Showing papers on "Cooperative learning published in 1979"

Student learning and perceptions of the academic environment

Abstract: This paper examines the effects of the organisation of curricula, teaching, and assessment on student learning and looks at the different demands which different academic environments make on their students. After a brief review of research into learning contexts in higher education, data from a course perceptions questionnaire are presented. The principal dimensions which students themselves use to characterise academic environments are identified. The perceptions of students in six departments at one British university are compared; it is concluded that students in different subject areas see themselves to be studying in markedly different environments. The results also suggest students' evaluations of the teaching and the courses in each department.

The Processes of Student Learning.

Abstract: The paper will discuss some research results on the application of recent descriptions of student learning (specifically by Pask and Marton) to students' normal academic methods of studying. The study to be discussed differs from the original studies in that it attempted to analyse a number of real working situations for a group of about 30 students, obtaining as much detail as possible on all aspects of the students' perceptions of their work in those situations. The major conclusion from the study is that students' styles and strategies of learning are context-dependent: rather than applying to individual students, dichotomised descriptions of learning are more readily applicable to students in particular learning situations. The paper will discuss some of the implications of this conclusion for further research on student learning. In particular, it may be possible to develop a hypothetical model of student learning, both to clarify existing results, and provide a framework for further research.

The New Direction in Educational Research: Alterable Variables

Abstract: A major revolution has taken place during the past decade in educational research and our understanding of some of the factors that directly influence learning in or out of the schools. As a result, student learning can now be improved greatly and it is possible to describe the favourable learning conditions which can enable virtually all students to learn to a high standard. Researchers who were at one time concerned about providing equality of educational opportunity for students now speak of the learning conditions which can bring about virtual equality of educational outcomes for students. And such educational outcomes are at very high levels of attainment.

Styles in Teaching and Learning.

Abstract: It is fashionable today to talk about learning style and teaching style. 1 However, like so many other concepts in the professional vocabulary of educators, "style" is a double-edged sword. It can be used to clarify and analyze teaching and learn ing, or it can simply "paper over" inadequate and confused thinking. Our use of "style" refers to a pervasive qual ity in the behavior of an individual, a quality that persists though the content may change. To illus trate first from areas outside of education, Presi dent Carter has a speaking style quite distinct and different from ex-presidents Kennedy, John son, or Truman. Each of them, in turn, had a dis tinctive style of his own, identifiable regardless of the changing content of his speeches. Similarily, the style of Van Gogh was pervasive and different from Gauguin or Cezanne; the style of Goolagong differs from that of Wade, King, or Navratilova. In short, in every field of endeavor, people can be identified with distinctive qualities of behavior that are consistent through time and carry over from situation to situation. So it is in education, both in teaching and in learning. Style is not to be identified with method, for people will infuse different methods with their own styles. For example, lecturing is not a style, in our conception, for people with distinctive styles will infuse their respective lectures with their own unique qualities. Thus, even when lec-

