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Journal articles on the topic 'Cooperative learning'

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Published: 4 June 2021

Last updated: 31 July 2024

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1

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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2

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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3

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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4

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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5

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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6

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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8

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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9

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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Alghamdi, Rashed. "EFL Learners’ Behaviour States During Cooperative Learning Strategy." International Journal of Linguistics 10, no. 6 (December 6, 2018): 64. http://dx.doi.org/10.5296/ijl.v10i6.14006.

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To examine the impact of cooperative learning strategy on the behaviour states of EFL learners, a 3-month study was conducted in 4 government secondary schools in EFL context (Saudi Arabia). This study aims to identify the effect of cooperative learning in comparison to traditional learning in learning English grammar on the behaviour states of EFL Learners. This study contributed to the knowledge about how EFL learners behave when they interact cooperatively together in cooperative learning groups in comparison to their colleagues who learn in traditional learning. In this study, the participants were 139 tenth grade male students, in 4 male government secondary schools in Al-Baha city, in Saudi Arabia context.An examination of the Kruskal‑Wallis tests shows that the EFL learners in the experimental conditions displayed more cooperative behavioural states and less non‑cooperative states, individual task‑oriented, and individual non‑task behaviours than their classmates in the control condition. In addition, outcome scores were, on average, higher in the experimental condition for cooperative behavioural outcomes. They were lower in the experimental condition for non‑cooperation behaviour, individual task oriented and individual non‑task oriented.

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12

Seagren, Sharon, and Tom Sharpe. "Cooperative Learning: Promoting Cooperation in the Gym." Strategies 6, no. 5 (February 1993): 8–11. http://dx.doi.org/10.1080/08924562.1993.10591913.

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13

Stephan, Cookie White. "Learning About Cooperative Learning." Contemporary Psychology: A Journal of Reviews 31, no. 8 (August 1986): 627. http://dx.doi.org/10.1037/024987.

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14

Fernández-Rio, Javier Manuel, and Antonio Méndez-Giménez. "El Aprendizaje Cooperativo: Modelo Pedagógico para Educación Física (Cooperative learning: Pedagogical Model for Physical Education)." Retos, no. 29 (December 20, 2015): 201–6. http://dx.doi.org/10.47197/retos.v0i29.38721.

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La cooperación ha formado parte del ideario de todas las leyes educativas de los últimos 25 años y la respuesta habitual de la mayoría de los docentes ha sido la inclusión de simples juegos cooperativos en jornadas u ocasiones puntuales. La tendencia actual en educación física es la denominada Práctica basada en Modelos, uno de los cuales es el Aprendizaje Cooperativo. Más aún, este ha pasado de ser un modelo de enseñanza a un Modelo Pedagógico en el que se tiene en cuenta la interdependencia del aprendizaje, la enseñanza, el contenido y el contexto. En este planteamiento, docente y discentes actúan como co-aprendices para fortalecer el proceso. Un paso adelante planteado en los últimos años ha sido la hibridación de modelos para maximizar sus efectos en base a las sinergias que se pueden crear entre ellos. En este marco, el Aprendizaje Cooperativo emerge como un representante destacado, ya que sus características le hacen encajar a la perfección con otros modelos. En este artículo repasamos el Aprendizaje Cooperativo como modelo pedagógico y presentamos cómo puede hibridarse con los modelos de Educación Deportiva, Comprensivo de iniciación deportiva (TGfU), Responsabilidad Personal y Social y Educación-Aventura. La hibridación de modelos pedagógicos permite a los docentes adaptar sus clases a las características cambiantes del contexto escolar, acercando la asignatura de educación física a las verdaderas necesidades e intereses de los estudiantes del siglo XXI. Es la hora de pasar de los juegos cooperativos puntuales al Aprendizaje Cooperativo como modelo pedagógico de referencia. Abstract. Cooperation has been one of the key elements of all the educational laws over the last 25 years, and the standard response of the majority of teachers has been the inclusion of cooperative games on special occasions. Models-based Practice is the current tendency in physical education, and Cooperative Learning is one of those models. Furthermore, it has evolved from an instructional model to a Pedagogical Model, which considers the interdependence of learning, teaching, subject matter and context. Within this framework, teachers and students act as co-learners to strengthen the whole process. A step ahead has been the hybridization of models to maximize their effects based on their synergies. In this context, Cooperative Learning emerges as a strong example because its traits fit perfectly with other models. In this article we review the idea of Cooperative Learning as a pedagogical model, and we show how it can be hybridized with other models: Sport Education, Teaching Games for Understanding, Teaching for Personal and Social Responsibility and Adventure Education. The hybridization of models allow teachers to adapt their classes to the shifting school contexts, bringing physical education closer to the real needs and interests of XXI century students. It is the time to move from cooperative games to Cooperative learning as the benchmark pedagogical model.

