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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Bawn, Susan. "The effects of cooperative learning on learning and engagement." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Gold_Anna%20%20MITthesis%202007.pdf.
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duan, yinhong. "Cooperative Learning in Seventh Graders’ Vocabulary Learning in China." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3865.
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This study investigated the effects of Cooperative Learning on seventh graders’ vocabulary learning in China. This study was conducted because in China, students usually learn vocabulary via traditional learning method-rote memorization. However, this method has a lot of issues. For example, students only know how to write the words but they cannot use them in contexts. Students tend to forget new words they have newly learned.
The purpose of this study was to find out whether Chinese secondary school students can benefit from Cooperative Learning in vocabulary; whether Cooperative Learning can help students in applying new words and whether students can retain new words longer using Cooperative Learning.
This research followed a quasi-experimental design, with an experimental group and a control group. Data were collected in a secondary school in Beijing, China. The participants took three tests: a pretest, post-test and a delayed post-test. A one-way repeated ANOVA was used to analyze the data in SPSS (25.0). The findings showed that there was a significant difference across three time points in the two groups (p < .001). There was no significant difference in the students’ vocabulary scores between the two groups (p > .05). However, it was found that there was a significant interaction between time and group on students’ vocabulary learning. An ANCOVA analysis showed that there was a significant difference between the two groups in the delayed post-test (p = .01).
These findings can be beneficial to the professionals who work as English teachers in secondary schools in China. My results suggest that Cooperative Learning may be helpful in improving students’ vocabulary learning outcomes.
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Thompson, Jean C. "Cooperative learning in computer supported classes /." Connect to thesis, 2005. http://repository.unimelb.edu.au/10187/1256.
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This study was undertaken in conjunction with the Successful Integration of Learning Technologies (SILT) project in state schools in Victoria, Australia. The thesis reports an interpretative analysis of cooperative learning in computer-supported classes as it is currently conducted in selected Victorian primary schools. The framework for the study is grounded in the belief that cooperative learning encourages learning as a group as opposed to learning in a group (Slavin, 1980). The framework emphasises the importance of teachers using cooperative learning as a structure to enable students to think together. Therefore, analysis focuses on cooperative learning in a classroom context and the teachers’ units of work guiding the tasks they create. Using a mixed-method approach involving questionnaires, interviews and videotaped observations, the study was conducted in four sites with two teachers from each school and two groups of students from each class. (For complete abstract open document)
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Conway, Jason Allen. "Connecting Cooperative Learning to Classroom Environment." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/151001.
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Educational AdministrationEd.D.
The purpose of this multiple site case study was to determine whether implementing the cooperative learning element of structuring student interactions is a possible contributing solution to student disenfranchisement and lack of social skills. This study explored student and teacher attitudes and perceptions, in seven separate secondary social studies classrooms, regarding their classroom environment before and after an intervention that trains teachers on how to implement four structured student interactions focused on class building and teambuilding. This study is in response to the diagnosis of educational administrators and classroom teachers facing challenges in building positive school and classroom environments. The lack of social skills and the inability to work well with each other diminishes the opportunities for the creation of positive school and classroom environments. As a result, students may become disenfranchised, evidenced by dropout rates and the disinterest in activities provided in the classroom. The study consisted of case study methodology using surveys, interviews, focus group sessions, lesson plans, teacher journals and classroom observations to document the story of the possible impact of implementing structured student interactions. The study revealed that it was inconclusive whether the intervention strategies had an overall positive or negative effect in the perceptions of engagement, interdependence, accountability and equity. Despite the conclusion, the data provide several opportunities for discussion within the areas of classroom environment, instructional leadership, instructional coaching, implementation fidelity of new strategies and teacher self-study of practice.
Temple University--Theses
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Reddy, Prashant P. "Semi-Cooperative Learning in Smart Grid Agents." Research Showcase @ CMU, 2013. http://repository.cmu.edu/dissertations/542.
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Striving to reduce the environmental impact of our growing energy demand creates tough new challenges in how we generate and use electricity. We need to develop Smart Grid systems in which distributed sustainable energy resources are fully integrated and energy consumption is efficient. Customers, i.e., consumers and distributed producers, require agent technology that automates much of their decision-making to become active participants in the Smart Grid. This thesis develops models and learning algorithms for such autonomous agents in an environment where customers operate in modern retail power markets and thus have a choice of intermediary brokers with whom they can contract to buy or sell power. In this setting, customers face a learning and multiscale decision-making problem – they must manage contracts with one or more brokers and simultaneously, on a finer timescale, manage their consumption or production levels under existing contracts. On a contextual scale, they can optimize their isolated selfinterest or consider their shared goals with other agents. We advance the idea that a Learning Utility Management Agent (LUMA), or a network of such agents, deployed on behalf of a Smart Grid customer can autonomously address that customer’s multiscale decision-making responsibilities. We study several relationships between a given LUMA and other agents in the environment. These relationships are semi-cooperative and the degree of expected cooperation can change dynamically with the evolving state of the world. We exploit the multiagent structure of the problem to control the degree of partial observability. Since a large portion of relevant hidden information is visible to the other agents in the environment, we develop methods for Negotiated Learning, whereby a LUMA can offer incentives to the other agents to obtain information that sufficiently reduces its own uncertainty while trading off the cost of offering those incentives. The thesis first introduces pricing algorithms for autonomous broker agents, time series forecasting models for long range simulation, and capacity optimization algorithms for multi-dwelling customers. We then introduce Negotiable Entity Selection Processes (NESP) as a formal representation where partial observability is negotiable amongst certain classes of agents. We then develop our ATTRACTIONBOUNDED- LEARNING algorithm, which leverages the variability of hidden information for efficient multiagent learning. We apply the algorithm to address the variable-rate tariff selection and capacity aggregate management problems faced by Smart Grid customers. We evaluate the work on real data using Power TAC, an agent-based Smart Grid simulation platform and substantiate the value of autonomous Learning Utility Management Agents in the Smart Grid.
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DeLap, Darice A. "The relationship between children's cooperative behaviors and parent's knowledge of cooperative learning /." View online, 1991. http://repository.eiu.edu/theses/docs/32211998882654.pdf.
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Yamanashi, Julie E. "Children helping children : a cooperative learning approach /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17809.pdf.
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Ho, Fenton. "Learning coordination strategies for cooperative multiagent systems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21357.pdf.
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Desjardins, Charles. "Cooperative Adaptive Cruise Control: A Learning Approach." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26048/26048.pdf.
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L'augmentation dans les dernières décennies du nombre de véhicules présents sur les
routes ne s'est pas passée sans son lot d'impacts négatifs sur la société. Même s'ils ont
joué un rôle important dans le développement économique des régions urbaines à travers
le monde, les véhicules sont aussi responsables d'impacts négatifs sur les entreprises, car
l'inefficacité du
ot de traffic cause chaque jour d'importantes pertes en productivité.
