Relevant bibliographies by topics / Cooperative learning

Academic literature on the topic 'Cooperative learning'

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Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Cooperative learning"

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Ribosa, Jesús, and David Durán. "<p>Cooperación, juego y matemáticas: análisis de la aplicación del Tridio Cooperativo con alumnado de primaria</p>." PNA. Revista de Investigación en Didáctica de la Matemática 11, no. 3 (March 1, 2017): 205–31. http://dx.doi.org/10.30827/pna.v11i3.6074.

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Esta investigación trata sobre la aplicación en aulas de primaria del juego de mesa llamado Tridio Cooperativo. Los objetivos son: (a) analizar las dinámicas de interacción, (b) valorar el nivel de cooperación, (c) analizar episodios de razonamiento matemático y (d) conocer la percepción del alumnado sobre el aprendizaje cooperativo. A partir de una metodología cualitativa, los resultados muestran que el Tridio Cooperativo fomenta la interacción entre todos los jugadores, ofrece un marco potencial (pero no garantizado) de trabajo cooperativo, promueve numerosos tipos de razonamiento matemático y hace reflexionar al alumnado sobre el trabajo cooperativo. Cooperation, Games and Mathematics: Analysis of the Application of Cooperative Tridio with Students of Primary Education This research is about the application of the board game called Cooperative Tridio in primary education classes. The goals are: (a) to analyse the interaction dynamics, (b) to assess the cooperation level, (c) to analyse the episodes of mathematical reasoning, and (d) to know the students’ perception concerning the cooperative learning. By using a qualitative research methodology, results showed that Cooperative Tridio promotes interaction between all the players, offers a potential (but not guaranteed) cooperative learning framework, fosters many types of mathematical reasoning, and makes students reflect on cooperative learning. Handle: http://hdl.handle.net/10481/45500WOS-ESCI
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Randall, Vickie. "Cooperative Learning." Gifted Child Today 22, no. 2 (March 1999): 14–16. http://dx.doi.org/10.1177/107621759902200205.

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Sterne, Marie L. "Cooperative Learning." Strategies 3, no. 5 (April 1990): 15–16. http://dx.doi.org/10.1080/08924562.1990.10591744.

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Logan, Thomas F. "Cooperative Learning." Social Studies 77, no. 3 (May 1986): 123–26. http://dx.doi.org/10.1080/00220973.1944.11019799.

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Wiegmann, Douglas A., Donald F. Dansereau, and Michael E. Patterson. "Cooperative Learning." Journal of Experimental Education 60, no. 2 (January 1992): 109–16. http://dx.doi.org/10.1080/00220973.1991.10806583.

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Gehringer, Edward F., Katherine Deibel, John Hamer, and Keith J. Whittington. "cooperative learning." ACM SIGCSE Bulletin 38, no. 1 (March 31, 2006): 458–59. http://dx.doi.org/10.1145/1124706.1121484.

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Elberson, Karen L., Anna R. Vance, Nancy L. Stephenson, and Robin Webb Corbett. "Cooperative Learning." Nurse Educator 26, no. 6 (November 2001): 259–61. http://dx.doi.org/10.1097/00006223-200111000-00007.

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Stiles, Anne Scott, Rebecca K. Johnson, Brenda K. Trigg, and Gary Fowler. "Cooperative Learning." Nurse Educator 29, no. 3 (May 2004): 97–98. http://dx.doi.org/10.1097/00006223-200405000-00005.

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Strand Norman, Carolyn, Anna M. Rose, and Constance M. Lehmann. "Cooperative learning." Journal of Accounting Education 22, no. 1 (January 2004): 1–28. http://dx.doi.org/10.1016/j.jaccedu.2004.01.001.

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Kishore, Dr Kaushal, and Dr Amni Sahni. "Teaching Children with Learning Disabilities through Cooperative Learning." Indian Journal of Applied Research 1, no. 1 (October 1, 2011): 41–42. http://dx.doi.org/10.15373/2249555x/oct2011/13.

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Dissertations / Theses on the topic "Cooperative learning"

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Jolliffe, Wendy. "The implementation of cooperative learning : a case study of cooperative learning in a networked learning community." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:4453.