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Fernández-Río, Javier. "El Ciclo del Aprendizaje Cooperativo: una guía para implementar de manera efectiva el aprendizaje cooperativo en educación física (The Cooperative Learning Cycle: a guide to effectively implement cooperative learning in physical education)." Retos, no. 32 (November 24, 2016): 264–69. http://dx.doi.org/10.47197/retos.v0i32.51298.

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El objetivo de este artículo es presentar una guía para integrar el aprendizaje cooperativo en contextos de educación física. A lo largo de los últimos 20 años se han publicado numerosos artículos describiendo experiencias de aplicación de distintas estructuras cooperativas. No obstante, no existe ningún documento que “lleve de la mano” a un docente cuando quiere implementar el modelo del aprendizaje cooperativo en su aula de educación física. El Ciclo del Aprendizaje Cooperativo representa una estructura que conduce a docente y discente desde los primeros pasos hasta las estructuras más complejas de este modelo pedagógico, proponiendo 3 fases: (1) Creación y cohesión de grupo, (2) El aprendizaje cooperativo como contenido a enseñar y (3) El aprendizaje cooperativo como recurso para enseñar y aprender. En cada una de estas fases se describen sub-fases y/o técnicas específicas que ayudan a comprender todo el proceso a seguir. El Ciclo del Aprendizaje Cooperativo representa un paso adelante, ya que proporciona a los docentes de educación física un marco estable que les permite a ellos y a sus estudiantes comprender, aprender, usar e integrar de una manera progresiva el aprendizaje cooperativo en sus clases. Solo a través de un trabajo pausado y concienzudo se puede lograr su desarrollo satisfactorio en contextos educativos.Abstract. The goal of this article is to present a guide to integrate cooperative learning in physical education contexts. Over the last twenty years, several articles have been published on practical experiences on this topic. However, there is no document that would “lead by the hand” teachers when they want to implement cooperative learning in their physical education classes. The Cooperative Learning Cycle represents a framework that conducts teachers and students from the first steps to the most complex structures of this pedagogical model. It includes 3 phases: (1) Building group cohesion, (2) cooperative learning as a content, and (3) cooperative learning as a means for teaching and learning. Each of these phases is composed by several sub-phases and/or techniques that help understanding the whole process. The Cooperative Learning Cycle represents a step forward, because it provides teachers with a stable framework that allows them and their students to understand, learn, use, and integrate progressively cooperative learning in their classes. It can only be successfully integrated within educational contexts through a patient and thorough process.

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16

Banani, Ulil Azmi, and Aman Aman. "The Effect of TGT Cooperative Learning Model Assisted by Multimedia Learning on Cooperation and Learning Outcomes of Class V Elementary School Students for Social Sciences." AL-ISHLAH: Jurnal Pendidikan 14, no. 3 (July 4, 2022): 2649–56. http://dx.doi.org/10.35445/alishlah.v14i3.1211.

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The purpose of this study was to determine the effect of the Cooperative Learning Model Type Team Games Tournament (TGT) Assisted by Multimedia Learning on Cooperation and Learning Outcomes of Fifth Grade Elementary School Students in Social Sciences. The design in this study is a quasi-experimental with one group pre-test post-test. The purpose of using this design is to determine whether or not there is an increase in the application of the cooperative learning model of the type of TGT assisted by multimedia learning on the cooperation and learning outcomes of fifth grade elementary school students in social studies subjects. The subjects in this study were the fifth grade elementary school students totaling 30 students. The research instrument consisted of observation sheets and questionnaires to measure cooperation and student learning outcomes. Based on the research that has been done, it is found that cooperative learning of the type of TGT assisted multimedia learning has an influence on cooperation. It was also found that cooperative learning of the type of TGT assisted by multimedia learning had an influence on student learning outcomes. So it is necessary to increase cooperative learning type TGT to improve cooperation and student learning outcomes.

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17

Johnson, David W., and Roger T. Johnson. "Mainstreaming and Cooperative Learning Strategies." Exceptional Children 52, no. 6 (April 1986): 530–61. http://dx.doi.org/10.1177/001440298605200608.

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There are three ways in which student-student interaction may be organized for mainstreaming. Of the three, cooperation is the only instructional strategy congruent with the goals of mainstreaming. The essential elements of cooperation learning and the specific actions teachers need to take to implement it are presented in this article. When cooperative learning is implemented effectively, positive relationships between handicapped and nonhandicapped students result. Far more positive interaction between handicapped and nonhandicapped students within instructional situations and during free-time, as well as increased friendships, result from cooperative learning experiences.

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18

Fang, Qiqing, Gen Liu, Yamin Hu, Yahui Hu, and Jingjing Wang. "A blended collaborative learning model aiming to deep learning." SHS Web of Conferences 140 (2022): 01017. http://dx.doi.org/10.1051/shsconf/202214001017.

