Showing papers on "Cooperative learning published in 1999"

How people learn: Brain, mind, experience, and school.

Abstract: New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching - examples in history, mathematics and science teacher learning technology to support learning conclusions from new developments in the science of learning.

Teaching for Quality Learning at University: What the Student Does

Abstract: The changing scene in university teaching Teaching according to how students learn Setting the stage for effective teaching Using constructive alignment in outcomes-based teaching and learning Designing intended learning outcomes Contexts for effective teaching and learning Teaching/learning activities for declarative knowledge Teaching/learning activities for functioning knowledge Aligning Assessment with Intended Learning Outcomes: Principles Assessment and grading for declarative knowledge Assessment and grading for functioning knowledge Implementing constructive alignment Constructive alignment as implemented: Some examples Index

Understanding Learning and Teaching: the experience in higher education

Abstract: Teaching and learning in higher education a model for understanding teaching and learning in higher education students' prior experience of learning students' perceptions of the learning situation students' approaches to learning students' learning outcomes experiences of teaching in higher education understanding learning and teaching appendix - approaches to teaching inventory.

Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis:

Abstract: Recent calls for instructional innovation in undergraduate science, mathematics, engineering, and technology (SMET) courses and programs highlight the need for a solid foundation of education research at the undergraduate level on which to base policy and practice. We report herein the results of a meta-analysis that integrates research on undergraduate SMET education since 1980. The meta-analysis demonstrates that various forms of small-group learning are effective in promoting greater academic achievement, more favorable attitudes toward learning, and increased persistence through SMET courses and programs. The magnitude of the effects reported in this study exceeds most findings in comparable reviews of research on educational innovations and supports more widespread implementation of small-group learning in undergraduate SMET.

Collaborative learning : cognitive and computational approaches

Abstract: Acknowledgement. Contributors. Introduction: what do you mean by 'collaborative learning'? (P. Dillenbourg). Learning together: understanding the processes of computer-based collaborative learning (K. Littleton, P. Hakkinen). The role of grounding in collaborative learning tasks (M. Baker et al.). What is "multi" in multi-agent learning? (G. Weiss, P. Dillenbourg). Comparing human-human and robot-robot interactions (R. Joiner et al.). Learning by explaining to oneself and to others (R. Ploetzner et al.). Knowledge transformations in agents and interactions: a comparison of machine learning and dialogue operators (E. Mephu Nguifo et al.). Can analytic models support learning in groups? (H.U. Hoppe, R. Ploetzner). Using telematics for collaborative knowledge construction (T. Hansen et al.). The productive agency that drives collaborative learning (D. Schwatrtz). References. Index.

Relations between teachers' approaches to teaching and students' approaches to learning

Abstract: This paper reports on an empirical study which shows that qualitatively different approaches to teaching are associated with qualitatively different approaches to learning More specifically, the results indicate that in the classes where teachers describe their approach to teaching as having a focus on what they do and on transmitting knowledge, students are more likely to report that they adopt a surface approach to the learning of that subject Con- versely, but less strongly, in the classes where students report adopting significantly deeper approaches to learning, teaching staff report adopting approaches to teaching that are more oriented towards students and to changing the students conceptions The study made use of a teaching approach inventory derived from interviews with academic staff, and a modified approach to learning questionnaire These conclusions are derived from a factor and cluster analysis of 48 classes (involving 46 science teachers and 3956 science students) in Australian universities The results complete a chain of relations from teacher thinking to the outcomes of student learning Previous studies have shown relations between teachers' conceptions of teaching and learning and their approaches to teaching Numerous studies have shown corre- lations between students' deeper approaches to learning and higher quality learning outcomes The results reported here link these two sets of studies They also highlight the importance, in attempts to improve the quality of student learning, of discouraging teacher-focused transmis- sion teaching and encouraging higher quality, conceptual change/student-focused approaches to teaching

The use of self-, peer and co-assessment in higher education: A review

Abstract: The growing demand for lifelong learners and reflective practitioners has stimulated a re-evaluation of the relationship between learning and its assessment, and has influenced to a large extent the development of new assessment forms such as self-, peer, and co-assessment. Three questions are discussed: (1) what are the main findings from research on new assessment forms such as self-, peer and co-assessment; (2) in what way can the results be brought together; and (3) what guidelines for educational practitioners can be derived from this body of knowledge? A review of literature, based on the analysis of 63 studies, suggests that the use of a combination of different new assessment forms encourages students to become more responsible and reflective. The article concludes with some guidelines for practitioners.