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This thesis presents a case study of the implementation of cooperative learning in a networked learning community of two secondary schools and eight primary schools in the north of England. How this came about in a context of national educational prescription, in which cooperative learning has played little part, has driven this research. Before examining this further, however, it is important to clarify what is meant by cooperative learning. Based on this, the rationale for the research will be presented, together with the research questions. The chapter will conclude with an overview of the structure of the thesis.
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Haidari, Sayed Masood. "Cooperative Learning in Afghan Teacher Training Colleges : The usage of cooperative learning in English teaching and learning." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32144.

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Education in Afghanistan is burgeoning and new educational systems are being introduced to promote students’ learning achievement, not least in teacher training colleges (TTC). As a matter of fact, TTCs play a vital role in improving the quality of teaching and learning in schools. Therefore, the Ministry of Education has a big responsibility in increasing teachers’ pedagogical knowledge and equipping them with various learner-centred techniques. Cooperative learning (CL), which is the field of the present study, focuses on students’ social interactions in the classrooms and their learning in a cooperative manner. The Ministry of Education is dedicated to develop teachers’ knowledge, skills and attitudes as regards active learning methods in schools. CL is one way to increase students’ involvement in their own learning. This study aimed at exploring teacher educators’ and teacher-students’ perceptions about CL as wells as to investigate some CL practices in English teaching at TTCs. Two types of structured data collections tools were used in this study; questionnaires for teachers and students as well as a classroom observation form. In general, this study ended up with many interesting findings. Nearly everyone in the current study emphasized upon the importance of CL in promoting students’ English learning achievement and believed that it also improves students’ social relationships. It was also found that CL diminishes students’ language anxiety and makes them feel more comfortable when interacting with one another in group works. A certain number of CL methods were also practiced in English classrooms. In fact, the study revealed that the teachers and students in TTCs are adopting the change from conventional teaching and learning approaches to modern ones like CL, which is a positive initiative for a big change towards a productive educational system in Afghanistan. However, teacher educators still need to learn a lot about CL in order to apply it effectively in their classrooms. Their improper application of CL activities in their classes is the indicative features of their insufficient CL knowledge as well as their unfamiliarity with many other CL methods except a few.
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Lin, Guan-Yu Laffey James M. "The effects of cooperation scripts and technology implementation on cooperative learning." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5969.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 27, 2007) Includes bibliographical references.
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Rodger, Susan Christine. "Gender differences in cooperative learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0015/MQ28651.pdf.

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Gaffney, Bradley R. "Cooperative learning in educational gaming." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/85420.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2013.
Cataloged from PDF version of thesis.
Includes bibliographical references (page 59).
This thesis analyzes Herbo Hunt, an educational game that aims to teach variables to students. By assigning unknown point values to creatures that must be caught in groups, we subtly encourage students to solve mental equations to achieve their goals. In addition to the formal study, the creation of the game itself utilized intelligent and flexible design techniques. Two main focuses were modularity of design and opportunity for procedural generation of content. Two versions of the game were used to explore the difference in learning between them; we created both a single-player experience and a cooperative version. We expected that players of the cooperative game would learn more quickly through discussion and coordination. Students played both versions, and then answered short questions regarding their experience. Contrary to our expectations students did not appear to show a difference in learning between the two versions; understanding seemed to take place at the same point regardless of game type.
by Bradley R. Gaffney.
M. Eng.
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Gudinge, Josefin. "Cooperative Learning: A Teacher Perspective." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31518.

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This study’s aim is to investigate what strategies within cooperative learning teachers’ use in the English classroom. An additional aim is to investigate how teachers’ believe cooperative learning contributes to interaction between students. The study focuses on the perspective of the teachers. Cooperative learning is a pedagogical method with roots from the sociocultural perspective. Furthermore, it is described by Kagan and Stenlev (2006) as a method where students work in groups and cooperate in order to achieve the mutual goal. According to Kagan and Stenlev (2006), the students’ communicative interaction between each other is one of the critical elements of cooperative learning. The empirical material consists of qualitative interviews with four legitimized teachers. I chose to conduct a qualitative research in order to guarantee valid answers due to the time given. After the interviews, the recorded answers were analyzed and compared to one and other in order to reach answers to my research question. After having finished the result analyze, the recordings of the interviews were deleted. The result of the study shows that teachers tend to use following strategies within cooperative learning: think-pair-share, team-pair-solo, quiz-quiz-trade, jigsaw, poem for two voices and placement consensus. Furthermore, it shows that teachers’ attitude and willingness to use cooperative learning can depend on when they got their degree. However, additional factors may have an impact, such as the lack of further education in connection to the introduction of the new steering document in 2011.
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Lundahl, Kajsa, and Cornelia Lindgren. "Cooperative Learning in Physical Education." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33536.

