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Cooperative learning methods: A meta-analysis

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  • Independent Researcher
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.37'8*'E*-/6X?':'1.-0,/<'*E',U+,-0R,3/.;'8,//0348'.37'/.8I8'S,-,'N8,7'03'/6,'8/N70,8'<0,;7034'
,EE,Q/'80V,8'E*-'/6,'7,+,37,3/'1.-0.M;,'*E'.Q60,1,R,3/?'
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.37'd;I03'WJLbKXA')**+,-'WJLbLXA'#N3/,-A'CQ6R07/A'.37'@.QI8*3'WJLbPXA'.37'Y;.88A'5QY.SA'
.37'CR0/6'WJLbJX?'&6,',EE,Q/'80V,'d S.8'/6,'70EE,-,3Q,'M,/S,,3'/-,./R,3/'70107,7'M<'/6,'
+**;,7'8/.37.-7'7,10./0*3'*E'/6,'/S*'4-*N+8'W)*6,3A'JLbLX?'>6,3'R,.38'S,-,'3*/'401,3A'MN/'
80430E0Q.3Q,'/.8I'-,8N;/8'S,-,A'/6,'F, TA'*-'&'2 S.8'Q*31,-/,7'/*'d'W)**+,-A'JLbLX?':;;',EE,Q/'
80V,8'S,-,'.7[N8/,7'/*'Q*3/-*;'E*-'8R.;;'8.R+;,'M0.8'W#,74,8'Z'd;I03A'JLbKX?'>0/603'8/N70,8'
S6,-,'/6,-,'S,-,'RN;/0+;,'.Q60,1,R,3/'R,.8N-,8A'/6,'.1,-.4,',EE,Q/'80V,'S.8'E*N37'M<'
.1,-.4034'/6,'RN;/0+;,'R,.8N-,8'/*'7,-01,'*3,',EE,Q/'80V,'E*-',.Q6'/-,./R,3/'Q*3/-.8/?'&6,'
R,.3'S,046/,7',EE,Q/'80V,'S.8'E*N37'M<'RN;/0+;<034',.Q6'037,+,37,3/',EE,Q/'80V,'M<'/6,'
031,-8,'*E'0/8'1.-0.3Q,'.37'/6,3'/6,'8NR'*E'/6,8,'+-*7NQ/8'S.8'70107,7'M<'/6,'8NR'*E'/6,'
031,-8,8?'&6,'-,8N;/034'S,046/,7'R,.3',EE,Q/'80V,'08'-,E,--,7'/*'.8'f7j?f')*3E07,3Q,'03/,-1.;8'
WLK'+,-Q,3/X'S,-,'Q.;QN;./,7'/*'7,/,-R03,'/6,'8/./08/0Q.;'80430E0Q.3Q,'*E',.Q6'S,046/,7'R,.3'
,EE,Q/'80V,'W)**+,-A'JLbLX?'&,8/8'E*-'6*R*4,3,0/<'*E'1.-0.3Q,'WkSX'*E',EE,Q/'80V,8'S,-,'
Q.;QN;./,7'?'