Psychology in Teaching, Learning and Growth

Abstract: Preface. I. TOWARD DEVELOPING A PSYCHOLOGICAL FRAMEWORK FOR UNDERSTANDING HUMAN BEHAVIOR AND IMPLICATIONS FOR EDUCATIONAL PROCESSES. 1. Three Major Theoretical Positions About Human Behavior. 2. Psychological Models For Understanding Behavioral Dynamics. II. TOWARD UNDERSTANDING GROWTH DYNAMICS INVOLVED IN PHYSICAL, PSYCHOLOGICAL, COGNITIVE, AND MORAL DEVELOPMENT. 3. The Elementary Years: Behavioral Dynamics. 4. The Adolescent Years: Behavioral Dynamics. 5. Developmental Dynamics Involved In Intellectual Growth And Moral Reasoning. III. TOWARD UNDERSTANDING LEARNING: INFORMATION PROCESSING, STRATEGIES FOR ENHANCING LEARNING AND MOTIVATION, ROLE OF SELF-CONCEPT AND EXPECTATIONS, AND MEASUREMENT OF LEARNING OUTCOMES. 6. Information Processing: A Model For How Learning And Memory Occur. 7. Approaches To Classroom Learning And Learning Enhancement. 8. Motivational Dynamics And Human Learning. 9. Self-Concept Dynamics And Teacher Expectations As Related To Learning. 10. Assessing Learning Outcomes. IV. TOWARD BECOMING AN EFFECTIVE TEACHER AND ACHIEVING POSITIVE TEACHING OUTCOMES. 11. Psychology And Behaviors of Effective Teachers. 12. Understanding Oneself. A Way to Enhance Teaching Effectiveness. 13. Making Teaching Meaningful, Relevant, and Lasting. V. TOWARD UNDERSTANDING THE PSYCHOLOGY OF CLASSROOM DYNAMICS AND GROUP BEHAVIOR AND DEVELOPING POSITIVE APPROACHES TO CLASSROOM MANAGEMENT. 14. Psychology and Development of Healthy Classroom Dynamics. 15. Strategies for Achieving Positive Classroom Management.

Self-Initiated Learning

Abstract: The study verifies in a national probability sample some of the findings of Tough and associates regarding self-initiated and self-planned learning. The in strumentation of this field research survey advances the art a step beyond the in- depth probings of more limited samples and makes available a data base for com parative investigations. About 80% of the American population 18 years and older perceive themselves to be continuing learners, and involvement in self-initiated learning projects is almost as high (76%). The reasons uncovered for planning one's own learning project are new and indicate great emphasis upon setting one's own pace within an individually determined learning style.

Effects of Cooperative Reward Structures and Individual Accountability on Productivity and Learning

Abstract: This article examines the effects of cooperative versus individual performance accountability on productivity (quality of what is produced) and individual learning. Forty-six high school students were assigned to three conditions. One group of students read and discussed reading passages in pairs and were paid based on the total number of items correct on three quizzes, but took the quizzes individually. The second group studied in pairs and were paid based on pair performance, but could work together on their quizzes. In the third condition, students studied alone, received payment based only on their own quiz scores, and took the quizzes alone. Results indicated higher productivity and learning in the cooperative reward conditions, and higher productivity but not greater learning in the low accountability than the high accountability cooperative reward treatment. The data thus do not show the anticipated positive effects of high individual accountability.

Learning to learn: Research and development in student learning

Abstract: This paper is concerned with systematic attempts to help students to learn more effectively. Current approaches to learning-to-learn, chiefly in Britain and involving groups rather than individuals, are reviewed against the background of recent research findings on student learning. Four issues are identified and discussed: contrasting conceptions of learning-to-learn; responses to the problems posed by subject and contextual varations in learning demands; the implications of autonomy, change and the individual learner; and the relationship between research on learning and the development of approaches to learning-to-learn.

Skill as an Aspect of Knowledge.

Abstract: "What makes some people better than others at learning things?" If you ask this question you will probably get the answer that it has to do with intelligence (some people are cleverer, more gifted, better equipped). Those who answer in this way seem to be satisfied with this "explanation," and if you ask them, as a follow-up, what it means to be intelligent (clever, gifted, intellectually well-equipped), they might very well answer that it means that one is good at learning things. Dissatisfaction with this type of "explanation' -which is, unfortunately, not so rare in the field of behavioral science-was the starting point of a project concerning higher education, which our research group initiated in the beginning of the 1970s.1 We were quite simply interested in what difference there is in how a learning task is approached between those who are successful and those who are less successful. Do they tackle the task in different ways, and if so how can these different ways be described? The question would, of course, be quite impossible if it concerned learning in general (i.e., all types of learning). Our starting point was an

Self-directed learning and schooling: Identifying pertinent theories and illustrative research

Abstract: Changing modern societies offering diversified opportunities for self-education require citizens who are self-directed in their approach to learning. In this review, self-directed learners are characterized as manifesting personal attributes of self-acceptance as a learner, planfulness in learning activities, intrinsic motivation for learning, ability to internalize the evaluation process, openness to experience, flexibility in the approach to learning, and autonomy in the setting of learning goals and selection of the means of learning.