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To solve the problem of mechanized blending and low-level cooperation in Blended Cooperative Learning, this paper proposes a Blended Cooperative Learning Model aiming to Deep Learning, which including the definition, key features and its framework. Through the application in the course of Radar Maintenance Engineering and Performance Parameters Measurement, our teaching practice shows that the students’ practical skills and scientific teamwork ability are significantly improved.

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19

Dejo-Oricain, Natalia. "Adquisición de competencias en el marco del Aprendizaje Cooperativo: valoración de los estudiantes." REDU. Revista de Docencia Universitaria 13, no. 1 (March 28, 2015): 339. http://dx.doi.org/10.4995/redu.2015.6434.

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<p>La compleja realidad actual requiere métodos innovadores de cooperación que permitan despertar la curiosidad y creatividad del estudiante universitario para así hacer más fácil el aprendizaje. El Aprendizaje Cooperativo es una metodología que favorece la participación activa de los estudiantes y promueve el desarrollo de la capacidad de razonar de forma crítica. El propósito de este estudio es presentar la valoración que realizan los estudiantes de esta metodología, así como analizar sus percepciones en cuanto a la adquisición de competencias a través de tres actividades diseñadas con distinto grado de complejidad e innovación, dos de ellas de carácter cooperativo y una individual. Los resultados de la encuesta realizada entre los estudiantes que han trabajado esta técnica en la asignatura Dirección de Entidades No Lucrativas de la licenciatura en Administración y Dirección de Empresas de la Universidad de Zaragoza durante el curso 2011-2012, muestran la alta valoración que realizan los estudiantes de todos los parámetros del aprendizaje cooperativo. También se verifica que adquieren las competencias exigidas para la asignatura. Concretamente las actividades diseñadas como trabajos cooperativos les permiten mejorar bastante tanto sus competencias desde un punto de vista global, como aisladamente sus competencias específicas y transversales. Además se constata que los estudiantes perciben una mayor mejora de sus competencias con las dos actividades cooperativas que con la actividad individual. Por tanto, todo apunta a que formas distintas de aprender implican distintas actividades, cada una de las cuales recoge una muestra parcial de ese todo complejo que es el conjunto de competencias.</p><p><strong>ABSTRACT</strong></p><p><strong>Acquisition of competences in Cooperative Learning: students` point of view.</strong></p><p>The complex reality of society today makes necessary innovative methods of cooperation that will arouse curiosity and creativity of university students in order to make learning easier. Cooperative Learning is a methodology that promotes active student participation and the ability to analyze and discuss critically.The purpose of this study is to examine the cooperative learning methodology from the student´s point of view and to analyze their perceptions regarding the acquisition of competences through three activities designed with varying degrees of complexity and innovation, two of them are cooperative and the other one is individual. The results of the survey of students who have worked this technique in the subject of Management of Nonprofit Organizations, in Business Administration degree at the University of Zaragoza throughout the 2011-2012 academic year, show the high valuation performed by students of all analyzed parameters of cooperative learning. Furthermore we verify that the students acquire the competences required by the subject. Specifically, those designed as cooperative activities allow them to work much greatly improve their competences from a global point of view, as in terms of specific and transversal competences. Moreover, students perceive higher improvement of its competences, specific and transversal, with the two cooperative activities than with the individual activity. Therefore, it seems that various forms of learning involve different activities, each of which contains a partial sample of that complex whole which is the set of competences.</p>

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Jensen, Murray, Randy Moore, and Jay Hatch. "Cooperative Learning: Part I: Cooperative Quizzes." American Biology Teacher 64, no. 1 (January 1, 2002): 29–34. http://dx.doi.org/10.2307/4451232.

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Jensen, Murray, Randy Moore, and Jay Hatch. "Cooperative Learning – Part I: Cooperative Quizzes." American Biology Teacher 64, no. 1 (January 2002): 29–34. http://dx.doi.org/10.1662/0002-7685(2002)064[0029:clpicq]2.0.co;2.

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22

Lamba, Shakti. "Social learning in cooperative dilemmas." Proceedings of the Royal Society B: Biological Sciences 281, no. 1787 (July 22, 2014): 20140417. http://dx.doi.org/10.1098/rspb.2014.0417.

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Helping is a cornerstone of social organization and commonplace in human societies. A major challenge for the evolutionary sciences is to explain how cooperation is maintained in large populations with high levels of migration, conditions under which cooperators can be exploited by selfish individuals. Cultural group selection models posit that such large-scale cooperation evolves via selection acting on populations among which behavioural variation is maintained by the cultural transmission of cooperative norms. These models assume that individuals acquire cooperative strategies via social learning. This assumption remains empirically untested. Here, I test this by investigating whether individuals employ conformist or payoff-biased learning in public goods games conducted in 14 villages of a forager–horticulturist society, the Pahari Korwa of India. Individuals did not show a clear tendency to conform or to be payoff-biased and are highly variable in their use of social learning. This variation is partly explained by both individual and village characteristics. The tendency to conform decreases and to be payoff-biased increases as the value of the modal contribution increases. These findings suggest that the use of social learning in cooperative dilemmas is contingent on individuals' circumstances and environments, and question the existence of stably transmitted cultural norms of cooperation.