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The purpose of this paper has been to chart and problematize the socio-cultural based method, cooperative learning, as a didactic tool in physical education through a case study. This study was based upon the challenge of inclusive education, and through cooperative learning the aim was to investigate whether the method is useful or not in physical education. The case study was based upon an annotated bibliography, which indicated that cooperative learning points to predominantly positive outcomes among younger students, such as increased inner motivation to learn. Meanwhile, previous research also underlined the importance of knowing how to use cooperative learning as a method in order to be a beneficial way of learning as well as creating a sphere of inclusive education. Consequently, this made us eager to discover how cooperative learning as a didactic tool work among older students. The case study was conducted in an upper secondary school in order to broaden the knowledge of cooperative learning. The result of this case study showed that the students’ experience of cooperative learning was positive, as the structure of learning teams increased cooperation and interaction between the students. However, the students also experienced some difficulties in working through specific roles, which is a core element in cooperative learning. In conclusion, the study gave insight in how structured group work can impact the learning process in Physical Education.
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Zhang, Jingyang. "Cooperative Learning in Outdoor Education." Thesis, Linköpings universitet, Nationellt centrum för utomhuspedagogik (NCU), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-104699.

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Interpersonal growth is one part of the definition of outdoor education. Collaboration and common purpose are key phrases in cooperation learning. Both those two teaching methods are including students’ social development. To find out the effects of teachers’ and students’ attitude toward cooperative learning in outdoor education, this study explores the benefits and limitations of group work in outdoor education theoretically. Also, this study explores the attitudes of teachers and students regarding group work in outdoor learning. Questionnaires were used to find the students’ opinion of group work in outdoor education, during the analysis of data, thematic analysis was conducted with interview data to find out teachers’ attitudes. The participates of this study mainly had a very positive attitude towards group work in outdoor education, although some limitations were identified, such as students sometimes lost focus, were absent or were less involved.
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Wei, Ermo. "Learning to Play Cooperative Games via Reinforcement Learning." Thesis, George Mason University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13420351.

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Being able to accomplish tasks with multiple learners through learning has long been a goal of the multiagent systems and machine learning communities. One of the main approaches people have taken is reinforcement learning, but due to certain conditions and restrictions, applying reinforcement learning in a multiagent setting has not achieved the same level of success when compared to its single agent counterparts.

This thesis aims to make coordination better for agents in cooperative games by improving on reinforcement learning algorithms in several ways. I begin by examining certain pathologies that can lead to the failure of reinforcement learning in cooperative games, and in particular the pathology of relative overgeneralization. In relative overgeneralization, agents do not learn to optimally collaborate because during the learning process each agent instead converges to behaviors which are robust in conjunction with the other agent's exploratory (and thus random), rather than optimal, choices. One solution to this is so-called lenient learning, where agents are forgiving of the poor choices of their teammates early in the learning cycle. In the first part of the thesis, I develop a lenient learning method to deal with relative overgeneralization in independent learner settings with small stochastic games and discrete actions.

I then examine certain issues in a more complex multiagent domain involving parameterized action Markov decision processes, motivated by the RoboCup 2D simulation league. I propose two methods, one batch method and one actor-critic method, based on state of the art reinforcement learning algorithms, and show experimentally that the proposed algorithms can train the agents in a significantly more sample-efficient way than more common methods.

I then broaden the parameterized-action scenario to consider both repeated and stochastic games with continuous actions. I show how relative overgeneralization prevents the multiagent actor-critic model from learning optimal behaviors and demonstrate how to use Soft Q-Learning to solve this problem in repeated games.

Finally, I extend imitation learning to the multiagent setting to solve related issues in stochastic games, and prove that given the demonstration from an expert, multiagent Imitation Learning is exactly the multiagent actor-critic model in Maximum Entropy Reinforcement Learning framework. I further show that when demonstration samples meet certain conditions the relative overgeneralization problem can be avoided during the learning process.