De plus, la sécurité des passagers est toujours problématique car les accidents de voiture
sont encore aujourd'hui parmi les premières causes de blessures et de morts accidentelles
dans les pays industrialisés. Ces dernières années, les aspects environnementaux ont
aussi pris de plus en plus de place dans l'esprit des consommateurs, qui demandent
désormais des véhicules efficaces au niveau énergétique et minimisant leurs impacts sur
l'environnement.
évidemment, les gouvernements de pays industrialisés ainsi que les manufacturiers
de véhicules sont conscients de ces problèmes et tentent de développer des technologies
capables de les résoudre. Parmi les travaux de recherche en ce sens, le domaine des
Systèmes de Transport Intelligents (STI) a récemment reçu beaucoup d'attention. Ces
systèmes proposent d'intégrer des systèmes électroniques avancés dans le développement
de solutions intelligentes conçues pour résoudre les problèmes liés au transport automobile
cités plus haut.
Ce mémoire se penche donc sur un sous-domaine des STI qui étudie la résolution de
ces problèmes gr^ace au développement de véhicules intelligents. Plus particulièrement,
ce mémoire propose d'utiliser une approche relativement nouvelle de conception de tels
systèmes, basée sur l'apprentissage machine. Ce mémoire va donc montrer comment
les techniques d'apprentissage par renforcement peuvent être utilisées afin d'obtenir
des contrôleurs capables d'effectuer le suivi automatisés de véhicules. Même si ces
efforts de développement en sont encore à une étape préliminaire, ce mémoire illustre
bien le potentiel de telles approches pour le développement futur de véhicules plus
\intelligents".The impressive growth, in the past decades, of the number of vehicles on the road has not come without its share of negative impacts on society. Even though vehicles play an active role in the economical development of urban regions around the world, they unfortunately also have negative effects on businesses as the poor efficiency of the traffic ow results in important losses in productivity each day. Moreover, numerous concerns have been raised in relation to the safety of passengers, as automotive transportation is still among the first causes of accidental casualties in developed countries. In recent years, environmental issues have also been taking more and more place in the mind of customers, that now demand energy-efficient vehicles that limit the impacts on the environment. Of course, both the governments of industrialized countries and the vehicle manufacturers have been aware of these problems, and have been trying to develop technologies in order to solve these issues. Among these research efforts, the field of Intelligent Transportation Systems (ITS) has been gathering much interest as of late, as it is considered an efficient approach to tackle these problems. ITS propose to integrate advanced electronic systems in the development of intelligent solutions designed to address the current issues of automotive transportation. This thesis focuses on a sub-field ITS since it studies the resolution of these problems through the development of Intelligent Vehicle (IV) systems. In particular, this thesis proposes a relatively novel approach for the design of such systems, based on modern machine learning. More specifically, it shows how reinforcement learning techniques can be used in order to obtain an autonomous vehicle controller for longitudinal vehiclefollowing behavior. Even if these efforts are still at a preliminary stage, this thesis illustrates the potential of using these approaches for future development of \intelligent" vehicles.
Inscrit au Tableau d'honneur de la Faculté des études supérieures
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Jonsson, Jacob. "Cooperative versus Adversarial Learning: Generating Political Text." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-241440.
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This thesis aims to evaluate the current state of the art for unconditional text generation and compare established models with novel approaches in the task of generating texts, after being trained on texts written by political parties from the Swedish Riksdag. First, the progression of language modeling from n-gram models and statistical models to neural network models is presented. This is followed by theoretical arguments for the development of adversarial training methods,where a generator neural network tries to fool a discriminator network, trained to distinguish between real and generated sentences. One of the methods in the research frontier diverges from the adversarial idea and instead uses cooperative training, where a mediator network is trained instead of a discriminator. The mediator is then used to estimate a symmetric divergence measure between the true distribution and the generator’s distribution, which is to be minimized in training. A set of experiments evaluates the performance of cooperative training and adversarial training, and finds that they both have advantages and disadvantages. In the experiments, the adversarial training increases the quality of generated texts, while the cooperative training increases the diversity. The findings are in line with the theoretical expectation.Denna uppsats utvärderar några nyligen föreslagna metoder för obetingad textgenerering, baserade på s.k. “Generative Adversarial Networks” (GANs). Den jämför etablerade modeller med nya metoder för att generera text, efter att ha tränats på texter från de svenska Riksdagspartierna. Utvecklingen av språkmodellering från n-gram-modeller och statistiska modeller till modeller av neurala nätverk presenteras. Detta följs upp av teoretiska argument för utvecklingen av GANs, för vilka ett generatornätverk försöker överlista ett diskriminatornätverk, som tränas skilja mellan riktiga och genererade meningar. En av de senaste metoderna avviker från detta angreppssätt och introducerar istället kooperativ träning, där ett mediatornätverk tränas istället för en diskriminator. Mediatorn används sedan till att uppskatta ett symmetriskt divergensmått mellan den sanna distributionen och generatorns distribution, vilket träningen syftar till att minimera. En serie experiment utvärderar hur GANs och kooperativ träning presterar i förhållande till varandra, och finner att de båda har för- och nackdelar. I experimenten ökar GANs kvaliteten på texterna som genereras, medan kooperativ träning ökar mångfalden. Resultaten motsvarar vad som kan förväntas teoretiskt.
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Freitas, Julio Cesar Matias de. "Working polyhedra through cooperative learning using software." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15796.
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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel SuperiorEste trabalho tem como tema central a aplicaÃÃo de tÃcnicas de ensino de geometria espacial em especial o ensino de poliedros, destacando-se o Teorema de Euler e os poliedros regulares (poliedros de PlatÃo). Analisamos as definiÃÃes, teoremas e suas demonstraÃÃes, destacando-se um pouco da histÃria do matemÃtico Leonhardo Euler, e as curiosidades acerca do seu teorema para poliedros. Discutimos ainda as dificuldades educacionais do ensino de matemÃtica e os elementos que podem estar ligados a essa dificuldade como tambÃm alternativas que podem ser aplicadas na prÃtica de ensino de professores dessa Ãrea. Diante das dificuldades propomos uma metodologia de ensino baseada na combinaÃÃo de duas tÃcnicas: uso de softwares e aprendizagem cooperativa, pois, ambas vem sendo muito discutidas como alternativa viÃvel de ensino. Destacamos inclusive quais as principais vertentes do pensamento do uso de software como ferramenta de ensino ou mÃquina de ensinar, assim como, analisarmos as caracterÃsticas de ensino cooperativo, apresentando as dificuldades encontradas na tentativa de implantaÃÃo desse mÃtodo de ensino, alÃm, de ressaltarmos tambÃm as vantagens alcanÃadas apÃs a superaÃÃo dos obstÃculos iniciais. Analisou-se tambÃm os softwares Poly e Educandus que foram utilizados no projeto de ensino diferenciado, onde destacamos as potencialidades, alÃm das limitaÃÃes que estes apresentavam, sugerindo alternativas para a devida complementaÃÃo do professor que acompanhe os alunos envolvidos no estudo. Sugerimos tambÃm, atividade direcionada para uso do Poly, no intuito de levar o participante a explorar todos os recursos do software ao mÃximo assim para minimizarmos as dificuldades de visualizaÃÃo e representaÃÃo dos poliedros. Por Ãltimo aplicamos avaliaÃÃes qualitativas e quantitativas onde verificamos as potencialidades da metodologia utilizada em comparaÃÃo com o ensino convencional, alÃm de fazermos uma anÃlise dos erros mais comuns cometidos pelos alunos do ensino convencional e os alunos do ensino experimental.