Making cooperative learning work

Abstract: (1999). Making cooperative learning work. Theory Into Practice: Vol. 38, Building Community Through Cooperative Learning, pp. 67-73.

Peer Learning and Assessment

Abstract: Various forms of peer, collaborative or cooperative learning, particularly small group activities, are increasingly used within university courses to assist students meet a variety of learning outcomes. These include working collaboratively with others, taking responsibility for their own learning and deepening their understanding of specific course content. The potential benefits of peer learning have long been recognised and are especially relevant today. However, many existing assessment practices act to undermine the goals of peer learning and lead students to reject learning cooperatively. If assessment gives students the message that only individual achievement is valued, and that collaborative effort is akin to cheating, then the potential of peer learning will not be realised. Inappropriate assessment practices may also lead to unhelpful forms of competition within and between groups that prevent groups functioning effectively. This paper examines some of the main assessment issues in con...

What the Student Does: teaching for enhanced learning

Abstract: Many teachers see major difficulties in maintaining academic standards in today's larger and more diversified classes. The problem becomes more tractable if learning outcomes are seen as more a function of students' activities than of their fixed characteristics. The teacher's job is then to organise the teaching/learning context so that all students are more likely to use the higher order learning processes which “academic” students use spontaneously. This may be achieved when all components are aligned, so that objectives express the kinds of understanding that we want from students, the teaching context encourages students to undertake the learning activities likely to achieve those understandings, and the assessment tasks tell students what activities are required of them, and tell us how well the objectives have been met. Two examples of aligned teaching systems are described: problem-based learning and the learning portfolio.

Spatial Transfer of Knowledge in High Technology Milieux: Learning Versus Collective Learning Processes

Abstract: CAPELLO R. (1999) Spatial transfer of knowledge in high technology milieux: learning versus collective learning processes, Reg. Studies 33 , 353‐365 . An analysis of the definitions provided so far in the literature shows ambiguities in the conceptualization of collective learning. A parallel analysis of the concepts of learning and collective learning is provided, and similarities and differences underlined. One of the main distinguishing features of collective learning is embedded in the element of ‘club externality', while ‘continuity' and ‘dynamic synergies' are common properties of learning and collective learning. These reflections lead to some interesting empirical questions which are investigated in the empirical part of the paper. In particular, the empirical analysis addresses the questions: (1) is it true that collective learning is not the result of co-operative behaviour, but of a collective behaviour; and (2) is it true that collective learning is the way of achieving new creative resources ...

Students' Learning Styles in Two Classes: Online Distance Learning and Equivalent On-Campus

Abstract: (1999). Students' Learning Styles in Two Classes: Online Distance Learning and Equivalent On-Campus. College Teaching: Vol. 47, No. 4, pp. 130-135.

Enhancing student learning through hypermedia courseware and incorporation of student learning styles

Abstract: This paper outlines attempts to enhance student learning by addressing different learning styles through course hypermedia. Students learn by a variety of different learning styles. Previously, instructors were unable to effectively address these different learning styles outside the classroom. Two approaches were developed to address this problem. The first approach was the development of hypermedia courseware. This provided a wide variety of tools which students could use to prepare for lessons. In this way students retained complete control over how they prepared for a lesson and could choose those hypermedia tools that were most conducive to their learning. An assessment of the multimedia and hypertext documents in the course revealed that the value of a particular multimedia tool to a student varied widely. Each student was traversing the course material according to his/her unique learning style. Unfortunately, the plethora of tools confused some students because they were uncomfortable making active choices of what course material would be most conducive to their learning. As a result, a second approach was adopted. An adaptive hypermedia interface was developed that provided dynamic tailoring of the presentation of course material based on the individual student's learning style. By tailoring the presentation of material to the student's learning style, the authors believe students learned more efficiently and more effectively.

Collaborative versus Cooperative Learning: A Comparison of the Two Concepts Which Will Help Us Understand the Underlying Nature of Interactive Learning.