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Emeleus, John R. W. "Cooperative learning in the keyboard laboratory : a study of adult learners in a cooperative learning programme." Thesis, University of Canterbury. Music, 1993. http://hdl.handle.net/10092/9124.

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The thesis examined the proposal that subjects who were training to be generalist primary school teachers and had a minimal background in music, gained more effective initial keyboard and allied general musicianship skills through a programme based on cooperative learning rather than one based on individual, tutor directed, learning. The history of cooperative learning was investigated with a particular emphasis on recent work and research. There appeared to be an almost total lack of information on cooperative learning as applied to both adult learners and music education. The author devised a field trial programme that addressed both of these areas. The effectiveness of group tuition methods was tested using the field trial programme through a comparative study of subjects who were involved in a cooperative learning model of tuition, with an equal number of subjects who were tutored on an individual basis. Both groups were taught in a keyboard laboratory. All subjects were presented with an identical programme over the same period of time. At the conclusion of the field trial programme, subjects were tested on their ability to play the electronic keyboard and also in the area of general musicianship skills. Conclusions based on data derived from the tests indicated that the subjects in the cooperative learning groups scored more highly in all areas of the programme. It appeared that there was sufficient evidence to suggest that the cooperative mode of learning keyboard and associated musical skills was a superior one to the more traditional tutor directed programme as evidenced in the field trial programme. A questionnaire was also sent to all the New Zealand Colleges of Education to determine the nature of courses conducted in their keyboard laboratories. Results indicated that courses were virtually all tutor directed and that cooperative learning occured only on an informal basis.
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Books on the topic "Cooperative learning"

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Exon, Rose. Cooperative learning. Torrance, CA: Frank Schaffer Pub., 1994.

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Lorene, Kluge, ed. Cooperative learning. Arlington, VA (2000 Clarendon Blvd., Arlington 22201): Educational Research Service, 1989.

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Tim, Carrigan, Robinson Toni, and Sunburst Visual Media, eds. Cooperative learning. [Hawthorne, N.Y.]: Sunburst Visual Media, 2004.

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Kluge, Lorene. Cooperative learning. Arlington, Va: Educational Research Service, 1990.

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Silver, Harvey F. Cooperative learning. [Trenton, NJ]: Silver Strong & Associates, 1999.

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Kagan, Spencer. Cooperative learning. San Clemente, CA: Kagan, 1994.

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Grisham, Dana L. Cooperative learning. Westminster, CA: Teacher Created Materials, 1995.

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1938-, Johnson Roger T., and Holubec Edythe Johnson, eds. Advanced cooperative learning. Edina, Minn: Interactive Book Co., 1992.

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Dockterman, David A. Cooperative learning & technology. Watertown, MA: Tom Snyder Productions, 1994.

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Ehret, Betty. Science & cooperative learning. Hightstown, NJ: N.L. Associates, 1994.

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Book chapters on the topic "Cooperative learning"

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Murphy, Colette. "Cooperative Learning." In Encyclopedia of Science Education, 1. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_103-2.

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Ward Schofield, Janet. "Cooperative Learning." In Encyclopedia of Child Behavior and Development, 415–16. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_693.

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Razzouk, Rim, and Tristan E. Johnson. "Cooperative Learning." In Encyclopedia of the Sciences of Learning, 812–15. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_207.

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Al-Sheikh, Mona Hmoud. "Cooperative Learning." In Teaching and Learning in Saudi Arabia, 101–19. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-205-9_5.

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Murphy, Colette. "Cooperative Learning." In Encyclopedia of Science Education, 236. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_103.

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Michaelsen, Ann S. "Cooperative learning." In The Digital Classroom, 60–68. Abingdon, Oxon; New York, NY: Routledge, [2021]: Routledge, 2020. http://dx.doi.org/10.4324/9781003104148-6.

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Felder, Richard M., and Rebecca Brent. "Cooperative Learning." In ACS Symposium Series, 34–53. Washington, DC: American Chemical Society, 2007. http://dx.doi.org/10.1021/bk-2007-0970.ch004.

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Hornby, Garry, and Deborah Greaves. "Cooperative Learning." In Essential Evidence-Based Teaching Strategies, 63–81. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96229-6_5.