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Trung, Dang Ngoc, and Do Xuan Truong. "The benefits of cooperative learning: an overview." Technium Education and Humanities 4 (March 30, 2023): 78–85. http://dx.doi.org/10.47577/teh.v4i.8709.

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In the current trend, the trend of international cooperation, global integration, equipping students with skills such as: critical thinking, communication, cooperation, social awareness, creative thinking is an urgent problem. This requires an alternative teaching approach to promote active learning among students of which “cooperative learning” is one method that can meet this requirement. To better understand the benefits of cooperative learning, We performed a review of 84 published papers related to cooperative learning worldwide. Research results show the benefits of cooperative learning in motivating students, improving learning outcomes and developing skills for students. In addition, we also noticed a number of barriers affecting the organization of cooperative learning. These research results play an important role to build an active teaching strategy and also serve as a reference base for further research.

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R. Jayanthi, R. Jayanthi, and Dr G. Singaravelu Dr. G. Singaravelu. "Cooperative Learning: An effective Pedagogical method." International Journal of Scientific Research 2, no. 11 (June 1, 2012): 159–60. http://dx.doi.org/10.15373/22778179/nov2013/52.

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Gayratovna, Hamraeva Iroda. "COOPERATIVE LEARNING ACTIVITIES IN HISTORY CLASSES." International Journal Of History And Political Sciences 03, no. 05 (May 1, 2023): 45–48. http://dx.doi.org/10.37547/ijhps/volume03issue05-09.

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The article mentions the problems of using cooperative education in accordance with the modernization processes of history teaching in general education schools. Collaborative education in the teaching of history is interpreted as an important means of developing the level of cognitive activity of students, methodological recommendations are presented within the topic.

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Shomurotovna, Hollieva Matluba. "COOPERATIVE LEARNING CLUSTER IN HISTORY CLASSES." American Journal Of Social Sciences And Humanity Research 03, no. 06 (June 1, 2023): 16–19. http://dx.doi.org/10.37547/ajsshr/volume03issue06-04.

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The article mentions the problems of using a cooperative educational cluster that is compatible with the modernization processes of teaching history in general education schools. Collaborative learning cluster in history teaching is interpreted as an important tool for improving the level of students' cognitive activity, methodological recommendations are presented within the topic.

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Zuhairin, Zuhairin. "PENERAPAN MODEL PEMBELAJARAN KOPERASI TIPE STAD TERHADAP KERJASAMA DAN PRESTASI BELAJAR (Studi Pada Mata Pelajaran Pendidikan Agama Islam Siswa Kelas XII SMA Negeri 2 Lahat)." Diadik: Jurnal Ilmiah Teknologi Pendidikan 10, no. 2 (October 7, 2021): 89–98. http://dx.doi.org/10.33369/diadik.v10i2.18269.

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This research was conducted with the aim to find out 1) The application of the STAD cooperative learning model can increase student Cooperation, 2) The application of the STAD cooperative learning model can improve student learning achievement in Islam Religion Education subjects in Students and 3) The effectiveness of the application of type cooperative learning models STAD in improving student learning achievement in learning Islam Religion Education subjects Class XII in SMA Negeri 2 Lahat. The problem in this study is that the learning methods used are less varied, the low attitude of student cooperation in participating in learning. This study used 25 subjects in PTK research, 20 in experimental class research, and 20 people in control class research.Data collection techniques in this study used observation and tests. The results of this study indicate that. The application of a STAD cooperative learning model can increase student cooperation in Islam Religion Education subjects. The application of a STAD cooperative learning model can improve student learning achievement in Islam Religion Education subjects. The application of a STAD cooperative learning model can effectively improve student learning achievement in Islam Religion Education subjects class XII in SMA Negeri 2 Lahat.

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Syafrizal, Syafrizal, and Jhon Pahamzah. "COOPERATIVE LEARNING PRACTICE." ALQALAM 23, no. 1 (April 28, 2006): 145. http://dx.doi.org/10.32678/alqalam.v23i1.1500.

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The ultimate goal of the English language teaching and learning is that learners can use the language in an accepted level of appropriacy. To achieve the goal of teaching, teachers should determine the appropriate strategy of the teaching ·and learning. A strategy is defined as a plan of action. Teaching strategy includes methods, techniques and materials that are selected to promote learning. The term of teaching and learning strategy represents the teaching and learning process. With a joint program between Indonesia government and the United Nations, the government has implemented a new system of learning which one of the feature is requiring students to .be actively involved in more cooperative and interactive ways of learning, that is, students are supposed to work in groups to achieve shared learning goals. What makes it different from individ11alistic and competitive class? And how the cooperative and interactive ways of learning is conducted.

