Effects of orienting activities and practice on achievement,continuing motivation,and student behaviors in a cooperative learning environment

The purpose of this study was to investigate the effect of orienting activities and type of practice on achievement, continuing motivation, and student behaviors in a cooperative learning environment. Eighty graduate education majors were assigned to cooperative groups and required to learn instructional design principles from three instructional television lessons. Each lesson included specific orienting activities (advance organizers or objectives) and different types of practice (verbal information or intellectual skills). Results indicated that subjects who worked in groups that received intellectual skills practice performed better on the application portion of the posttest than those who received verbal information practice. Knowledge acquisition and student behaviors were affected by a combination of type of practice and orienting activity. Groups that received intellectual skills practice discussed more content, gave more help to their fellow group members, and exhibited less individual behavior than groups that received verbal information practice. Groups given objectives discussed significantly more content than groups given advance organizers. The authors wish to thank Steven Ross and the reviewers ofETR&D for their helpful comments on an earlier draft of this paper.     

Effects of role division, interaction, and shared mental model on team performance in project-based learning environment

The purpose of this study was to investigate the cognitive mechanism of project-based learning teams of college students on the basis of the Shared Mental Model (SMM) theory. The study participants were 237 female college students in Korea organized into 51 project teams. To test the study hypotheses, a structural equation modeling was employed. The major study findings are as follows: (1) As hypothesized, member interaction was a strong predictor both for team-related and for task-related SMM. (2) The level of the team’s division of labor reduced the member interactions. (3) Team-related and task-related SMMs were positively associated with team performance. The theoretical and practical implications based on these results are discussed.     

论职业中专英语教学中的小组合作学习方式

对于英语的学习,需要一定的私人时间来完成对单词和语法的记忆和巩固工作,但英语是一种语言,更具实用性,需要被运用到实践中去,换言之就是更需要有人配合来完成效果会更好。所以小组合作学习法就适合用于英语的学习。在组建小组学习的过程中可以进行有效地对话练习,在遇到难题时可以互相帮助,好的学习方法可以相互借鉴分享。在学习中培养合作精神,提高语言沟通交际能力,引发学习热情和积极性。     

Knowledge-construction behaviors in a mobile learning environment: a lag-sequential analysis of group differences

Educational technology research and development - Mobile serious games are increasingly utilized as educational tools in elementary schools, and a considerable body of research has focused on...     

Effects of cooperative learning and need for affiliation on performance,time on task,and satisfaction

The purpose of this study was to investigate the effect of cooperative learning and the need for affiliation on performance, time on task, and satisfaction. Subjects used either a cooperative or individual learning strategy while receiving information, examples, practice, and feedback from an instructional television lesson. Results indicated that subjects who worked cooperatively spent more time working on practice exercises and reported greater satisfaction than those who worked individually. In addition, results revealed an interaction between instructional method and the need for affiliation. Performance of subjects with a high need for affiliation who worked alone was lower than that of all other groups when subjects were asked to apply what they had learned from the lesson. Implications for employing cooperative groups in settings that were originally designed for individual learning are provided.     

Pedagogical,social and technical designs of a blended synchronous learning environment

In this study, a blended synchronous learning environment (BSLE) was designed from pedagogical, social and technical perspectives. It was created for a group of master's students to attend lessons in the classroom and at the same time allow a few of them to join the identical sessions using video conferencing from different sites. The purpose of the study was to describe the guiding principles for pedagogical, social and technical designs and specific strategies applied, and identify the students' learning experiences and perceptions of the environment. Results showed that the BSLE could extend certain features of classroom instruction to the online students and they had equivalent learning experiences. They also liked the flexibility and convenience of attending lessons via video conferencing. This study further found that smooth and clear audio communication, redesign of certain learning activities and the quality of audio were crucial for the BSLE to be useful in practice.     

The effect of team learning behaviours and team mental models on teacher team performance

Instructional Science - Teams become a key resource for organisations to meet different challenges. Thus a high team performance is essential in work context. The aim of this study was to...     

Resource interdependence,student interactions and performance in cooperative learning

Two studies were carried out during university workshops, and analyzed the effects of resource interdependence on student‐student interactions, and the impact of these interactions on performance. Students worked cooperatively, either on complementary information (positive resource interdependence) or on identical information (resource independence). In Study 1, analysis of videotaped interactions revealed that working on complementary information produced more positive interactions; however this was not sufficient to prevent students who had no direct access to the information from being disadvantaged, because of informational dependence. In Study 2, with simpler texts allowing better information transmission, performance was favored when students worked on complementary information. Moreover, working on identical information not only enhanced confrontations of point of views, it also elicited competence threat. Further analysis revealed that competence threat mediated resource interdependence effect on performance. Discussion provides insights into the conditions in which different cooperative methods can benefit learning.     

Mining learning social networks for cooperative learning with appropriate learning partners in a problem-based learning environment

Many studies have identified web-based cooperative learning as an increasingly popular educational paradigm with potential to increase learner satisfaction and interactions. However, peer-to-peer interaction often suffers barriers owing to a failure to explore useful social interaction information in web-based cooperative learning environments. This easily leads to learners being unable to seek appropriate learning partners for facilitating effective cooperative learning. This problem frequently causes poor learning effectiveness in web-based cooperative learning environments. Generally, instructor assigned or learner selected learning peers cannot ensure to compose suitable learning partners for individual learners in cooperative learning environments. A suitable learning partner can help the learner, who is learning in the personal way and encounters the difficulty, to solve problems. Inappropriate learning partners cannot only easily lead to poor learning interaction and achievement, but can also lead to the meaning of cooperative learning being lost. Although many web-based learning systems have already been developed to assist cooperative learning, supporting peer-to-peer interaction in computer-supported cooperative learning (CSCL) is still immature. As a result, this study presents a novel scheme for recommending appropriate learning partners for individual learners utilizing mining of learning interactive social networks in a cooperative problem-based learning (PBL) environment. Results of this study show that the proposed scheme helps encourage learners to interact with learning peers more actively and positively, and facilitates learning performance in a cooperative PBL environment.     