!"#$%$&'%'(')**+,-./01,'2,.-3034'5,/6*789':'5,/.':3.;<808''
Results
)6.-.Q/,-08/0Q8'dE'&6,'C/N70,8'
:'/*/.;'*E'JKb'8/N70,8'*3'8+,Q0E0Q'Q**+,-./01,';,.-3034'8/N70,8'R,/'/6,'Q-0/,-0.'E*-'03Q;N80*3'03'
/608'R,/.T.3.;<808?'&6,'Q6.-.Q/,-08/0Q8'*E'/6,'8/N70,8'.-,'E*N37'03'&.M;,'P?':;;'8/N70,8'6.1,'
M,,3'Q*37NQ/,7'803Q,'JL`G'S0/6'Pb'+,-Q,3/'Q*37NQ/,7'803Q,'JLLG?'&60-/<'+,-Q,3/'707'3*/'
-.37*R;<'.88043'+.-/0Q0+.3/8'/*'Q*370/0*38A'OK'+,-Q,3/'-.37*R;<'.88043,7'+.-/0Q0+.3/8'/*'
Q*370/0*38A'.37'PK'+,-Q,3/'-.37*R;<'.88043,7'4-*N+8'/*'Q*370/0*38?']*-/<T80U'+,-Q,3/'S,-,'
Q*37NQ/,7'03',;,R,3/.-<'8Q6**;8A'PG'+,-Q,3/'S,-,'Q*37NQ/,7'03'R077;,'8Q6**;8A'JJ'+,-Q,3/'
S,-,'Q*37NQ/,7'03'6046'8Q6**;8A'.37'PO'+,-Q,3/'S,-,'Q*37NQ/,7'03'+*8/T8,Q*37.-<'.37'.7N;/'
8,//0348?'C0U/<T80U'+,-Q,3/'*E'/6,'8/N70,8'S,-,'+NM;086,7'03'[*N-3.;8?']0E/<T/S*'+,-Q,3/';.8/,7'
E*-'P'/*'PL'8,880*38'W.'8,880*3'S.8'7,E03,7'.8'FG'R03N/,8'*-';,88XA'.37'OF'+,-Q,3/';.8/,7'E*-'^G'
8,880*38'*-'R*-,?'l03,/<TE*N-'+,-Q,3/'*E'/6,'8/N70,8'031*;1,7'R0U,7'4,37,-'4-*N+8?']*N-'
8/N70,8'S,-,'Q*37NQ/,7'03'C*N/6,.8/':80.A'^'8/N70,8'S,-,'Q*37NQ/,7'03'/6,'5077;,'!.8/A'^'
8/N70,8'S,-,'Q*37NQ/,7'03'!N-*+,A'E*N-'8/N70,8'S,-,'Q*37NQ/,7'03':E-0Q.A'.37'8,1,-.;'*E'/6,'
l*-/6':R,-0Q.3'8/N70,8'Q*3/.03,7'R03*-0/<'4-*N+'8/N7,3/8?'
7&85$*<2*=$,$%&5*!/&%&>'$%(1'(>1*:;*?'@0($1*:;*!""#$%&'()$*+$&%,(,-*.$'/"01'
Characteristic'Number'Percent'
JL`G'('JL`L' PF' JF'
JLbG'('JLbL' bb' KF'
JLLG'('JLLL' OO' Pb'
'' '' ''
l*'B.37*R':88043R,3/' Ob' ^G'
B.37*R;<':88043,7'CNM[,Q/8' `J' OK'
B.37*R;<':88043,7'Y-*N+8A'CNM[,Q/'D30/'*E':3.;<808' ^G' JL'
B.37*R;<':88043,7'Y-*N+8A'Y-*N+'D30/'*E':3.;<808' L' F'
'' '' ''
H-0R.-<'Wc'T'^X' PP' JO'
$3/,-R,70./,'WO'T'FX' O^' P`'
H-0R.-<'Z'$3/,-R,70./,' b' K'
5077;,'CQ6**;'W`'T'LX' ^P' PG'
#046'CQ6**;'WJG'T'JPX' J`' JJ'
H*8/'C,Q*37.-<' ^^' PJ'
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'' '' ''
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&,Q630Q.;'B,+*-/' J`' JJ'
D3+NM;086,7' F' O'
'' '' ''
J'C,880*3' ^' P'
P'T'L'C,880*38' ^b' PO'
JG'T'PL'C,880*38' OK' Pb'
^Gj'C,880*38' `P' OF'
'' '' ''
C.R,'Y,37,-'Y-*N+8' JG' F'
50U,7'Y,37,-'Y-*N+8' JOb' LO'
&*/.;' JKb' JGG'
&*/.;'lNRM,-'*E'B,+*-/8'm'JKba'&*/.;'lNRM,-'*E'C/N70,8'm'JFO'W8*R,'-,+*-/8'4.1,'-,8N;/8'E*-'
RN;/0+;,'8/N70,8X'
!"#$%$&'%'(')**+,-./01,'2,.-3034'5,/6*789':'5,/.':3.;<808''
Table 3: Meta-Analysis Results For Cooperative Learning Methods'
''
Average Effect Sizes''Weighted Effect Sizes''' ' '
Learning Together'Effect'Sd'K'Effect'SE'k'Cld
95%'
fsn'Qw'pvalue df'
)**+,-./0*3'18?')*R+,/0/0*3' G?bP' G?KG' PK G?`G' G?GF' PK' jG?JP' FP' KO?P^' G?GG' PO'
)**+,-./01,'18?'$370107N.;?' J?G^' G?FL' KF G?LJ' G?GO' KF' jG?Gb' PGG' Jbb?FF G?GG' KK'
)*R+,/0/01,'18?'