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Abdukarimovna, Usmanova Umidakhan. "Cooperative learning strategy." ACADEMICIA: AN INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL 11, no. 1 (2021): 166–68. http://dx.doi.org/10.5958/2249-7137.2021.00005.7.

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Peck, Greg. "Facilitating Cooperative Learning." Academic Therapy 25, no. 2 (November 1989): 145–50. http://dx.doi.org/10.1177/105345128902500203.

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Goodfellow, Linda M. "Cooperative Learning Strategies." Nurse Educator 20, no. 4 (July 1995): 26–29. http://dx.doi.org/10.1097/00006223-199507000-00010.

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Axelrod, Saul, and R. Douglas Greer. "Cooperative learning revisited." Journal of Behavioral Education 4, no. 1 (March 1994): 41–48. http://dx.doi.org/10.1007/bf01560508.

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Schniedewind, Nancy, and Spencer J. Salend. "Cooperative Learning Works." TEACHING Exceptional Children 19, no. 2 (January 1987): 22–25. http://dx.doi.org/10.1177/004005998701900206.

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Jacobs, George M., Chenghao Zhu, Meng Huat Chau, Qingli Guo, and Jasper Roe. "Using Cooperative Learning to Teach the Sustainable Development Goals." Autonomy and Responsibility Journal of Educational Sciences 8, no. 1 (October 3, 2023): 39–52. http://dx.doi.org/10.15170/ar.2023.8.1.3.

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This article advocates for the use of cooperative learning by students and others toward the achievement of the United Nations’ Sustainable Development Goals (SDGs). First, the Goals are explained. Second, background is provided on cooperative learning, including explanation of eight cooperative learning principles and exemplification of how one cooperative learning technique might mobilize the eight principles. Third, how cooperative learning fits with student centered learning is explored. Fourth, two cooperative learning techniques are explained for their particular relevance to efforts to achieve the SDGs. These techniques are Group Investigation and Cooperative Debate. Fifth, two cooperative learning principles, positive interdependence and cooperation as a value, and their links to SDGs receive further exploration. Finally, we consider cooperative learning as a Swiss Army Knife and discuss its versatility with SDG examples.

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Friska, Sonia Yulia. "The Effect of Cooperative Learning Model Implementation on Student Learning Understanding On Thematic Learning in Elementary School Literature Studies." Journal of Vocational Education and Information Technology (JVEIT) 2, no. 1 (May 31, 2021): 1–9. http://dx.doi.org/10.56667/jveit.v2i1.80.

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This research is based on the lack of understanding of student learning in learning in primary schools. It is affected by the inappropriate use of teaching model, teaching management and the low of students’ critical thinking skills. The formulation of the problem in this study is what points that appear related to the effect of the applicaton of cooperative learning models on students understanding of learning in thematic learning based on previous studies.The type of research used by the researches was literature study, it examined 13 journals and 1 thesis. This study aims to find out what points that appear related to the effect of the application of cooperative learning models to the understanding of student learning in thematic learning based on previous studies. After studying 13 journals and 1 thesis, it was found that 3 points were made as a result of research, cooperative learning model can increase student cooperation in a study group, cooperative learning model can increase student communication skills, cooperative learning models can improve students’ learning achievement. Based on the 3 points above, the result of the study indicates that there is an influence of the application of the cooperative learning model towards students’ understanding of learning in the thematic learning in elementary schools.

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Chen, Mingzhu. "Analysis of the Application of Cooperative Learning Method in English Teaching." Frontiers in Sustainable Development 2, no. 11 (November 21, 2022): 13–17. http://dx.doi.org/10.54691/fsd.v2i11.2932.

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Cooperative learning is a form of teaching activity that takes group as the basic form and uses classroom interaction to promote students' learning so as to achieve common teaching objectives. This paper will look at the advantages and disadvantages of the cooperative learning method. In general, cooperative learning is a method worth studying, which has a lot of inspiration for current foreign language teaching. For example, cooperative learning can provide a variety of activities and increase the frequency and diversity of language learning. Cooperative learning can help improve the ability of cooperation and communication among students. Cooperative learning can reduce students' learning anxiety and make them devote themselves to study better. Cooperative learning can give students more opportunities to communicate in class and promote student center.

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Callado, Carlos Velázquez. "Aprendizaje cooperativo en Educación Física: estado de la cuestión y propuesta de intervención (Cooperative learning in Physical Education: the state of the question and intervention proposal)." Retos, no. 28 (May 7, 2015): 234–39. http://dx.doi.org/10.47197/retos.v0i28.35533.