This work is focused on the application os spatial geometry teaching techniques especially the teaching of polyhedrons, being detached the Euler's theorem and regular polyhedrons (Plato's polyhedrons).Initially we analyzed the definitions and theorems and their respective demonstrations, including some history of the fantastic mathematical Leonhardo Euler, and his curiosities about his theorem for polyhedrons. We also discussed the educational difficulties of mathematics teaching and the elements that can be linked to these difficulties as well as alternatives that may be applied to teachers' teaching practice in this area. With so many difficulties, we proposed a teaching methodology based on a combination of two techniques: use of software and cooperative learning, for both methods have been much discussed as a viable alternative to education. We also detached the main thought strands of the use of software as a teaching tool or teaching machine, as well as we analyzed the cooperative teaching characteristics, showing the difficulties encountered when we tried to implement this teaching method, in addition, we also put in relief the advantages achieved after overcoming the initial obstacles. It was also analyzed the softwares Poly and Educandus that have been used in the different educational project, where we detached their potential beyond their limitations, suggesting alternatives for due complementation of the teacher who accompanied the students involved in the study. We also suggested, activities directed for the use of Poly in order to lead the participant to explore the software's potential to its maximum in order to minimize the visualization difficulties and representation of polyhedrons. Finally, we applied qualitative and quantitative assessments where we verified the potential of the used methodology compared to formal education, and we did an analysis of the most common mistakes
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Albuhairi, Saeed Saleh A. "Preliminary factors necessary for effective implementation of cooperative learning, and their prevalence in cooperative learning practice in Saudi Arabia." Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:12431.
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For a number of years, educationalists in Saudi Arabia have criticized the education system, blaming outdated teaching methods for unsatisfactory pupil outcomes. Government rhetoric on education reform advocates a move to new approaches, particularly cooperative learning (CL), yet implementation is reportedly still low. Previous research by the current author, and personal experience suggest that a potential reason for this lack of implementation is that students and teachers are not ready in a variety of ways to engage with cooperative learning. This study, therefore, explores the necessary preliminary factors for effective implementation of cooperative learning, their prevalence in Saudi Arabia, and the challenges and facilitating factors influencing their development. A mixed method, two-phase research design was adopted. In Phase One (quantitative), all boys’ primary school Arabic language teachers (n=79) in Alaurthiah Ashamaliah region were surveyed regarding their understanding and practice of CL. In Phase Two (qualitative), pre-lesson, post-lesson and general interviews were conducted with seven CL-implementing teachers, one lesson by each of the seven observed using an observation checklist, and a video-recording of each observed lesson discussed with the teacher concerned. The findings revealed generally low understanding and prevalence of CL overall, and of the preliminary factors identified from CL literature (positive interdependence, individual and group accountability, promotive interaction, interpersonal and small group skills, and group processing). A complex interplay of macro- and micro-level factors were found to constrain CL, including the centralized, hierarchical education system, an overloaded curriculum, limited regional infrastructure, lack of resources and educational aids and, above all, insufficient quantity and inadequate quality of teacher training for CL. Nevertheless, the cooperative values of Islam, collectivist social traditions and government interest in education reform are potentially facilitative. Recommendations are offered for the Ministry of Education, training providers and teachers, for ways to promote, develop and enhance CL practice in Saudi schools.
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Karam, V. (Viera). "Cooperative learning through narratives of the LAB studio learning program participants." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201908172771.
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Abstract. In 2012, Oulu University of Applied Sciences established non-degree training programs called ‘Oamk LABs’, which practice a new form of studio-based model of learning, they called the LAB studio model. Such model includes basic elements of traditional studio-based learning model (practice and reflection-in-action, solving real-life problems, active collaboration with peers and experts of the industry, as well as the learning space) and adds two more features of the multidisciplinary and international environment. This is maintained by keeping the application process open for Finnish and international students from various disciplines, as well as professionals for retraining and unemployed specialists.
Since LAB studio learning model is new and evolving phenomena, there is a continuous need to conduct research and contribute to its development. This study has looked at the students’ perspective on the learning process by conducting narrative inquiry research in collaboration with two participants enrolled in one of the Oamk LABs programs. The primary research question for the study is: ‘How do different participants experience the LAB studio learning model?’ The answer to this is presented in the form of two stories placed in the Findings section. The stories were written using narrative analysis of the collected data (narrative interviews, sketched journeys and email conversations) and co-edited together with participants during the research process. The stories reveal two unique journeys reflecting various opinions on the learning model. Those opinions are shaped by the personal and professional background of the participants, as well as the unique circumstances under which each one has studied for the semester. Despite the differences both stories highlight various aspects of cooperative learning during the LAB studies. Thus, the second research question was formed: ‘How do participants experience cooperative learning as a part of the LAB studio learning model?’ The answer to this question is placed in the Discussion part of the research. Narratives revealed three main themes related to the challenges of cooperative learning in the LAB studies: communication issues, expectation gaps, as well as complications caused by the multidisciplinary and international environment.
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Rothamer, Frank Russell. "Business faculty knowledge of adult learning styles cooperative education vs. non-cooperative education institutions /." [Gainesville, Fla.] : University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0001861.
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Bladh, Mariana, and Sanna Lindqvist. "Kooperativt lärande i klassrummet – ett språk- och kunskapsutvecklande arbetssätt?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35511.
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Abstract Syftet med vår studie är att undersöka hur lärare använder sig av kooperativt lärande ute i skolorna och i vad mån kooperativt lärande bidrar till språk-och kunskapsutveckling. Vår undersökning bygger på en kvalitativ metod och etnografisk studie, i vårt fall klassrumsobservationer. Våra observationer har vi genomfört på två olika skolor, i fem olika klasser, med elever i åldrarna 7-10 år. Resultatet har analyserats efter analysmetoderna koncentrering och kategorisering. Resultaten och analysen visar att det finns både för- och nackdelar inom det kooperativa lärandet och att läraren genom sitt arbete har en stor roll i detta. Vår slutsats är att lärarens roll, strukturerna, strategierna och samarbetsfärdigheterna är det som bygger upp det positiva ömsesidiga beroendet. Det vi också såg var att det fanns en tendens till att arbetsformen tog över från ämnesinnehållet. Utvecklingsområden vi såg inom svenska är att eleverna har möjlighet att utveckla sitt tal- och skriftspråk, genom att de får lov att kommunicera, tänka och lära tillsammans.
