sanchez-Martínez, B.; Carriedo, A. – European Journal of Teacher Education, 2021
The goal of the article was to compare the effects of two different cooperative learning programmes on prospective teachers. A total of 332 students enrolled in a Teacher Training Programme agreed to participate. At the beginning of the semester, they all experienced low-structured cooperative learning (LSCL) for 10 sessions. At the end of this…
Descriptors: Cooperative Learning, Teaching Methods, Preservice Teachers, Student Motivation
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Hussien, Abdelaziz M. – International Journal of Instruction, 2020
This article reports an investigation into the impact of presenting communicative traits of writing through cooperative learning on trainee teachers' pedagogical knowledge and attitudes towards a 'traits of writing' approach and cooperative learning. Mixed methodologies were used with the participants in a quasi-experimental repeated measure.…
Descriptors: Cooperative Learning, Preservice Teachers, Pedagogical Content Knowledge, Foreign Countries
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Zhou, Chun; Lewis, Matthew – Biochemistry and Molecular Biology Education, 2021
As a high-impact educational practice, cooperative learning uses a structured group study to promote students' active learning. Currently, it lacks economical yet effective tools to facilitate the interactive nature of structured cooperative learning in regular classrooms. Here, we have established a mobile technology-based cooperative learning…
Descriptors: Technology Integration, Educational Technology, Electronic Learning, Handheld Devices
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Johnson, David W.; Johnson, Roger T.; Smith, Karl A. – Journal on Excellence in College Teaching, 2014
Cooperative learning is an example of how theory validated by research may be applied to instructional practice. The major theoretical base for cooperative learning is social interdependence theory. It provides clear definitions of cooperative, competitive, and individualistic learning. Hundreds of research studies have validated its basic…
Descriptors: Cooperative Learning, Instructional Improvement, College Instruction, Theory Practice Relationship
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Veldman, M. A.; Van Kuijk, M. F.; Doolaard, S.; Bosker, R. J. – Teachers and Teaching: Theory and Practice, 2020
In the current study differences between primary school teachers classified as high-performing in their implementation of cooperative learning (CL) in their classrooms and teachers who were less successful in implementing cooperative learning were investigated. The levels of implementation of cooperative learning differed significantly between…
Descriptors: Cooperative Learning, Teaching Methods, Teacher Attitudes, Student Behavior
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Okumus, Seda; Koc, Yasemin; Doymus, Kemal – Educational Policy Analysis and Strategic Research, 2019
The aim of this study was to determine the effects of cooperative learning and models on the conceptual understanding of the chemical reactions. The sample of study was comprised of 71 preservice science teachers from the first grade of science teacher education program. Quasi-experimental method with pre-and post-test of quantitative research was…
Descriptors: Cooperative Learning, Chemistry, Science Education, Preservice Teacher Education
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Jacobs, George M.; Ivone, Francisca Maria – TESL-EJ, 2020
Providing students with opportunities for peer interaction is considered best practice in classroom teaching. However, facilitating peer interaction as part of distance education represents a new challenge for some teachers. The present article raises eleven questions for teachers to consider when infusing cooperative learning (thoughtfully…
Descriptors: Cooperative Learning, Distance Education, Best Practices, Peer Relationship
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Buchs, Céline; Filippou, Dimitra; Pulfrey, Caroline; Volpé, Yann – Journal of Education for Teaching: International Research and Pedagogy, 2017
Despite the well-established benefits of cooperative learning, implementation remains a challenge. This research aims to document these challenges at the elementary school level, drawing on teachers' beliefs regarding learning as well as the difficulties teachers report. Results indicate that the most frequent instructional strategies reported are…
Descriptors: Cooperative Learning, Barriers, Program Implementation, Program Effectiveness
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Demie, Seleshi; Seyoum, Yilfashewa; Tsehayu, Weldekiros – International Journal of Education and Literacy Studies, 2019
Mathematics instruction would be more effective if students were able to help each other and exchange information actively. This can effectively be done when students are engaged in cooperative learning. The study was intended to analyse the extent to which mathematics education is supplemented with cooperative learning in Grade 9 of Secondary…
Descriptors: Cooperative Learning, Mathematics Instruction, Foreign Countries, Secondary School Students
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Ghanbari, Nasim; Abdolrezapour, Parisa – TESL-EJ, 2020
Cooperative learning pedagogy has been in place for more than 40 years. Nevertheless, there has been no consensus on the best grouping procedure for the cooperative learning activities. To shed more light on the issue, the present study examined the language achievement of learners at different ability levels in two heterogeneous and homogenous…
Descriptors: Cooperative Learning, Ability Grouping, Heterogeneous Grouping, Homogeneous Grouping
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Wyman, Patricia J.; Watson, Scott B. – School Science and Mathematics, 2020
Cooperative learning is a proven teaching strategy that teachers have been using for over 40 years. Teachers often group students heterogeneously so that students who are lower achieving are learning with and from higher achieving students. The purpose of this study was to test homogeneous and heterogeneous grouping while using cooperative…
Descriptors: Academic Achievement, Cooperative Learning, Homogeneous Grouping, Heterogeneous Grouping
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Essop, M. Faadiel; Beselaar, Leandrie – Advances in Physiology Education, 2020
Physiology students grapple with large amounts of subject content and hence memorize facts to pass examinations. In parallel, students display limited critical-thinking and creative skills, integration abilities, and/or a deeper engagement with subject content. This study aimed to assess the feasibility of introducing active learning methods…
Descriptors: Physiology, Science Instruction, Cooperative Learning, Active Learning
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Mosley, Pauline; Ardito, Gerald; Scollins, Lauren – American Journal of Engineering Education, 2016
The principal purpose of this investigation is to study the effect of robotic cooperative learning methodologies on middle school students' critical thinking, and STEM interest. The semi-experimental inquiry consisted of ninety four six-grade students (forty nine students in the experimental group, forty five students in the control group), chosen…
Descriptors: Robotics, Cooperative Learning, Student Interests, STEM Education
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Schipke, Rae Carrington – Journal of Educational Multimedia and Hypermedia, 2018
This article discusses how cooperative learning as a socioinstructional approach, relates to both socially-based emerging technologies (i.e. Web 2.0) and to critical thinking with respect to co-cognition. It begins with a discussion of the importance of connecting cooperative learning, Web 2.0, and critical thinking. This is followed by the need…
Descriptors: Cooperative Learning, Critical Thinking, Web 2.0 Technologies, Teaching Methods
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Li, Huiyin – English Language Teaching, 2017
This action research was conducted to investigate the efficacy of networking, an adjusted cooperative learning method employed in an English literature class for non-English majors in China. Questionnaire was administered online anonymously to college students after a 14-week cooperative learning in literature class in a Chinese university, aiming…
Descriptors: English Literature, Cooperative Learning, Action Research, Social Networks
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