$370107N.;08/0Q'
G?GF' G?O`' JG G?Gb' G?JG' JG' jG?JL' G' JK?`F' G?G`' L'
TGT'' ' ' ' ' ' ' ' ' ' '
$3/,-4-*N+')*R+'18?'
)*R+,/0/0*3'
G?Ob' G?FL' L' G?O`' G?GK' L' jG?JG' JP' JOJ?^G G?GG' b'
$3/,-4-*N+')*R+'18?'
$370107N.;08/0Q'
G?Kb' G?O^' K' G?KK' G?JJ' K' jG?PP' L' JG?FG' G?G^' O'
Group Investigation'' ' ' ' ' ' ' ' ' ' '
)**+,-./0*3'18?')*R+,/0/0*3' G?^`' J?JL' P' G?bF' G?JO' P' jG?P`' `' PO?`^' G?GG' J'
)**+,-./0*3'18?'$370107N.;?' G?FP' ' J' G?FP' G?OO' J' jG?bF' P' G?GG' ' G'
Academic Controversy'' ' ' ' ' ' ' ' ' ' '
)**+,-./01,'18?')*R+,/0/0*3' G?KL' G?OO' JF G?FJ' G?G`' JF' jG?JO' ^P' ^F?bP' G?GG' JK'
)**+,-./01,'18?'$370107N.;?' G?LJ' G?KL' JJ G?bF' G?JG' JJ' jG?JL' ^F' PP?Gb' G?GJ' JG'
Jigsaw'' ' ' ' ' ' ' ' ' ' '
)**+,-./0*3'18?')*R+,/0/0*3' G?PL' G?`b' L' G?OJ' G?GK' L' jG?JJ' L' Fb?OF' G?GG' b'
)**+,-./0*3'18?'$370107N.;?' G?J^' G?PL' K' G?GL' G?JJ' K' jG?PJ' G' O?bF' G?^G' O'
STAD'Effect'Sd'K'Effect'SE'k'Cld
95%'
fsn'Qw'pvalue Df'
$3/,-4-*N+')*R+'18?'
)*R+,/0/0*3'
G?KJ' G?`P' JK G?OF' G?GK' JK' jG?GL' JL' PGK?^P G?GG' JO'
$3/,-4-*N+')*R+'18?'$370107?' G?PL' G?`J' JO G?Pb' G?G`' JO' jG?JO' F' K^?bL' G?GG' J^'
TAI'' ' ' ' ' ' ' ' ' ' '
)**+,-./01,'18?')*R+,/0/01,' G?PK' G?JO' `' G?JL' G?GO' `' jG?GL' G' O?LP' G?KK' F'
)**+,-./01,'18?'$370107N.;?' G?^^' G?PF' b' G?JL' G?GF' b' jG?JP' G' JJ?K`' G?JP' `'
)*R+,/0/01,'18?'$370107N.;?' TG?Gb' G?KP' P' TG?^P' G?J^' P' jG?PK' G' K?GG' G?G^' J'
CIRC'' ' ' ' ' ' ' ' ' ' '
)**+,-./0*3'18?')*R+,/0/0*3' G?Jb' G?P^' `' G?PG' G?GO' `' jG?G`' G' J^?O^' G?GO' F'
)**+,-./0*3'18?'$370107N.;?' G?Jb' G?GG' J' G?Jb' G?GG' J' jG?PP' G' G?GG' ' G'
l*/,9'87'm'8/.37.-7'7,10./0*3a'I'm'/6,'3NRM,-'*E'.1,-.4,7',EE,Q/'80V,8'03'/6,'R,/.T.3.;<808a'
C!'m'8/.37.-7',--*-a');7'LKn'm'/6,'1.;N,'*E'/6,'LKn'Q*3E07,3Q,'03/,-1.;'.-*N37'/6,'S,046/,7'
,EE,Q/'80V,a'E83'm'E.0;'8.E,'l'W/6,'3NRM,-'*E'.770/0*3.;'8/N70,8'3,,7,7'/*'Q6.34,'/6,'
80430E0Q.3Q,'*E'/6,'-,8N;/8'M,;*S'G?PGX?'