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Dunn, Glenna K. "Proportional process conflict in undergraduate cooperative learning groups /." Lynchburg, Va. : Liberty University, 2006. http://digitalcommons.liberty.edu.
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Omidshafiei, Shayegan. "Decentralized teaching and learning in cooperative multiagent systems." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/120422.
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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Aeronautics and Astronautics, 2018.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 123-140).
Cooperative multiagent decision making is a ubiquitous problem with many real-world applications, including organization of driverless car fleets [1, 2], target surveillance [3], and warehouse automation [4-6]. The unifying challenge in these real-world settings is the presence of domain stochasticity (due to noisy sensors and actuators) and partial observability (due to local perspectives of agents), which can obfuscate the underlying state. In many practical applications, it is desirable for teams of agents to be capable of executing well-coordinated policies despite these uncertainty challenges. The core assumption of standard multiagent planning approaches is knowledge of an accurate, high-fidelity environment model. In practice, models may be unavailable or inaccurate. In the former case, models necessary for planning-based approaches must be generated or learned (which may be difficult and/or expensive). In the latter, execution of policies optimized for incorrect models may have dire economic and/or social consequences for systems deployed in the real world. While many works have introduced learning (rather than planning) approaches for multiagent systems, few address the partially observable setting, and even fewer do so in a scalable manner deployable to real-world settings, such as multi-robot systems that face collections of tasks [7]. The primary objective of this thesis is to develop technologies for scalable learning-based coordination in multiagent settings. Specifically, this thesis introduces methods for hierarchical learning of models and policies that enable multiagent coordination with more realistic sensors, execution in settings where underlying environment contexts may be non-unique or non-stationary, and acceleration of cooperative learning using inter-agent advice exchange. The algorithms developed are demonstrated in a variety of hardware and simulation settings, including those with complex sensory inputs and realistic dynamics and/or learning objectives, extending beyond the usual task-specific performance objectives to meta-learning (learning to learn) and multitask learning objectives.
by Shayegan Omidshafiei.
Ph. D.
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Marden, Jason Robert. "Learning in large-scale games and cooperative control." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1428851981&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Moreno, Cosio Macario 1954. "Implementation of cooperative learning in Mexican high schools." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282627.
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The purpose of this study has to describe and analyze the change processes experienced by Mexican social studies high school teachers is their classrooms after having been trained in the use of cooperative learning through small work groups. After the training, two teachers implemented this instructional method. The investigation was conducted in two urban high schools from the Autonomous University of Sinaloa, Mexico. The participants in the training program were made up of 14 teachers from 3 different high schools. Two of these teachers were selected by the researcher to put into practice this educational approach. The selected teachers were then observed for four weeks and analyzed in the difficulties that they faced in implementing this teaching method, the changes experienced in their teaching practices, and the changes produced in their beliefs, attitudes, and behavior with respect to their teaching practices. The data collection was gathered through teachers questionnaires after the training course and through interviews and classroom observations during the implementation of cooperative learning. Therefore, the analysis of this investigation was carried out through qualitative methods.
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Aten, Julie L. "Integrating cooperative learning with a fourth grade curriculum." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/500.
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Silva, José Maria Castro. "Cooperação entre professores: Realidade(s) e desafios." Master's thesis, Instituto Superior de Psicologia Aplicada, 2002. http://hdl.handle.net/10400.12/935.
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Dissertação de Mestrado em Psicologia EducacionalA presente investigação, intitulada "Cooperação entre Professores: Realidade(s) e Desafios", tem como enfoque central o estudo dos factores que caracterizam o trabalho em equipa em contexto escolar. A abordagem ao estudo da cooperação entre professores obedeceu a duas temáticas. A primeira temática - "realidade(s) da cooperação" - visou: 1) o estudo do universo conceptual dos professores sobre cooperação; 2) descrever as práticas de cooperação existentes nas escolas, e; 3) identificar os factores que facilitam e inibem a cooperação entre professores. A segunda temática - "desafios da cooperação" - tem por objectivos: 1) analisar as percepções dos professores acerca dos impactos que a cooperação representa, e; 2) identificar as crenças dos professores sobre as exigências feitas pela cooperação. Este estudo envolveu 444 professores que exercem funções docentes em escolas dos 2o e 3o ciclos do continente português. O género feminino é o mais representativo, contribuindo para aproximadamente 75% do total de sujeitos inquiridos. O estudo da composição etária dos participantes mostra que no topo da distribuição figura o grupo etário que compreende o intervalo entre os 35 e 42 anos. A média de idades dos participantes é de cerca 40 anos. A análise da terceira variável usada para caracterizar os participantes - tempo de serviço docente - informa-nos que o intervalo situado entre os 7 e 25 anos de carreira é o mais representativo, contribuindo com mais de metade dos sujeitos (57%). A quarta e última variável ponderada é a área disciplinar, evidenciando-se o grupo disciplinar "humanidades" (41,4%) como o agrupamento de disciplinas com maior representação. As representações dos professores inquiridos sobre o conceito de cooperação ancoram em dois núcleos centrais - trabalho em equipa e partilha - que, por sua vez estão acopladas em 10 subcategorias. De acordo com cerca 60% dos professores inquiridos, cooperação significa trabalho em equipa, tendo-se ainda verificado que 93% desta categoria é explicada pela planificação, entreajuda, interdisciplinaridade e reflexão. Cooperar significa, igualmente, partilhar. Esta è a opinião expressa por 60% dos inquiridos, segundo a qual cooperação pressupõe, essencialmente, partilha de informação, experiências e objectivos. No que concerne às experiências de cooperação que ocorrem nas escolas, as opiniões dos professores foram arrumadas em duas categorias - «actividades científico-pedagógicas» e «actividades lúdico-pedagógicas». As actividades de carácter científico-pedagógico que decorrem nas escolas referem-se a experiências interdisciplinares, apoios educativos a alunos com necessidades educativas especiais, planificação em conjunto, cooperação com colegas na área de projecto, parcerias na área curricular não disciplinar de estudo acompanhado, construção de instrumentos de avaliação, organização curricular e participação na construção do projecto educativo da escola. As actividades de índole lúdicas com uma vertente pedagógica relatadas pelos professores abrangem as exposições, as visitas de estudo, os intercâmbios, as festividades que ocorrem nas escolas e as sessões em que são debatidos assuntos de variada ordem. É de ressaltar que a realização de debates, enquanto prática de cooperação, ocupa uma posição muito periférica no conjunto de exemplos de cooperação mencionados pelos professores. O estudo das variáveis que promovem a cooperação entre professores