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En los últimos años varias investigaciones han subrayado las ventajas del aprendizaje cooperativo para promover el aprendizaje motor y social en Educación Física. Sin embargo, rara vez se describe lo que los docentes hacen cuando aplican este modelo pedagógico en sus clases de Educación Física. Este artículo presenta un estudio exploratorio orientado a dar respuesta a esta pregunta. Ciento noventa y ocho profesores de Educación Física españoles respondieron a un cuestionario dirigido a conocer cómo conciben el aprendizaje cooperativo y el modo en que lo implementan en sus clases con alumnado de Primaria y Secundaria. Los resultados del estudio muestran que el aprendizaje cooperativo es todavía una metodología poco implementada en Educación Física. Los profesores la conciben desde una perspectiva cercana al juego cooperativo. Se propone entonces un nuevo enfoque pedagógico, denominado coopedagogía, orientado a facilitar que los docentes puedan desarrollar un proceso de intervención que permita, por una parte, que el alumnado aprenda a cooperar y, por otra, que utilice la cooperación como recurso para aprender en las clases de Educación Física.Abstract. Over the last few years several studies have emphasized the advantages of cooperative learning to promote motor and social learning in Physical Education. However, what teachers do when they implement this pedagogical model in their Physical Education classes is rarely described. This paper presents an exploratory study aimed at answering this question. One hundred and ninety-eight Spanish Physical Education teachers completed a questionnaire designed to find out how cooperative learning is conceived and applied practically in Primary and Secondary school classes. The results of the study reveal that cooperative learning is still underutilized in Physical Education. Teachers conceive cooperative learning from a perspective close to cooperative play. A new pedagogical approach, called coopedagogy, is then proposed to facilitate teachers in developing an intervention process that allows students to learn how to cooperate and how to use the cooperation as a resource of learning in Physical Education classes.

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Istyowati, Lucia, and Tiolina Evi. "COOPERATIVE READINESS FOR E-LEARNING." Jurnal Sistem Informasi 11, no. 2 (October 29, 2015): 68. http://dx.doi.org/10.21609/jsi.v11i2.434.

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Cooperative is basically an economic organization of the people who have the economic capacity, which is in motion is not only concerned with economic motives. In addition to form a company that requires a profit, the cooperative also has a social motive. This is reflected in the principles espoused. Cooperative is an organization that is familial and managed democratically. In this study the chosen type of credit union, a group of people who agree to raise capital by providing loans to members of its own with a decent interest rate and approved. As one of the requirements in order to be able to make loans to members of cooperatives are the members must have attended training organized by the cooperative board. The spread of the location and the bustle complicate members required to attend training. Development of technology and beneficiaries among members provide alternative learning solutions for members. For that we need to know whether members are ready to accept the training system based on information technology. The readiness of members in this case at CU Melati Kopdit Jagakarta landfill checked by sampling techniques. From preliminary research/beginning it seems that members of the CU Melati landfill Jagakarsa ready to accept the program of distance education (elearning) for cooperative education.

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Zhou, Zhen. "On the Strategy to Enhance the Efficiency of the Cooperative Learning Method in the College English Teaching in China." Theory and Practice in Language Studies 7, no. 11 (November 1, 2017): 1091. http://dx.doi.org/10.17507/tpls.0711.18.

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The cooperative learning, which is also called the collaborative learning, is one of the most important learning theories nowadays, which promotes learning cooperation between teacher and students, students and students. The cooperative learning method is a kind of teaching mode which takes students as the center and takes groups as the form. It changes the teaching mode and it is conducive to cultivating students' cooperative awareness and autonomous learning ability. The article first illustrates the connotation, theoretical base, and elements of cooperative learning method, then explains the four typical problems arising in the cooperative learning, and finally puts forward seven methods to cope with the problems in order to enhance the efficiency of the cooperative learning method.

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Nadiminsyah, Wahjoedi, and Sugeng Hadi Utomo. "The Effect of the Gallery Walk Cooperative Learning Model on Learning Outcomes in Economics Lessons." Journal of Educational Analytics 3, no. 1 (February 28, 2024): 39–46. http://dx.doi.org/10.55927/jeda.v3i1.7489.

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Cooperative learning is different from other learning. The difference can be seen from the learning process which emphasizes the process of cooperation in groups. The goal to be achieved is not only academic ability in terms of mastery of learning materials but also the element of cooperation to master the material. The existence of this cooperation is what characterizes Cooperative learning. This study aims to analyze student learning outcomes in economic subjects. The sample of this research is class X students of SMA Negeri 1 Madapangga. The instruments to be used in this research are tests, observation sheets, documentation, and questionnaires. Data analysis techniques used in this research are descriptive statistical analysis techniques and inferential statistical analysis techniques that aim to examine the research variables. The results concluded that the application of the gallery walk-type cooperative learning model to student learning outcomes in economic subjects had a significant and positive influence, with the contribution of variable x to variable y amounting to 61.2%.

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Irmayanti. "HUMANISTIC LEARNING THEORY IN ISLAMIC RELIGIOUS EDUCATION WITH A COOPERATIVE LEARNING APPROACH." IJGIE (International Journal of Graduate of Islamic Education) 2, no. 1 (November 9, 2021): 1–10. http://dx.doi.org/10.37567/ijgie.v2i1.278.