!"#$%$&'%'(')**+,-./01,'2,.-3034'5,/6*789':'5,/.':3.;<808''
Results For Different Cooperative Learning Methods
&6,'-,8N;/8'E*-'/6,'70EE,-,3/'R,/6*78'*E'Q**+,-./01,';,.-3034'.++,.-'03'&.M;,'^?'>60;,'M*/6'
/6,'.1,-.4,7'.37'/6,'S,046/,7',EE,Q/'80V,8'.++,.-'03'&.M;,'^A'*3;<'/6,'.1,-.4,7',EE,Q/'80V,8'
.-,'708QN88,7'6,-,?']*-'2,.-3034'&*4,/6,-A'Q**+,-./0*3'+-*R*/,8'6046,-'.Q60,1,R,3/'/6.3'7*'
Q*R+,/0/01,'*-'0370107N.;08/0Q',EE*-/8'W,EE,Q/'80V,8'm'G?bP'.37'J?G^'-,8+,Q/01,;<X?'&6,-,'/,378'
/*'M,'3*'R,.3034EN;'70EE,-,3Q,'M,/S,,3'Q*R+,/0/01,'.37'0370107N.;08/0Q',EE*-/8A',EE,Q/'80V,'m'
G?GF?']*-'&,.R8TY.R,8T&*N-3.R,3/8'W&Y&XA'Q**+,-./0*3'+-*R*/,8'6046,-'.Q60,1,R,3/'/6.3'
7*'Q*R+,/0/01,'*-'0370107N.;08/0Q',EE*-/8'W,EE,Q/'80V,8'm'G?Ob'.37'G?Kb'-,8+,Q/01,;<X?']*-'Y-*N+'
$31,8/04./0*3A'Q**+,-./0*3'+-*R*/,8'6046,-'.Q60,1,R,3/'/6.3'7*'Q*R+,/0/01,'*-'0370107N.;08/0Q'
,EE*-/8'W,EE,Q/'80V,8'm'G?^`'.37'G?FP'-,8+,Q/01,;<X?']*-':Q.7,R0Q')*3/-*1,-8<A'Q**+,-./0*3'
+-*R*/,8'6046,-'.Q60,1,R,3/'/6.3'7*'Q*R+,/0/01,'*-'0370107N.;08/0Q',EE*-/8'W,EE,Q/'80V,8'm'
G?KL'.37'G?LJ'-,8+,Q/01,;<X?']*-'@048.SA'Q**+,-./0*3'+-*R*/,8'6046,-'.Q60,1,R,3/'/6.3'7*'
Q*R+,/0/01,'*-'0370107N.;08/0Q',EE*-/8'W,EE,Q/'80V,8'm'G?PL'.37'G?J^'-,8+,Q/01,;<X?']*-'C/N7,3/T
&,.R8T:Q60,1,R,3/T=01080*38A'Q**+,-./0*3'+-*R*/,8'6046,-'.Q60,1,R,3/'/6.3'7*'
Q*R+,/0/01,'*-'0370107N.;08/0Q',EE*-/8'W,EE,Q/'80V,8'm'G?KJ'.37'G?PL'-,8+,Q/01,;<X?']*-'&,.R'
:8808/,7'$370107N.;0V./0*3A'Q**+,-./0*3'+-*R*/,8'6046,-'.Q60,1,R,3/'/6.3'7*'Q*R+,/0/01,'*-'
0370107N.;08/0Q',EE*-/8'W,EE,Q/'80V,8'm'G?PK'.37'G?^^'-,8+,Q/01,;<X?'&6,-,'/,378'/*'M,'3*'
R,.3034EN;'70EE,-,3Q,'M,/S,,3'Q*R+,/0/01,'.37'0370107N.;08/0Q',EE*-/8A',EE,Q/'80V,'m'TG?Gb?'