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Lyman, Frank T. "Cooperative Learning." In 100 Teaching Ideas that Transfer and Transform Learning, 101–2. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003230281-63.

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Larson, Bruce E. "Cooperative Learning." In Instructional Strategies for Middle and High School, 148–74. 3rd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003015505-9.

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Conference papers on the topic "Cooperative learning"

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Zhang, Tianhao, Qiwei Ye, Jiang Bian, Guangming Xie, and Tie-Yan Liu. "MFVFD: A Multi-Agent Q-Learning Approach to Cooperative and Non-Cooperative Tasks." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/70.

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Value function decomposition (VFD) methods under the popular paradigm of centralized training and decentralized execution (CTDE) have promoted multi-agent reinforcement learning progress. However, existing VFD methods proceed from a group's value function decomposition to only solve cooperative tasks. With the individual value function decomposition, we propose MFVFD, a novel multi-agent Q-learning approach for solving cooperative and non-cooperative tasks based on mean-field theory. Our analysis on the Hawk-Dove and Nonmonotonic Cooperation matrix games evaluate MFVFD's convergent solution. Empirical studies on the challenging mixed cooperative-competitive tasks where hundreds of agents coexist demonstrate that MFVFD significantly outperforms existing baselines.
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Gehringer, Edward F., Katherine Deibel, John Hamer, and Keith J. Whittington. "cooperative learning." In the 37th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1121341.1121484.

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Srivastava, Harshit, In-Ho Ra, and Ravi Sankar. "Cooperative Influence Learning." In SMA 2020: The 9th International Conference on Smart Media and Applications. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3426020.3426159.

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Radke, David, Kate Larson, and Tim Brecht. "Exploring the Benefits of Teams in Multiagent Learning." In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/65.

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For problems requiring cooperation, many multiagent systems implement solutions among either individual agents or across an entire population towards a common goal. Multiagent teams are primarily studied when in conflict; however, organizational psychology (OP) highlights the benefits of teams among human populations for learning how to coordinate and cooperate. In this paper, we propose a new model of multiagent teams for reinforcement learning (RL) agents inspired by OP and early work on teams in artificial intelligence. We validate our model using complex social dilemmas that are popular in recent multiagent RL and find that agents divided into teams develop cooperative pro-social policies despite incentives to not cooperate. Furthermore, agents are better able to coordinate and learn emergent roles within their teams and achieve higher rewards compared to when the interests of all agents are aligned.
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Borges, Jussara, and Gleise Brandão. "Meta-alfabetización y aprendizaje cooperativo - [Metaliteracy and Cooperative Learning]." In IV Congreso Internacional Sobre Aprendizaje, Innovación y Competitividad. Zaragoza: Servicio de Publicaciones Universidad, 2017. http://dx.doi.org/10.26754/cinaic.2017.000001_041.

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Yang, Pei, Qi Tan, Jieping Ye, Hanghang Tong, and Jingrui He. "Deep Multi-Task Learning with Adversarial-and-Cooperative Nets." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/566.

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In this paper, we propose a deep multi-Task learning model based on Adversarial-and-COoperative nets (TACO). The goal is to use an adversarial-and-cooperative strategy to decouple the task-common and task-specific knowledge, facilitating the fine-grained knowledge sharing among tasks. TACO accommodates multiple game players, i.e., feature extractors, domain discriminator, and tri-classifiers. They play the MinMax games adversarially and cooperatively to distill the task-common and task-specific features, while respecting their discriminative structures. Moreover, it adopts a divide-and-combine strategy to leverage the decoupled multi-view information to further improve the generalization performance of the model. The experimental results show that our proposed method significantly outperforms the state-of-the-art algorithms on the benchmark datasets in both multi-task learning and semi-supervised domain adaptation scenarios.
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Bočkor Starc, Barbara. "Cooperative Learning, Playing and Physical Activity." In Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.15.

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Santos, Timóteo Fonseca, and Moisés Gomes de Carvalho. "Toll-based Q-learning with non-cooperative agents." In Symposium on Knowledge Discovery, Mining and Learning. Sociedade Brasileira de Computação - SBC, 2023. http://dx.doi.org/10.5753/kdmile.2023.232901.