Abstract: This paper clarifies the differences between collaborative and cooperative learning by presenting the author's definitions of the two terms, reviewing those of other authors who have helped clarify his thinking, and presenting and analyzing the educational benefits of collaborative/cooperative learning techniques. It states that collaborative learning (CL) is a personal philosophy, not just a classroom technique. The underlying premise of collaborative learning is based upon consensus building through cooperation by group members, in contrast to competition in which individuals best other group members. Cooperative learning is defined by a set of processes which help people interact together in order to accomplish a specific goal or develop an end product that is usually content specific. It is more directive than a collaborative system of governance and closely controlled by the teacher. While there are many mechanisms for group analysis and introspection, the fundamental approach is teacher centered, whereas collaborative learning is more student centered. The paper presents questions teachers ask from cooperative and collaborative learning perspectives. It then discusses options in cooperative learning by presenting a table that displays a number of issues in education: student-centered/teacher-centered; intrinsic/extrinsic motivation; knowledge construction/knowledge transmission; and loose, "trusting-students-to-do"/"structure-it-right: social engineering." The paper concludes with a discussion of the implications of these issues. Contains 12 references. (RS) Reproductions supplied by EDRS are the best that can be made from the original document. 2 BEST COPY AVAILABLE 1 COLLABORATIVE VERSUS COOPERATIVE LEARNING -A COMPARISON OF THE TWO CONCEPTS PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. COLLABORATIVE VERSUS COOPERATIVE LEARNINGA COMPARISON OF THE TWO CONCEPTS WHICH WILL HELP US UNDERSTAND THE UNDERLYING NATURE OF INTERACTIVE LEARNING

A Guided-Inquiry General Chemistry Course

Abstract: A first-year general chemistry course based on constructivist principles and the learning cycle has been developed. Through the use of cooperative learning techniques, students are active participants in the learning process. No lectures are given; students follow guided inquiry worksheets to develop and understand the course concepts. Groups of about four students are formed and the instructor moves among the groups, serving as a facilitator. The laboratory is designed in the same way as the classroom component of the course.

Active Learning Techniques Versus Traditional Teaching Styles: Two Experiments from History and Political Science

Abstract: Group role-playing and collaborative exercises are exciting ways to diversify college students' classroom experience and to incorporate active learning into your teaching. This article reports the results of two experiments that compared the effectiveness of role-playing and collaborative activities to teacher-centered discussions and lectures. Using both history and political science classes, we show that the students who participated in the role-plays and collaborative exercises did better on subsequent standard evaluations than their traditionally instructed peers. Presented here is a discussion of active learning, descriptions of the two experiments, and an explanation of the outcomes and implications of the study.

Building a culture of collaboration through hybrid language practices

Abstract: (1999). Building a culture of collaboration through hybrid language practices. Theory Into Practice: Vol. 38, Building Community Through Cooperative Learning, pp. 87-93.

AMEE Medical Education Guide No. 15: Problem-based learning: a practical guide

Abstract: This practical guide for health professions teachers provides a perspective of one of the most important educational developments in the past 30 years.Problem-based learning (PBL) is a continuum of approaches rather than one immutable process. It is a teaching method that can be included in the teacher's tool-kit along with other teaching methods rather than used as the sole educational strategy.PBL reverses the traditional approach to teaching and learning. It starts with individual examples or problem scenarios which stimulate student learning. In so doing, students arrive at general principles and concepts which they then generalize to other situations. PBL has many advantages. It facilitates the acquisition of generic competences, encourages a deep approach to learning and prepares students for the adult learning approach they need for a lifetime of learning in the health care professions. It is also fun. PBL helps in curriculum planning by defining core, ensuring relevance of content, integrating stu...

Improving Intergroup Relations: Lessons Learned From Cooperative Learning Programs

Abstract: This article discusses the need for cooperative learning groups in integrated schools in order to promote more cross-race relationships than might otherwise be the case. We review research on 8 cooperative learning procedures. Evidence for the effectiveness of these programs in facilitating cross-race peer interaction is presented.

Novice to Expert: An Exploration of How Professionals Learn.