centrou-se nos seguintes factores: factores pessoais e profissionais, clima social dos grupos de trabalho, cultura organizacional das equipas, partilha e competências de comunicação, capacidade de gestão do stresse e flexibilidade. Os factores pessoais e profissionais que facilitam a cooperação envolvem a motivação, a receptividade ou abertura relativamente a opiniões diferentes, a capacidade organizativa, a flexibilidade, a afinidade profissional pessoal entre os elementos da equipa, o sentido de responsabilidade, a capacidade reflexiva sobre o trabalho, a capacidade para inovar, o sentido de humildade e o voluntariado. A atmosfera social nos grupos de trabalho é um factor que promove a cooperação entre professores e contempla a partilha de objectivos, o respeito mútuo entre os elementos da equipa, a capacidade para escutar as sugestões e opiniões dos outros, a qualidade do relacionamento entre os seus membros, a qualidade dos processos de comunicação que ocorrem dentro do grupo, a confiança depositada nos elementos que compõem a equipa e a existência de uma liderança que garanta a coesão do grupo. Cooperação entre Professores - Reaíidade(s) e Desafios vn Os factores organizacionais que facilitam a cooperação entre professores incluem a organização e gestão dos horários dos professores, a existência de recursos de suporte, a definição e distribuição de tarefas, o apoio dos órgãos directivos da escola e a existência de períodos avaliativos. Os professores consultados neste estudo conferem uma elevada importância à comunicação. As competências comunicacionais em que se regista uma importância mais moderada são a capacidade de partilha de informação no interior do grupo de trabalho e a utilização de estratégias para ajudar os colegas a exporem as suas opiniões, A maioria dos professores inquiridos admite que a posse de boas competências de gestão de stresse é favorável ao desenvolvimento de experiências de cooperação. A flexibilidade é o factor promotor da cooperação em que se registaram os valores médios mais baixos. Os obstáculos à cooperação estão agregados em três categorias - factores pessoais e profissionais, clima grupal e factores organizacionais. Os factores de ordem pessoal e profissional que actuam como obstáculos à cooperação entre professores são a desmotivação, a inflexibilidade, individualismo, intolerância face às opiniões de terceiros, a indisponibilidade para participar em experiências diferentes, incumprimento de tarefas estabelecidas, diferenças nos hábitos de trabalho, incompatibilidades pessoais, falta de segurança pessoal, o comodismo e a resistência à mudança. Os factores inibidores da cooperação relacionados com o clima relacional vivido nas equipas abrangem os conflitos interpessoais, a inexistência de objectivos, o desrespeito pelas ideias e opiniões, as variáveis que afectam a comunicação dentro do grupo de trabalho e o tipo de liderança. Os factores de natureza organizacional que emergem como factores inibidores à cooperação entre professores incluem a organização dos horários, a existência de recursos de apoio à Cooperação entre Professores - Realidade(s) e Desafios vm cooperação, a imposição ou obrigatoriedade da cooperação, a mobilidade dos professores, a eficácia das reuniões e a organização curricular. Os professores antecipam muitos impactos no ensino e na aprendizagem. A maior preocupação percepcionada pelos professores prende-se com o tempo que é exigido por esta modalidade de trabalho. A esmagadora maioria dos professores consultados afirma que a cooperação traz-lhes benefícios e que não representa custos acrescidos, assim como acarreta mais valias profissionais. A maioria dos professores também considera que serão respeitados os hábitos de trabalho, não receiam os desafios postos pela cooperação e admitem sentirem-se à-vontade e confiantes nas suas próprias capacidades para enfrentar os desafios inerentes à cooperação. A maioria dos professores está convicta que não surgirão constrangimentos que impeçam o desempenho e desenvolvimento profissional. Todavia, na perspectiva dos professores, a cooperação representa custos e recursos adicionais. A cooperação também produz efeitos negativos no orçamento das escolas e implica mudanças na gestão e organização dos horários dos docentes. Não obstante afirmarem que a cooperação interfere com a organização da escola, um elevado número de professores considera que as suas escolas dispõem de suficientes recursos para pôr em prática experiências de cooperação. Um número significativo de professores considera que o aumento de práticas de cooperação pode amplificar os problemas de comunicação. Para além de contribuir para o aumento de problemas de comunicação, na opinião dos professores o incremento da cooperação poderá afectar negativamente os relacionamentos entre professores, contribuindo para um clima relacional pouco favorável. Apesar de terem sido antecipados conflitos comunicacionais e dificuldades nos relacionamentos interprofissionais, cerca de dois terços dos professores considera que a cultura organizacional da escola a que pertencem se adapta facilmente aos desafios colocados pela cooperação.
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Chung, Kwai-mo, and 鍾貴武. "Effects of cooperative learning on mathematics performance for students with learning difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960820.
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Chung, Kwai-mo. "Effects of cooperative learning on mathematics performance for students with learning difficulties." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305006.
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Aguilera, Enrique. "Elements and skills of cooperative learning for student learning in physical education." CSUSB ScholarWorks, 2009. https://scholarworks.lib.csusb.edu/etd-project/1701.
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The purpose of this project was to identify and examine the elements and skills of cooperative learning for student learning in physical education. This project is intended for junior high and middle school physical education teachers who want to be informed on cooperative learning for student learning in physical education. Cooperative learning is the main topic of this study. This project searched for elements and skills in cooperative learning. The method for this project was a literature review from peer-reviewed articles.
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Mackey, Roger William. "Implementing cooperative learning /." 1996. http://wwwlib.umi.com/dissertations/fullcit/9701353.
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Chang, Wen-Chih, and 張文智. "Cooperative Learning in SCORM." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/22947855861016390083.
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博士淡江大學
資訊工程學系
93
With the rapid development of Internet technology and Web-based education, distance learning provides a novel instructional style, which is different from traditional education. In order to adapt different teaching strategies in accordance to individual students’ abilities in a distance learning environment, system directed navigation of students was proposed in a distance learning standards called SCORM (Sharable Content Object Reference Model). A set of interrelated technical specifications was built upon the work of the AICC and IEEE, to create one unified control model (i.e., simple sequence specification) and to enable the reuse of web-based learning content across multiple environments and products. To show the feasibility of such a control model and to serve as a theoretical base for possible extension, we proposed the Distance-Learning Color Petri Net (DCPN), applying the valuable features of Petri net, decreasing the complexity of the sequencing definition model in the SCORM 2004 specification, and constructing framework within various instructional strategies by piecing subnets together. The proposed model is a cooperative learning platform, which shows that the DCPN can clearly model the behaviors of students. With the accurate definition of sequencing and navigation, we use DCPN to model cooperative learning in SCORM, which is our newly proposed model.
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DAR--TSAI, MING, and 蔡明達. "Action Research of Cooperative Learning." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/47897812285792179405.