]03.;;<A'E*-')**+,-./01,'$3/,4-./,7'B,.7034'.37')*R+*80/0*3A'Q**+,-./0*3'+-*R*/,8'6046,-'
.Q60,1,R,3/'/6.3'7*'Q*R+,/0/01,'*-'0370107N.;08/0Q',EE*-/8'W,EE,Q/'80V,8'm'G?Jb'.37'G?Jb'
-,8+,Q/01,;<X?'&6,'-,8N;/8'E*-'/6,'S,046/,7',EE,Q/'80V,8'S,-,'1,-<'80R0;.-A'8*R,S6./';*S,-'E*-'
2,.-3034'&*4,/6,-'.37'&:$'.37'8*R,S6./'6046,-'E*-'Y-*N+'$31,8/04./0*3'.37'@048.S?'l*'
8/N70,8'S,-,'E*N37'E*-')**+,-./01,'2,.-3034'C/-NQ/N-,8?'&6,-,'.-,'8/N70,8'*E')*R+;,U'
$38/-NQ/0*3'W8,,')*6,3'Z'2*/.3A'JLL`XA'MN/'/6,'8/N70,8'Q*R+.-,7'Q*R+;,U'038/-NQ/0*3'S0/6'
*/6,-'4-*N+'038/-NQ/0*3.;'+-*Q,7N-,8'W-./6,-'/6.3'Q*R+.-034'/6,R'S0/6'Q*R+,/0/01,'*-'
0370107N.;08/0Q'038/-NQ/0*3X'.37A'/6,-,E*-,A'-,;,1.3/',EE,Q/T80V,8'Q*N;7'3*/'M,'7,-01,7?'
7&85$*A2*B&,C(,-*:;*!""#$%&'()$*+$&%,(,-*.$'/"01'
5,/6*7' )**+'1')*R+' 3' 5,/6*7' )**+'1'$37' l'
2&' G?bK' PF' 2&' J?GO' K`'
:)' G?F`' JL' :)' G?LJ' JJ'
C&:=' G?KJ' JK' Y$' G?FP' J'
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@048.S' G?PL' L' C&:=' G?PL' JO'
&:$' G?PK' `' )$B)' G?Jb' J'
)$B)' G?Jb' `' @048.S' G?J^' K'
&6,'Q**+,-./01,';,.-3034'R,/6*78'R.<'M,'-.3I,7'M<'/6,'80V,'*E'/6,',EE,Q/'/6,<'6.1,'*3'
.Q60,1,R,3/'.37'M<'/6,'3NRM,-'*E'Q*R+.-08*38'.1.0;.M;,'W8,,'&.M;,'OX?'>6,3'/6,'0R+.Q/'*E'
Q**+,-./01,';,88*38'08'Q*R+.-,7'S0/6'Q*R+,/0/01,';,.-3034A'2,.-3034'&*4,/6,-'+-*R*/,8'/6,'
!"#$%$&'%'(')**+,-./01,'2,.-3034'5,/6*789':'5,/.':3.;<808''
4-,./,8/',EE,Q/A'E*;;*S,7'M<')*38/-NQ/01,')*3/-*1,-8<A'C&:=A'&Y&A'Y-*N+'$31,8/04./0*3A'
@048.SA'&:$A'.37'E03.;;<')$B)?'>6,3'/6,'0R+.Q/'*E'Q**+,-./01,';,88*38'08'Q*R+.-,7'S0/6'
0370107N.;08/0Q';,.-3034A'2,.-3034'&*4,/6,-'+-*R*/,8'/6,'4-,./,8/',EE,Q/A'E*;;*S,7'M<'
)*38/-NQ/01,')*3/-*1,-8<A'Y-*N+'$31,8/04./0*3A'&Y&A'&:$A'C&:=A'@048.SA'.37')$B)?'&6,-,'
.-,'-,.8*38A'6*S,1,-A'S6<'/6,8,'-.3I0348'86*N;7'M,'8N44,8/01,'*3;<?'&6,'E,S'3NRM,-'*E'
8/N70,8'Q*37NQ/,7'*3'8,1,-.;'*E'/6,'R,/6*78'R.I,8'/6,',EE,Q/'80V,8'1,-<'/,3/./01,?'$3'.770/0*3A'
70EE,-,3/'R,.8N-,8'*E'.Q60,1,R,3/'S,-,'N8,7'03'/6,'70EE,-,3/'8/N70,8?'&6,'Q*3E07,3Q,'
,7NQ./*-8'Q.3'6.1,'03'/6,',EE,Q/'80V,8A'EN-/6,-R*-,A'08'031,-8,;<'-,;./,7'/*'/6,'3NRM,-'*E'
8/N70,8'/6./'6.1,'M,,3'Q*37NQ/,7'*3'/6,'R,/6*7?'>6,3'/6,'R,/6*78'.-,'-.3I,7'M<'/6,'3NRM,-'
*E',EE,Q/8'.88*Q0./,7'S0/6',.Q6'E0370348A'E*-'/6,'Q**+,-./01,'1,-8N8'Q*R+,/0/01,'Q*R+.-08*3A'
/6,'-.3I034'*E'/6,'R,/6*78'08'2,.-3034'&*4,/6,-A':Q.7,R0Q')*3/-*1,-8<A'C&:=A'@048.SA'
&Y&A'&:$A')$B)A'.37'Y-*N+'$31,8/04./0*3?']*-'/6,'Q**+,-./01,'1,-8N8'0370107N.;08/0Q'
Q*R+.-08*3A'/6,'-.3I034'08'2,.-3034'&*4,/6,-A':Q.7,R0Q')*3/-*1,-8<A'C&:=A'&:$A'&Y&A'
Y-*N+'$31,8/04./0*3A'.37')$B)?'
7&85$*D2*B&'(,-*:;*E(%$>'4!",>$#'@&5*F&'@%$*:;*!""#$%&'()$*+$&%,(,-*.$'/"01'
Method'Learn'Initial
Use'
Maintain'Robust'Adaptability'Total'
2,.-3034'&*4,/6,-' K' K' K' K' K' PK'
&Y&' ^' ^' J' P' P' JJ'
Y-*N+'$31,8/04./0*3' K' K' ^' P' P' J`'
:Q.7,R0Q')*3/-*1,-8<' K' K' K' O' O' P^'
@048.S' P' P' ^' ^' ^' J^'
C&:=' P' P' J' P' P' L'
&:$' P' P' J' J' J' `'