Abstract: Although researchers have recently focused on the nature of expertise, the link between learning and the development of expertise remains to be more fully explored. The purpose of this study was to analyze the different learning processes undertaken by novices and experts. Twenty semi-structured interviews were conducted with novice and expert nurses for the purpose of analyzing and comparing how their learning developed in clinical practice. Results indicated that novice learning is contingent on concept formation and assimilation. Novice learning is also framed by the feelings novices experience in the context of practice. Expert learning, on the other hand, was identified as a constructivist process using active concept integration and self-initiated strategies. Additionally, novices and experts identified different organizational factors that facilitated or hindered their learning. Experts were able to articulate systemic issues that affected their learning, whereas novices identified disparate indivi...

Examining Student Satisfaction with Group Projects and Peer Assessment

Abstract: The efficiency and effectiveness of learning outcomes in groupwork and in peer assessment is well attested in the higher education literature. However, there is little evidence that any quantitative measures of student satisfaction have been undertaken with the group process and peer assessment. In this paper a peer assessment method is explained and a study detailed which was undertaken on a cohort of 261 students to measure student satisfaction of the assessment process. It was found that there were high levels of student satisfaction with groupwork and in the adopted assessment method. Further analysis revealed that there were no effects on the levels of satisfaction of students with the independent variables gender and age. Yet, there was a fairly significant difference in the levels of satisfaction of students having work experience favouring those without. Finally, there was found to be a substantial difference in the levels of satisfaction between Australian and international students with...

Managerial coaching behaviors in learning organizations

Abstract: Limited published research has examined the role of leaders and managers in building learning capability and learning organizations. It is speculated that leaders and managers will assume roles such as facilitators of learning, coaches, and teachers. However, these roles and the micro‐behaviors manifested in them remain an area that has not been fully explored. This article reports specific findings from a qualitative critical incident study that was designed to investigate the multiple ways exemplary managers facilitate their employees’ learning in organizations considered to be learning organizations. Thirteen behavior sets emerged from this research that help to define the role of facilitator of learning. Implications for management development are discussed and areas for future research are identified.

Collaborative learning and computer‐supported groups

Abstract: Computer‐supported collaborative learning (CSCL) is the educational use of on‐line groups. Utilizing on‐line groups for instruction requires an understanding of the multiple issues involved in CSCL, such as the pedagogy applicable to groups and how communication technology influences group interaction. Theoretical and empirical research relevant to the use of CSCL‐including collaborative learning research and computer‐mediated communication research‐is discussed using a descriptive model to categoric the extant literature. The model provides guidance in designing and utilizing CSCL activities with university‐level groups.

Exploring strategies for online teaching and learning

Abstract: This paper explores various strategies for creating engaging online learning environments. It describes a framework which identifies and distinguishes between the critical elements needed in the design of online learning: the content of the course, the learning activities and the learning supports. It demonstrates through practical examples how each of these elements can be manipulated in deliberate ways to influence learning processes and outcomes. The paper supports the notion that online courses are best when they arc engineered to take advantage of the learning opportunities afforded by the online technologies, rather than being used as supplements to conventional teaching programs.

Students Perceptions of Distance Learning, Online Learning and the Traditional Classroom

Abstract: Until the late 1980’s, the primary educational delivery model for collegiate professorial staff was essentially the traditional lecture. Student populations consisted of single, residential 18-23 year olds although working, non-traditional students had begun to increase dramatically. As we approach the year 2000, the student population has continued to change to married, employed, and non-residential students [1]. Due to new technologies, knowledge delivery modules have also changed to include on-line (education access through the Internet) and distance education (interactive learning). Often these new educational technologies are implemented without fully understanding their impact. Based on a study done at a medium sized state university, we have found that distance learning and on-line learning technologies are perceived by students as having some benefits although they are not necessarily knowledge related.

Learning Style and Adjustment Issues of International Students

Abstract: Instructors can help international students to be successful at U.S. universities by determining, then explaining to them, their preferred learning styles. Such knowledge can assist college professors in adjusting their teaching styles to the students' learning styles. In this study, the authors examined the learning styles of international students enrolled in an MBA program. Although 80% of the students had learned by the lecture method in their home countries, the results of the Canfield Learning Styles Inventory (Canfield, 1992) indicated that they preferred to learn by direct experience.