Towards a model of "library learning" in educational systems:

Abstract: A model of "library learning" is put forward, designed to help identify the distinctive contribution of libraries to learning. The model is based on an analysis of common elements which emerge from a selective review of recent research and practical developments in the field of librarianship and learning. The review deals with four areas-library stock, library use, how students learn and what students learn. Elements common to the four areas are then discussed, and combined to form a model of "library learning".

Learning conversations: A person-centred approach to self-organised learning

Abstract: A conversational approach to teaching and learning is described. Learning is viewed as a skill, which implies that individuals can learn how to learn. Awareness-raising techniques enable the development of new levels of competence. Significant improvements in reading, listening, thinking and feeling creatively, and in manual skills, have been achieved. A meta-language for articulating learning processes combines the functions of tutoring and counselling by focussing the learner's attention on reflection and review. To envisage the educational institution as a conversational network for personalising learning experiences involves fundamental changes in its aims and activities.

TALKING TO LEARN improving teaching and learning in small groups

Abstract: body and mind. Psychoanalysis is indeed indispensible as a link between them, but this our position, which we rightly value so highly, brings with it an obligation for the analyst at least to know what is behind the doors he may help to unlock. At the same time, the analyst is only human and must be economical with his time. Because the present reviewer can be credited with a full appreciation of this, he hopes it may be taken for more than a phrase when he says that every analyst who is at all aware of the importance of an understanding of social and historical processes should read this book for himself. He will find in it a wealth of information and an abundance of stimulation. Moreover, he will find it pleasant and compelling reading. It need scarcely be said, therefore, that for the benefit of the English reader

Helping students to understand their own study methods

Abstract: Improving students' studying often consists of giving advice or training in new techniques. This directive approach tends to embody conceptions of learning which are far removed from what students are willing or able to take on, and can misorient students towards inappropriate goals and interfere with natural abilities to learn. It is often claimed that this kind of approach is rooted in the psychology of learning, though its experimental basis renders its relevance to academic study doubtful. By contrast, a student-centred approach allows the nature of study tasks to be explored from the students' existing standpoints — emphasising the purposes of study tasks rather than their mechanics, and utilising people's capacity to develop their own learning strategies. Such an approach is illustrated with a practical application.

Member Learning in Analytic Self-Study Groups

Abstract: Summary Member learning in an analytically oriented self-study group conference based on the Tavistock model was studied by a six-week follow-up questionnaire. Conference members were 25 graduate students in clinical, counselling, and school psychology, social work, and psychiatry (10 men, 15 women; 22 white, three minority). Factor analysis of the questionnaire showed that members reported learning on three orthogonal factors: 1) general endorsement of the conference, 2) learning about personal relationships and small group behavior, and 3) learning about group dynamics and large group behavior. Content analysis of open-ended statements about member learning revealed approximately equal reports of learning about personal dynamics and group dynamics. Clinical psychologists reported more learning on factor 3 (p < .02), more group dynamics learning and less personal learning (x 2 = 9.00, p < .01) than school psychologists. It is concluded that the conference was a useful learning environment, and that membe...

Research and Educational Implications of Some Recent Conceptualizations in Learning Disabilities

Abstract: In the field of learning disabilities, clearly specified conceptual frameworks do not invariably accompany remedial programs and curricula. There is thus a need to develop conceptual bases for interventional programs in learning disabilities. In this paper, the implications for research and education of learning disabled students of three recently developed theories of learning disabilities are discussed. The purpose of the discussion is to encourage professionals involved with learning disabled students to use these conceptual frameworks in research and educational programs for the learning disabled.