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碩士國立彰化師範大學
科學教育研究所在職進修專班
91
Action Research of Cooperative Learning in the vocational high school Mathematics Classroom Abstract The purpose of this study was to use the cooperative learning method in the mathematics classroom. The effective ways of instruction, problems that may be encountered, solutions to the problems and the students'' achievements were also explored in this research. The researcher chose forty students from his own class as subjects. An action research and the deep situational teaching method were conducted. In the first stage, the researcher helped students to get used to the teaching method of cooperative learning and analyzed the problems. After that, a revision was offered and went into the next stage called as revision stage. Based on the evaluation of the effects of front stages, the stage of formal experiment was carried out. The researcher''s diary, students''weekly learning reports, the records of the interviews with students, questionnaires and the relevant documents were gathered. The results of the research were as follows :In the process of adopting cooperative learning method, the researcher confronted some difficulties. Such as “It is difficult for teachers to follow the teaching schedule.”, “Students did not do well in their tests.”, “Students just chatted with each other and didn''t concentrate on their learning materials ” When facing the aforementioned difficulties, the researcher found out that it will improve students grades if teachers can design appropriate teaching activities, and encourage students to be more active in their learning. Team competitions are the effective ways to inspire the students'' motivation and participation in class. It also changed the students'' attitudes toward math. Through the change of teaching method, both students and teachers enjoyed math class more.
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Lu, Cheng-Yu, and 呂承祐. "Adding Competitive Game-Based Learning to Cooperative Learning." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/25698526508292754017.
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碩士中原大學
資訊工程研究所
99
Most research has shown that cooperative learning improves students’ motivation and heightens their learning achievements. Yet in many cases, it is found that traditional cooperative learning processes can develop into centralized learning. The students not participating in discussions lose their motivation towards learning which in turn affects their achievements. In recent years, game-based cooperative learning has been used in teaching in order to attract students’ attention, to enhance their motivation, and to improve their achievement in learning. This paper discusses game-based cooperative learning as an attempt to improve traditional cooperative learning. In my research, it is shown that students concentrated on cooperative learning activities better when playing games. In order to win, they showed more interest in the contents of the assigned course, which resulted in higher self-motivation and thus improved their achievements in learning.
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Chan, Te-Yi, and 詹德譯. "Cooperative Learning Strategies and Learning Portfolio Diagnostic Mechanism for E-Learning." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/19997592134668205441.
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博士中原大學
電子工程研究所
95
The continual development of information technology in recent years has ensured its increasingly widespread use in many domains. Recent developments pertaining to the Internet and in computer technology have resulted in e-learning—a pedagogy that is free from time and space constraints. The issues of helping learners to study efficiently through lecturing procedures and using learning systems are now becoming increasingly important. Learning strategy based on a combination of the concept graphs learning system and cooperative learning is an important trend in computer and network aided instructions. The first step in cooperative leaning activities is to divide learners into groups. This dissertation proposes a grouping strategy to divide learning activities into several phases. The concept graph diagnostic system is adopted to evaluate learners’ learned concept nodes after each learning phase. The results of the evaluation are encoded to learning genes and used to calculate the group complementary score. A genetic algorithm is used to group the learners into learning groups according to the group complementary score. On the basis of the evaluation results and prior experience, it can be stated that the grouping strategy along with the knowledge structure can result in more effective learning groups. However, the SPRT (sequential probability ratio test) has a drawback in that it cannot differentiate between the learners’ partial learning nodes. This leads to inaccuracies in the results of computing group complementary scores and may result in the creation of ineffective learning groups. In addition, apart from applying the knowledge structure to form learning groups, the interaction and learning efficiency are affected by other factors like roles in the group. Thus, this dissertation attempts to develop a partial learning evaluating strategy based on the degree of discrimination of the item bank. Thinking styles are also considered to be integrated into the grouping strategy that is based on concept graphs. The heterogeneous grouping strategy based on learners’ knowledge structures and thinking styles is adopted to form learning groups. According to the evaluation results, this dissertation reveals that learners with the same level of learning achievement appear to have different levels of activeness and motivation toward e-learning. Learning is not merely a part of cognitive ability; the activeness and motivation of the learner also affect the learning results. Thus, this dissertation also proposes a learning portfolios diagnostics system whereby the learning log explorer can help teachers to efficiently understand and analyze learners’ online learning portfolios. In addition, the learning log explorer can gauge the online learning behaviors related to the learners’ learning achievements. The evaluation of confidence between the learning state and learning achievement yields positive experimental results. Further, the use of a supervisory agent enables teachers and learners to obtain their learning statuses or information provided by the proposed system via both the Web and email.
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方冠中. "The effects of cooperative learning in technology concept learning." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/65898850836835696396.
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碩士國立高雄師範大學
工業科技教育學系
96
The purposes of this study were: (1) to explore the learning effects of cooperative learning in technology concept learning; (2) to explore the continuous effects of cooperative learning in technology concept learning; (3) to explore the process of cooperative learning in technology concept learning. Quasi-experiment was used in this study. The experiment group which had 29 students received the cooperative learning and the control group which had 31 students received the traditional teaching. These students were 1th grade from a junior high school in Kaohsiung. Both of the two groups were divided into two levels-high-performed level and low-performed level, according to the score of technology concept knowledge test. The results of this research were (1) students who received cooperative learning and traditional teaching didn’t have significant difference on learning effects in technology concept learning. (2) students who received cooperative learning and traditional teaching didn’t have significant difference on continuous effects. (3) the students which had higher score at technology concept knowledge test were significant higher than students which had low score on learning effects in cooperative learning; (4) the cooperative learning groups formed collective technology concepts by the process of discussion, and appropriate suggestions and feedbacks were necessary.
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Hong, Jiin-Yeong, and 洪錦永. "Cooperative Learning on Calculus in a Distant Learning Environment." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/06530327344974298605.
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碩士國立交通大學
應用數學研究所
85
The Procedure is to derive the effect of Cooperative Learning on Calculus in a Distant Learning Environment. In distant cooperative learning environment, computer network not only serves the functions of delivery of instructional material, but also serves the communica-tion channel between peer students. Let students play the key role in learning process, promote not only the active altitude in motivation but also in establishing the knowledge common view point through the social forces like mutual help, mutual criticizing under the cooperative learning environment.
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YEH, CHIA-YING, and 葉佳盈. "A Study of Cooperative Learning Method inPromoting Learning Motivation." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/ua4tcw.