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... According to reviews and meta-analyses, cooperative learning tends to positively affect student's academic achievement and attitudes toward the subject compared to traditional teacher-centered approaches (Johnson et al., 2000;Kyndt et al., 2013). Research has sometimes failed to find a positive learning effect when using cooperative learning activities (Stanczak et al., 2022). ...
... Several systematic reviews and meta-analyses focusing on cooperative learning have been carried out over the years. Johnson et al. (2000) reviewed studies published between 1970 and 1999 that investigated the effectiveness of cooperative learning in the context of different strategies, disciplines, and levels of education. They found that even though differences between cooperative strategies existed, cooperative learning produced significantly better outcomes than competitive or individual learning approaches. ...
... Therefore, it is not possible to draw conclusions about which strategy is best for learning physics. Johnson et al. (2000) presented that strategies with a more conceptual and loose framework (e.g., Learning Together and Group Investigation) may lead to better academic achievement than strategies with strict procedures (e.g., Jigsaw). We argue that in our context, the popularity of Learning Together and Group Investigation strategies may be understood from the teacher's perspective: these strategies provide an easy transition from individual work to cooperative learning. ...
Article
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Due to the positive effects on students' performance and social skills, student-centered instructional strategies such as cooperative learning are increasingly used in higher education. Although cooperative learning has been studied extensively, often these studies cannot be applied to the context of higher education physics due to differences in the nature of the disciplines and educational levels. In order to highlight research focusing explicitly on higher education physics and thus enable physics instructors to take full advantage of cooperative learning, a review of recent research is necessary. Using three databases and including peer-reviewed journal articles published after 2010 that focused on cooperative learning in physics in higher education, a total of 50 articles were analysed to examine 1) what kind of cooperative learning strategies and 2) what kind of tasks have been used recently in the context of higher education physics, and 3) how the advantages of cooperative learning is justified. The results show that the two most common strategies, i.e. Learning Together and Group Investigation, covered most of the studies reviewed. The tasks given to students highlighted the experimental and conceptual nature of physics knowledge, even though many cooperative learning strategies were developed for different disciplinary contexts. Several arguments for the advantages of cooperative learning were identified, showing that although learning is an intraindividual process, the presence of peers and the external learning setting can also influence the outcome. Based on the findings, suggestions are made for future research and application of cooperative learning in higher education physics.