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Congestion is a recurring problem in cities that leads to productivity loss, pollution, and reduced quality of life. Existing traffic congestion resolution techniques are often ineffective or costly. Mathematical analysis and virtual simulation are useful tools to assess the cost-effectiveness of such approaches. Toll-based approaches offer a theoretical foundation for addressing this issue. However, the assumption that all drivers pay tolls may limit real-world efficiency due to non-compliance or economic constraints. This work explores the impacts of different levels of cooperation in toll systems, addressing these challenges. We adapt an existing toll-based approach to handle various scenarios and investigate the feasibility of gradual adoption. Our findings demonstrate that the toll system can be gradually implemented, yielding steady gains and avoiding chaotic behavior, even with non-cooperative agents.
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Roselli, T., C. Catanese, S. Loverro, M. V. Pragnell, and G. Sammito. "WWW-based cooperative learning." In the 2000 ACM symposium. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/338407.338724.

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Soh, Leen-Kiat, Hong Jiang, and Charles Ansorge. "Agent-based cooperative learning." In the 35th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/971300.971427.

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Reports on the topic "Cooperative learning"

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Reddy, Prashant P. Semi-Cooperative Learning in Smart Grid Agents. Fort Belvoir, VA: Defense Technical Information Center, December 2013. http://dx.doi.org/10.21236/ada597925.

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Fernandez-Rio, Javier, Sergio Rivera-Pérez, and Damián Iglesias. Cooperative learning in teacher education: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2021. http://dx.doi.org/10.37766/inplasy2021.8.0099.

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Iglesias, Damián, and Javier Fernandez-Rio. Cooperative learning in physical education: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0093.

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Cho, Siwon, Laura Morthland, Laura K. Kidd, and Shelby Adkinson. Developing Soft Skills through Multi-Disciplinary Cooperative and Situated Learning. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-160.

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How, Jonathan P., Emilio Frazzoli, and Nicholas Roy. ICPL: Intelligent Cooperative Planning and Learning for Multi-agent Systems. Fort Belvoir, VA: Defense Technical Information Center, February 2012. http://dx.doi.org/10.21236/ada565746.

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Bodnenko, Dmytro M., Halyna A. Kuchakovska, Volodymyr V. Proshkin, and Oksana S. Lytvyn. Using a virtual digital board to organize student’s cooperative learning. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4419.

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Abstract:
The article substantiates the importance of using a virtual digital board to organize student’s cooperative learning in the conditions of distance education, incl. social distance (for the quarantine period 2020). The main advantages of using a virtual digital board are outlined and their functions for the organization of cooperative education are compared. An analysis of the benefits of using virtual digital boards and a survey of experts made it possible to identify the most popular virtual digital boards: Wiki-Wall, Glogster, PadLet, Linoit, Twidla, Trello, Realtimeboard (Miro), Rizzoma. The comparison of the functions of virtual digital boards outlines their ability to organize students’ cooperative learning. The structure of the module E-Learning “Creating education content with tools of virtual digital board Padlet” is presented in the system LMS Moodle. The results of the experiment are presented, which show the effectiveness of the use of instruments of the virtual digital board to organize student’s cooperative learning. Perspectives of researches in developing methods of using a virtual digital board by students of natural-mathematical specialties are determined.
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Zhang, Ling, and Eulanda A. Sanders. Pilot Study of Examining the Effectiveness of Cooperative Learning (CL) vs. Individualistic Learning (IL) in Fashion Illustration Class. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-94.

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Hagman, Joseph D., and John F. Hayes. Cooperative Learning: Effects of Task, Reward, and Group Size on Individual Achievement. Fort Belvoir, VA: Defense Technical Information Center, January 1986. http://dx.doi.org/10.21236/ada173828.

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Zhou, Tong, and Jordi Colomer. Cooperative learning promoting cultural diversity and indi-vidual accountability: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2024. http://dx.doi.org/10.37766/inplasy2024.5.0096.

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Yadrick, Robert M., J. W. Regian, Catherine C. Gomez, and Linda Robertson-Schule. Individual and Cooperative Group Learning with User-Controlled and Program-Controlled Mathematics Tutors. Fort Belvoir, VA: Defense Technical Information Center, November 1995. http://dx.doi.org/10.21236/ada303591.

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