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The purpose of this study is to describe and analyze the Islamic religious education learning with humanistic learning theory with a cooperative learning approach in schools. Learning with humanistic theory aims to foster students' social attitudes and cooperation. The research method used is qualitative with the type of literature. The data sources in the study were taken from journal references, relevant books. The results of this study indicate that the concept of humanistic theory with a cooperative learning approach in Islamic Education learning has significant implications for aspects of student behavior in developing social aspects, cooperation, avoiding bad competition, caring for each other in providing learning assistance at school.

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Jensen, Murray, Randy Moore, and Jay Hatch. "Cooperative Learning: Part 3: Electronic Cooperative Quizzes." American Biology Teacher 64, no. 3 (March 1, 2002): 169–74. http://dx.doi.org/10.2307/4451272.

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Jensen, Murray, Randy Moore, and Jay Hatch. "Cooperative Learning – Part 3: Electronic Cooperative Quizzes." American Biology Teacher 64, no. 3 (March 2002): 169–74. http://dx.doi.org/10.1662/0002-7685(2002)064[0169:clpecq]2.0.co;2.

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Salsabilla, Anissa, Ardya Rigita Cahyani, Rabbyani Ramaita Rahmah, Yulia Fuji Astuti, and Izzah Supeni. "The Problem with the Implementation of Cooperative Learning in Speaking Classes for Elementary School." Indonesian Journal of Elementary Education and Teaching Innovation 1, no. 2 (August 22, 2022): 1. http://dx.doi.org/10.21927/ijeeti.2022.1(2).1-11.

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<em>Despite the well-established benefits of cooperative learning, implementation remains a challenge. This research aims to know the problems teachers face in implementing cooperative learning in speaking classes in elementary school. This study used a qualitative design with an interview approach with teachers to investigate problems in implementing cooperatives. This study report involves one teacher who has participated and has implemented cooperative learning for at least three years. The current study uses the interview data collection method to investigate the implementation of cooperative learning in MI TPI Keramat. The result indicates some problems the teacher faced in implementing cooperative learning in the classroom. The main problem faced by students in cooperative learning is group conflict.</em>

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Solehah, Ass Miana, Dewi Yanti, and Mustaqim Hasan. "Implementasi Model Pembelajaran Cooperative Learning Dalam Mewujudkan Pembelajaran Humanistik Pada Pelajaran Aqidah Akhlak Kelas IX Di Madrsah Tsanawiyah Hidayatul Mubtadiin." Journal on Education 5, no. 4 (March 2, 2023): 11166–73. http://dx.doi.org/10.31004/joe.v5i4.2041.

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The Implementation of Cooperative Learning Model in Realizing Humanistic Learning on Aqidah Akhlak Lesson in Hidayatul Mubtadiin Islamic Junior High School Jati Agung, South Lampung Academic Year 2022/2023 is a study aimed to apply the Cooperative Learning model in Aqidah Akhlak learning and realize humanistic learning. Cooperative Learning is a cooperative learning model that prioritizes the activity and cooperation among students in achieving common goals. In this learning model, students are given the opportunity to discuss and exchange information with their peers, resulting in an interactive learning process. The results of this study show that the implementation of Cooperative Learning model can increase the engagement and participation of students in learning, as well as realize humanistic learning that can shape the character and morals of students.

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Choi, Jung-Hui, and Kyuwon Lee. "A Case study on college students' awareness and demand for community collaborative learning." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 5 (March 15, 2024): 541–55. http://dx.doi.org/10.22251/jlcci.2024.24.5.541.

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Objectives The purpose of this study is to provide assistance to educators who wish to develop community collaborative classes by investigating and providing college students' perceptions and demands regarding this type of class. Methods A demand survey was conducted on 1,486 students at D University in the metropolitan area, participation in community cooperative learning, the expected effects of community cooperative learning, the demand for community cooperative learning, and the operation of community cooperative learning classes. Results The results showed high interest among college students in community cooperative learning. College students hope that community cooperation programs will be established in all types of classes, regardless of major or liberal arts, and appear to prefer community cooperation classes compared to general lecture classes. Conclusions In order to overcome the crisis in universities, classes in the form of community cooperative learning need to be actively developed and utilized. Now is the time when all universities must actively develop new classes linked to the local community and make efforts to apply new learning methods.

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WEYERS, BENJAMIN, WOLFRAM LUTHER, and NELSON BALOIAN. "COOPERATIVE RECONFIGURATION OF USER INTERFACE MODELS FOR LEARNING CRYPTOGRAPHIC PROTOCOLS." International Journal of Information Technology & Decision Making 11, no. 06 (November 2012): 1127–54. http://dx.doi.org/10.1142/s0219622012400172.