... Cooperative learning as a learning and teaching approach is structured and designed by educators to facilitate successful learners' cooperation, maximising their own and each other's learning. Five crucial criteria while planning and constructing a cooperative learning-based experiences should be followed: positive interdependence, individual accountability, face-to-face supportive interaction, interpersonal and small group skills, and group processing [3][4][5]. Cooperative learning has been extensively researched in the general education and higher education sectors, though much less studied in the adult professional development context. Studies on cooperative learning from pre-school to tertiary level are raising questions about the changing roles of teacher and student in the learning process, analysing the environments and contexts most favourable to cooperative learning, investigating the benefits of such learning approaches for students and impacting learning outcomes across different subject domains [6][7][8]. ...
... This section provides a description of how the essential characteristics of cooperative learning, that is, positive interdependence, individual accountability, face-to-face supportive interaction, interpersonal and small group skills, and group processing [12], [3][4][5], were realised in a long-term complex project "Time for Leaders 3" for the development of professional capital. The theoretical basis of each principle is commented upon in the light of project activities and enriched with the supporting statements of participants to the open-ended question in the research carried out during the project [24]. ...
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This article presents the research results on developing professional capital in Lithuanian schools during the national project “Time for leaders”. The longitudinal national initiative aimed to develop professional capital as the synergy of human, social and decisional components of schools through educational professionals’ various cooperation-based learning experiences. Using the descriptive case study approach, the article investigates the question of how the cooperative learning approach, applied in a long-term professional development project for education professionals, develop individuals’ professional capital. The paper provides an overview of project interventions (i.e., activities that stimulated cooperative learning of educational professionals) in the light of cooperative learning principles. The assessment of change over two project years in education professionals’ perceptions of professional capital, which is presented using Cohen’s d effect size measure. The measurement sample consisted of teachers (n(I) = 5105; n(II) = 4683) and school leaders (n(I) = 439; n(II) = 405) from 189 schools in 30 Lithuanian municipalities. The findings show a statistically significant medium positive change in professional capital. The most considerable change was estimated in the social and decisional capital dimensions and the relative smallest in the field of human capital.
... Research from these researchers in this and the previous century showed that in addition to academic benefits, many social and psychological benefits are also to be gained. Johnson, Johnson, and Stanne (2000) contended that cooperative learning is one of the few forms of learning that has such a broad spectrum of benefits. According to Panitz (1996aPanitz ( , 1996bPanitz ( , 1999Panitz ( , 2019 who drew up a list of more than fifty benefits of cooperative learning, the academic benefits of group learning includes promotion of critical and problem-solving thinking, development of decision-making skills, and most importantly, improvement of the learning outcomes of students. ...
... Social interaction appears to be the key to collaboration. If there is collaboration then social interaction can be found in it, and vice versa, if there is no social interaction then there is also no real collaboration (Garrison, 1993;Johnson, Johnson, and Stanne, 2000;Soller, Lesgold, Linton, & Goodman, 1999). ...
Chapter
Full-text available
1 Introduction 2 Pitfall 1: Assuming that Cooperative and Collaborative Learning Are the Same 3 Pitfall 2: Assuming that Social Interaction in Group Learning Is Automatic 3.1 Traditional Pedagogical Techniques 3.1.1 Conceptual Approach to Structuring Group Learning: Johnson and Johnson’s Five Basic Elements 3.1.2 Direct Approach to Structuring Group Learning: Structured Academic Controversy, Jigsaw, Reciprocal Teaching, Student Teams Achievement Division 3.2 Technology-Enabled Pedagogical Techniques 3.2.1 Dillenbourg’s Four Categories of Lines to Structure Collaborative Learning 3.2.2 Scripting and the Script Theory of Guidance 3.3.3 Knowledge-Building Framework 4 Pitfall 3: Being Unaware of the Need for Academic Skills 4.1 Epistemic Skills 4.2 Metacognitive Skills 5 Pitfall 4: Restricting Social Interaction to Socio-cognitive Processes 5.1 Group Dynamics 6 Pitfall 5: Being Unaware of the Need for Social Skills 6.1 Interpersonal and Small-Group Skills 6.2 Skills for the Regulation of Emotion and Motivation 7 Pitfall 6: Ignoring the Students’ Dispositions toward Group Learning 8 Pitfall 7: Assuming that Online Group Learning Does Not Differ from Face-to-Face Learning 9 Future Directions 10 In Conclusion
... To achieve this goal, it has been proposed to create a didactic activity aimed at identifying potential issues that may arise during clinical operations, describing them with appropriate language, and recognizing the suitable therapeutic plan for their resolution. Specifically, the proposed activity embraces the active learning approach, a teaching practice where students are actively involved in both action and reflection on it (Bonwell & Eison, 1991;Dewey, 1970), and cooperative learning, which involves active collaboration among peers to achieve a common goal (Johnson et al., 2000). The ultimate goal of this activity is to develop students' critical and analytical thinking abilities by engaging and motivating them in their learning process. ...