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碩士中國文化大學
舞蹈學系
106
ABSTRACT The purpose of this study is to apply to the ninthgrade performance art curriculum in the general state, so that the teaching process can make students have a positive impact on the motivation and learning achievement of dance learning. This study uses the experimental method to conduct a weekly dance teaching for a period of 6 weeks. The student group achievement distinction method is used in the cooperative learning teaching strategy. The five key points of the teaching method are: whole class, group study, quiz Personal progress scores and group recognition are the main teaching models of this study. The researcher took the ninthgrade students of Happy School (a pseudonym) in Taoyuan City as the research object, divided into two classes, A and B, with a total of 60 students, namely the experimental group and the control group. The experimental group conducted a six-week course of six courses. Each class is forty-five minutes; the control group is conducted in the general traditional teaching method, and the two groups are taught by the researchers to compare the changes in the learning achievement and learning motivation of the subjects. The research tools use the SPSS statistical software package for data analysis and integration in the quantitative part, and the other part combines the teaching log, the classroom observation record table, the interview content of the students participating in the experimental teaching, and the teacher interview record to integrate the emotional part,and quantify Parallel research with qualitative. The results of the study show that the use of cooperative learning and teaching, in the performance of the arts in the country, regardless of learning motivation or learning achievements have significantly improved, the results of the data can prove that cooperative learning is beneficial to the performance of performing arts teaching. The results of this study are available to interested parties for use in teaching other courses besides performing arts courses, and there will be amazing teaching results. Keywords：Cooperative Learning, Achievement, Learning Motivation
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Hu, Yung-Hsiang, and 胡詠翔. "A Study on Cooperative Learning of Web2.0 Learning Platform." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/jtsedq.
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碩士國立臺北科技大學
技術及職業教育研究所
96
Internet advances continue to change the online teaching methods. The study is aimed at the future trend analysis of online teaching. Since the Web2.0 concept has raised, it impact on teachers and learners of the interactive mode. It prompted the online teaching protagonist shift from teaching to learners. This study used the cooperative learning method which was similar to the spirit of the Web2.0 concept. Using the DRUPAL as the study’s online platform, the researcher put it into practice classroom in a national university. Than the researcher used the content analysis and survey research to analyze the collaboration learning outcome. Conclusion of the study are as follows: 1.Giving less restrictions on students, the teacher enabled students to complete the task of cooperative learning. The wiki, social links and comments were used frequently in the online platform. 2.Learners encountered many difficulties. The most was that many of the students were not familiar with the Web2.0 style platform. But through panel discussions, students could solve all these problems eventually. 3.Each group could meet learning targets and standards set by teachers. 4.According to the students opinions, the information-sharing platform was friendly and was beneficial to students. And the students proposed to strengthen the interface block configuration issues. 5.Teacher appreviated the value of collective wisdom from the online cooperation learning, and he proposed to increase practive curriculum.
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Wu, Yung-Lung, and 吳勇龍. "Search on the Cooperative Learning Mode." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/29218133912174538277.
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碩士國立臺灣師範大學
物理研究所
91
Abstract The purpose of this research is to analyze the function and the behavior of the “team work” under the “cooperative learning teaching method.” It is aimed to observe the team’s cooperative behavior ,the leadership of the team captain,the capability of doing the division of team labor,and the influence of the learning motive upon the team work.This research has undergone for about a whole school year. During this research process through the observance of the teaching, paper work,questionares,and interviews，it gradually makes clear that if there are strongly-bounded friendship,a trusty and charismatic team captain ,explicit team goal,the distinct division of team labor and the great ambition to reach success, the team will like a flourishing industry make a great progress to accomplish its goal and the team members will also learn the useful knowledge and acquire the relevant ability through the task.This research is based on the “action research project” to modify the teaching materials of the science class of the second grade of the junior high school.The curriculum goes on through several units with different topics.The studnets were divided into some groups.After being given the explicit studying goal of the team work,the team members had to complete the exercises and started their experimental activities.In the end,each group’s learning achivements were to be shared by all the class during the whole class activituy.The characteristics of the “the cooperative learning teaching method” can be attributed as :the teachers are only to provide information ,encouragement and counseling while the students have to work out by themselves.
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Hsi-Jen, Liu, and 劉錫禎. "Cooperative Learning in Computer Science Laboratory." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/06389028171953832115.
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碩士國立師範大學
資訊教育研究所
86
The purpose of this research is to investigate if cooperative lear.effective in improving computer science lab-based teaching. Two classes of freshman of Hua-Chiang Senior High School and Hsin-Tien Senior High Schoolware randomly selected for experimenting with lab-based material. One of theclasses in each senior high school was assigned the control group (individual learning group), the other class was assigned to the experiment group (cooperative learning group). A postest was administrated to compare students''performance data. A questionnaire was conducted to collect students'' comments about the lab-based activities. The research revealed that:1. Cooperative lab-based learning was effective in improving students'' achievement.2. Student welcomed the idea of cooperative lab-based learning.3. Observation and discussion ware the most frequent behaviors during the cooperative lab-based activities.4. The correlation between student'' aptitude scores and cooperative lab-based learning remained unclear and required further study.
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Abed-Alguni, Bilal Hashem Kalil. "Cooperative reinforcement learning for independent learners." Thesis, 2014. http://hdl.handle.net/1959.13/1052917.
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Research Doctorate - Doctor of Philosophy (PhD)Machine learning in multi-agent domains poses several research challenges. One challenge is how to model cooperation between reinforcement learners. Cooperation between independent reinforcement learners is known to accelerate convergence to optimal solutions. In large state space problems, independent reinforcement learners normally cooperate to accelerate the learning process using decomposition techniques or knowledge sharing strategies. This thesis presents two techniques to multi-agent reinforcement learning and a comparison study. The first technique is a formal decomposition model and an algorithm for distributed systems. The second technique is a cooperative Q-learning algorithm for multi-goal decomposable systems. The comparison study compares the performance of some of the best known cooperative Q-learning algorithms for independent learners. Distributed systems are normally organised into two levels: system and subsystem levels. This thesis presents a formal solution for decomposition of Markov Decision Processes (MDPs) in distributed systems that takes advantage of the organisation of distributed systems and provides support for migration of learners. This is accomplished by two proposals: a Distributed, Hierarchical Learning Model (DHLM) and an Intelligent Distributed Q-Learning algorithm (IDQL) that are based on three specialisations of agents: workers, tutors and consultants. Worker agents are the actual learners and performers of tasks, while tutor agents and consultant agents are coordinators at the subsystem level and the system level, respectively. A main duty of consultant and tutor agents is the assignment of problem space to worker agents. The experimental results in a distributed hunter prey problem suggest that IDQL converges to a solution faster than the single agent Q-learning approach. An important feature of DHLM is that it provides a solution for migration of agents. This feature provides support for the IDQL algorithm where the problem space of each worker agent can change dynamically. Other hierarchical RL models do not cover this issue. Problems that have multiple goal-states can be decomposed into sub-problems by taking advantage of the loosely-coupled bonds among the goal states. In such problems, each goal state and its problem space form a sub-problem. This thesis introduces Q-learning with Aggregation algorithm (QA-learning), an algorithm for problems with multiple goal-states that is based on two roles: learner and tutor. A learner is an agent that learns and uses the knowledge of its neighbours (tutors) to construct its Q-table. A tutor is a learner that is ready to share its Q-table with its neighbours (learners). These roles are based on the concept of learners reusing tutors' sub-solutions. This algorithm provides solutions to problems with multiple goal-states. In this algorithm, each learner incorporates its tutors' knowledge into its own Q-table calculations. A comprehensive solution can then be obtained by combining these partial solutions. The experimental results in an instance of the shortest path problem suggest that the output of QA-learning is comparable to the output of a single Q-learner whose problem space is the whole system. But the QA-learning algorithm converges to a solution faster than a single learner approach. Cooperative Q-learning algorithms for independent learners accelerate the learning process of individual learners. In this type of Q-learning, independent learners share and update their Q-values by following a sharing strategy after some episodes learning independently. This thesis presents a comparison study of the performance of some famous cooperative Q-learning algorithms (BEST-Q, AVE-Q, PSO-Q, and WSS) as well as an algorithm that aggregates their results. These algorithms are compared in two cases: equal experience and different experiences cases. In the first case, the learners have equal learning time, while in the second case, the learners have different learning times. The comparison study also examines the effects of the frequency of Q-value sharing on the learning speed of independent learners. The experimental results in the equal experience case indicate that sharing of Q-values is not beneficial and produces similar results to single agent Q-learning. While, the experimental results in the different experiences case suggest that each of the cooperative Q-learning algorithms performs similarly, but better than single agent Q-learning. In both cases, high-frequency sharing of Q-values accelerates the convergence to optimal solutions compared to low-frequency sharing. Low-frequency Q-value sharing degrades the performance of the cooperative Q-learning algorithms in the equal experience and different experiences cases.