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Cooperative work in learning environments has been shown to be a successful extension to traditional learning systems due to the great impact of cooperation on students' motivation and learning success. A recent evaluation study has confirmed our hypothesis that students who constructed their roles in a cryptographic protocol cooperatively as sequence of actions in a user interface were faster in finding a correct solution than students who worked on their own. Here, students of a cooperation group modeled a user interface collaboratively for simulation of a cryptographic protocol using interactive modeling tools on a shared touch screen. In this paper, we describe an extended approach to cooperative construction of cryptographic protocols. Using a formal language for modeling and reconfiguring user interfaces, students describe a protocol step-by-step, modeling subsequent situations and thereby actions of the protocol. The system automatically generates a colored Petri net, which is matched against an existing action logic specifying the protocol, thus allowing formal validation of the construction process. The formal approach to modeling of user interfaces covers a much broader field than a simple cryptographic protocol simulation. Still, this paper seeks at investigating the use of such a formal modeling approach in the context of cooperative learning of cryptographic protocols and to develop a basis for more complex learning scenarios.

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Johnson, David W., Roger T. Johnson, Douglas Warring, and Geoffrey Maruyama. "Different Cooperative Learning Procedures and Cross-Handicap Relationships." Exceptional Children 53, no. 3 (November 1986): 247–52. http://dx.doi.org/10.1177/001440298605300308.

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The effects of different levels of cooperation on cross-handicap interaction were Compared in two studies. In the first study 72 sixth-grade students were randomly assigned to three conditions (cooperative controversy, cooperative debate, and individualistic) stratifying for sex, ability level, and handicap. They participated in the study for 55 minutes a day for 11 instructional days. In the second study, 51 fourth-grade students were randomly assigned to two conditions (intergroup cooperation and intergroup competition) stratifying for sex, ability, and handicap. They participated in the study for 55 minutes a day for 10 instructional days. An Activity Report Scale was given to students to determine who they interacted with in structured class activities, unstructured class activities, school activities outside of class, and activities in the home. The results indicated that pure cooperation promoted more frequent cross-handicap interaction than did a mixture of cooperation and competition. The interaction patterns formed within cooperative learning situations generalized into unstructured class and school activities.

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Ms. Fozia Bashir, Dr. Muhammad Nisar, and Mr. Anar Gul. "Teachers’ Perceptions and Practices of Cooperative Learning and Its Influence on Classroom Learning." sjesr 3, no. 2 (June 25, 2020): 278–89. http://dx.doi.org/10.36902/sjesr-vol3-iss2-2020(278-289).

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This study was launched in order to contribute to the body of researchers conducted for investigating teachers’ perceptions and practices about cooperative learning in the classroom. The main objective of this study was to learn about the reasons and perceptions of teachers why they choose to implement or not to implement cooperative learning strategies and how the use of the same influences their class classroom teaching and learning the process. The benefits of the cooperative learning strategies are supported by multiple research studies and conclude in students' intellectual performances along with behavioral improvements. Copious research studies focus on the benefits and methods of the cooperative learning process while lacking teachers’ perceptions and practices of cooperative learning. Evaluation of teachers’ perceptions and practices of cooperative learning in this research study was conducted at the secondary level in district Kohat. The study was descriptive in nature, the questionnaire was developed by the researcher with the kind and immense consultation of the supervisor. The population of the study comprises all the teachers teaching at the Secondary level at district Kohat while 50 teachers were selected using convenient sampling techniques. Keeping in view the cultural restriction only female teachers were taken as the sample of the study. Data were analyzed using descriptive statistics and central tendencies. Analysis of the quantitative questionnaire showed that most of the teachers like and tend to use cooperative learning strategies. The use of these strategies makes their classes not only conducive to learning and but also develops social skills, self-esteem, cooperation and confidence in students.

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Ren, Yuxin. "Application and Exploration of Cooperative Learning in English Classroom." Scientific Journal of Technology 6, no. 4 (April 22, 2024): 45–51. http://dx.doi.org/10.54691/pmhera66.

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The new curriculum reform emphasizes the change of students' learning style and the reform of classroom teaching form, which requires teaching to develop towards the direction of autonomy, cooperation and inquiry, one of the important and specific goals is to change the ubiquitous passive acceptance of students' learning style, advocating students' participation in cooperative learning. Cooperative learning is a teaching activity that takes heterogeneous learning groups as the basic form system, utilizes the interaction between dynamic factors of teaching to promote students' learning, takes group achievement as the evaluation standard, and achieves teaching objectives together. Taking English classroom as an example, this paper discusses the application of cooperative learning in language learning. First, it introduces the concept and theoretical basis of cooperative learning, and its value and application in language learning. Secondly, through the analysis of cooperative learning practices in English classrooms, the main influencing factors and coping strategies of cooperative learning effectiveness are summarized. Then, effective regulation methods are proposed from the perspective of teachers and some suggestions are put forward to improve the application of cooperative learning in language learning. Finally, some suggestions on the future research of cooperative learning are put forward.

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