历史小组合作学习的探索

高中新课程改革的今天,对学生的满堂灌,满足于教学过程完满,对于不能领会自己意图的学生只会哀叹学生愚蠢,就象医生看不好病却要骂病人不按医生意图生病一样荒唐。很老师苦于学生听完一节课却没有任何笔记、老师所讲再多也是白费的现实。学生学法的研究才是教研工作的重点与突破点,也是学生的全面发展和教师个人的提高的重点。因此,本文就高中历史新课程课堂教学作一些探索,在充分的学生自主学习的基础上,进行小组合作学习,进行尝试和探索。     

Lifelong learning characteristics,adjustment and extra-role performance in cooperative education

Many organisations hire students from cooperative education (co-op) programmes. These organisations are interested in students’ performance, particularly in their extra-role performance. Previous studies show that socialisation processes play an important part in establishing adjustment and performance. It may also be the case that students’ approach to learning (their motivations, attitudes and strategies) influences the socialisation process, and consequently adjustment and performance. The purpose of this study was to examine the influence of co-op students’ lifelong learning characteristics on two organisational socialisation outcomes (role understanding and social acceptance) and three types of extra-role performance (proactive, adaptive and prosocial). Data were collected from a cross-sectional survey of undergraduates (n = 1698) enrolled in co-op who had just completed a work term in a new role. Regression analyses showed that lifelong learning characteristics influenced both forms of adjustment, and all three forms of performance. Further mediation analyses showed that both forms of adjustment partially mediated the relationships between lifelong learning and all three forms of performance. These results suggest that co-op students’ lifelong learning characteristics play an important role during organisational socialisation and subsequent extra-role performance. Implications for future research and for practice are discussed.     

Effects of game-based learning in an OpenSim-supported virtual environment on mathematical performance

This experimental study was intended to examine whether the integration of game characteristics in the OpenSimulator-supported virtual reality (VR) learning environment can improve mathematical achievement for elementary school students. In this pre- and posttest experimental comparison study, data were collected from 132 fourth graders through an achievement test. The same math problem-solving tasks were provided to the experimental and control groups in the VR learning setting. Tasks for the experimental group involved the game characteristics of challenges, a storyline, immediate rewards, and the integration of game-play in the learning content. Analysis of covariance with the achievement test results indicated a significant effect of game-based learning (GBL) in the VR environment, in comparison with non-GBL in the VR environment, in promoting math knowledge test performance.     

浅析英语课堂上的小组合作学习模式

当前社会,我们一直提倡合作共赢的理念,课堂上的小组合作学习模式就是应时下要求应运而生。这种学习模式建立在以生为本的基础上,通过小组之间的共商、共议、合作、探讨,共同实现学习目标。这不仅有助于增加学生的知识,而且对提升学生社会能力的培养也有益处。     

推行情感管理 创建学习型团队

以人为本激励成员自我超越 马钢球团厂球团车间造球班是球团生产线上的一个关键班组,该班自1999年组建以来,连续四年被评为厂"先进班组",2000年、2001年被评为马钢公司的"模范班组"、2002年荣获马鞍山市"模范班组"称号。面对成绩,班组有些成员产生了骄傲自满情绪,认为自己在短短的四年时间里掌握的     

小组合作学习模式在大学英语教学中的运用

作为一种新型的教学模式,小组合作学习模式对大学英语教学产生了积极的影响。该模式不仅缓解了大班教学的尴尬局面,还能充分发挥学生个性并调动他们的英语学习热情。合作学习同时也能提高学生的交际能力。本文分析了小组合作学习模式的必要性,结合教学经验提出了一些行之有效的小组学习活动。     

形成性评价在小组合作学习中的实施

在英语教学中,阅读和听力是直接获得知识的重要方式。听力是很难只通过教学而熟练掌握的,而阅读则可以通过有效的学习方式而达到最佳的学习效果。在课堂教学中,采用小组合作学习的方式,可以通过学生间的集思广益,扩大彼此的知识面,并引起学习兴趣,进而达到最佳的学习效果。本文主要从形成性评价的基本含义出发,探讨了其在小组合作学习中的实施。     

Components of cooperative learning: Effects of collaborative skills and academic group contingencies on achievement and mainstreaming

The effects of four conditions were investigated: (a) opportunity to interact with classmates, (b) positive goal interdependence, (c) positive goal interdependence with a collaborative-skills group contingency, and (d) positive goal interdependence with both collaborative-skills and academic group contingencies. The dependent variables were achievement, cross-handicap relationships, and voluntary use of collaborative skills. Two subject populations were studied: (a) 83 eighthgrade nonhandicapped students and (b) four socially isolated and withdrawn students (2 eighth grade and 2 eleventh grade). The results indicate that positive goal interdependence with both collaborative-skills and academic group contingencies promoted the most positive relationships with nonhandicapped classmates, most frequent engagement in cooperative skills, and the highest achievement.     

Effects of cooperative,competitive, and individualistic learning on students' achievement in science class

The effects on students' achievement and attitudes of cooperative, competitive, and individualistic instruction were compared in ninth-grade physical science classes. Forty-four students were included in the study. Students were randomly assigned to conditions stratifying for sex. The results indicate that cooperative learning experiences promoted greater mastery and retention of the material being taught as well as more positive attitudes toward the experience than did competitive and individualistic learning experiences.