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Lee, Hsinhua, and 李欣樺. "The Effect of Problem Solving Based Digital Game with Cooperative Learning Model on Elementary Students’ Cooperative Learning Ability and Learning Achievement." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/79022953149366085400.
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碩士國立臺北教育大學
自然科學教育學系碩士班
99
The purposes of this study was to develop an problem solving based educational game with cooperative learning model and to evaluate its effectiveness on elementary students’ cooperative learning ability and learning achievement. The study used a pre-, posttest quasi-experimental research design. The research methods in this study included quantitative research as well as qualitative research. Ninety-four students in the fifth grade participated in this study. The experimental group was taught through the problem solving based educational game with cooperative learning model. The control group received the problem solving based educational game without cooperative learning model. Two groups learned with the computer educational game for four weeks, in a total of eight classes. The instruments used in this study were "the cooperative learning ability scale” and “the test of learning achievement.” Quantitative data collected were analyzed with factor analysis, covariance (ANCOVA) and Pearson correlation. Qualitative data were also collected by semi-structured interview to understand factors which influenced the students’ cooperative learning ability and learning achievement. The results of this study included: 1. Students in the experimental group, taught through the problem solving based educational game with cooperative learning model, show significant higher cooperative learning ability improvement than that in control group. 2. Students in the experimental group, taught through the problem solving based educational game with cooperative learning model, show significant higher learning achievement than that in control group.. 3. There was no significant correlation between students’ cooperative learning ability and learning achievement.
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Liang, Sheng-Yi, and 梁聖儀. "The Study of Web-Based Learning Community throth Cooperative Learning." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/69260879222499290404.
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碩士國立體育學院
運動科學研究所
91
Based on the constructivism, cooperative learning theory and sports learning theory, a web-based learning community on elementary school basketball is designed to evaluate the possibilities of the application of such system on sports education. The system is designed based on literature reviews, expert interviews and users’ needs analysis. In order to increase user’s sense of identification, group tasks are designed on the basis of motivating cooperative learning. In addition to learning activities on the web, some actual cooperative learning activities are designed in terms of specialties of sport skill learning. Through the assistance of supportive tools, a web-based cooperative learning community is established to achieve the interaction among students, resources and teachers. The system is conducted among two classes of the same grader in order to further understanding the drawbacks of the system and the teaching strategies and the system is modified later. The research has the three major findings. First of all, cooperative learning via Internet can motivate students’ learning interests and increase their concepts of sports skills. Second, e-learning can be applied on sports learning and make up for the insufficiency of traditional learning. Third, web-based sports learning community can look after both virtual and actual cooperative learning activities.
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梁鶴騰. "A study of learning effectiveness on practical specialties of automobile learning applying cooperative learning at students of cooperative program in vocational education." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/28818372807535779631.
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碩士國立彰化師範大學
工業教育學系
91
The purpose of the research was to obtain the experimental results of applying cooperative learning on practical specialties of automobile learning in automobile lab course in vocational continuing education school. According to the experimental results and findings, the research aimed to figure out the effectiveness, thus made recommendations for suitable teaching approach in the vocational continuing education school. The research started from constructing the foundation of research by briefly describing the theoretical background and the meaning, characteristics, methodology, process of cooperative learning, and then reviewed the results of practical studies of other researches. The experiment was proceeded by quasi- experimental pretest-posttest design. The samples, consisted of two groups of grade 12 with 70 students in total, were from automobile department cooperative technicians of a vocational continuing education school. The experimental group and control group were given cooperative learning approach and traditional instruction respectively and the experiment last for 10 weeks. The instruments of the research included “multifactor aptitude ”, “paper and pencil test in prerequisite achievement”, “paper and pencil test achievement in automobile lab course”, “work-sample test achievement in automobile lab course” and "the attitude of learning questionnaire". The analysis was based on independent sample t-test, analysis of covariance, and one-way analysis of variance. The major findings of the research were as follows: 1. The achievement of work-sample test in automobile lab course: the experimental group was significantly better than the control group. 2. In the achievement of paper and pencil test in automobile lab course: both experimental and control groups showed no significant difference between cooperative learning approach and traditional instruction. 3. There were significant differences in the posttest overall "learning attitudes " between the experimental group and the control group. 4. There was a noticeable positive relationship between "work-sample test achievement in automobile lab course" and dimensions of " attitude toward classmates " and " attitude toward teacher " in "learning attitudes ". 5. Different prerequisite achievement students who accepted cooperative learning approach instruction method, there was no difference in “work-sample test achievement in automobile lab course”. 6. Different multifactor aptitude students who accepted cooperative learning approach instruction method, there was no difference in “work-sample test achievement in automobile lab course”. 7. Students who get middle achievement in the prerequisite do perform well in the “paper and pencil test achievement in automobile lab course”, adopting cooperative learning approach instruction method. 8. The common abilities of practical specialties of automobile: the experimental group was significantly better than the control group. 9. The practical abilities of practical specialties of automobile: the experimental group was significantly better than the control group. 10. The learning motivation about practical specialties of automobile: the experimental group was significantly better than the control group.
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Wen-Hui, Lin. "The cooperative learning behavior in Thematic Teaching." 2001. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2603200719113578.
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