Article
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Pediatric dentistry requires different professional knowledge and skills, including technical and analytical thinking skills, essential for deep clinical reasoning. To analyze the students’ awareness of their cognitive processes when solving clinical problems, a qualitative and inductive study with second and fifth year students in the Degree Course in Dentistry and Dental Prosthetics at the University of Verona was conducted. Adopting a phenomenological approach, it focused on participants’ lived experiences, gathering their reflections on solving clinical problems through two structured questions. The data, analyzed using content analysis, revealed that sometimes students focused on operational steps rather than reflecting on them, and underscored the necessity of innovating university teaching methods to enhance reflective moments. To respond to this need, a literature review was conducted, underscoring the value of active learning in innovating dentistry education. Accordingly, a game-based learning activity was elaborated: a dental-themed adaptation of the games where you guess an image without using certain predetermined words. Its goal is to create an interactive and engaging environment that facilitates sharing and reflection, challenging students to apply their competencies to practical scenarios. Finally, our research identified students’ educational needs to develop teaching strategies that shape their reflective process in clinical reasoning so as to be more deliberate and conscious.
... Aprender de forma cooperativa implica aprender com recurso ao trabalho em grupo, embora nem todas as aprendizagens realizadas em grupo possam ser consideradas trabalho cooperativo (Silva, Lopes & Moreira, 2018). Para que haja um compromisso com a AC, o ensino e a aprendizagem sustentam-se na diversidade de métodos em que os alunos assumem diferentes papéis e são desafiados a aprender, a partilhar entre si o conhecimento e as tarefas que os conduzem à aprendizagem (Johnson, Johnson & Stanne, 2000). Os alunos estimulam o sucesso uns dos outros. ...
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Aim. To evaluate the educational impact of two flipped classroom models. Material and methods. Traditional lectures were followed by Flipped classroom (FC) with face to face(F2F) session (cohort of 2019-20) and online (cohort 2020-21). Students’ perceptions were collected by questionnaire after lectures and FC. Historic academic scores on selected topic were compared scores after introduction of FC. The learning management system(LMS) was used to monitor student usage of learning resources. Results. Students perceptions for cohort 2019-20 were significantly higher(p>0.05) for FC(F2F) compared to lecture. Students’ perceptions for cohort 2020-21 were also significantly higher for FC(online) compared to online lecture. Academic scores did not show significant difference between lecture and FC. Increased hits on LMS for online resources were associated with FC or summative assessment. Conclusions. Students were overwhelmingly positive on FC for both: with F2F and online , and academic scores were similar to lecture. FC can possibly improve student study habits but needs further research.
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O presente artigo traz uma reflexão a partir de práticas pedagógicas realizadas nas aulas de matemática, através das metodologias ativas baseadas em jogos de gamificação. Nesse sentido, objetiva-se analisar um instrumento pedagógico baseado em gamificação podem ser eficazes no ensino de subtração na EJA. Foi realizado um estudo de caso, por meio do formulário da plataforma do jogo, com a participação de estudantes da Educação de Jovens e Adultos Qualifica da Escola de Tempo Integral, localizada na cidade de Quixeramobim, Ceará. Os alunos responderam às perguntas que investigou a eficácia dos jogos e gamificações na aprendizagem matemática, buscando verificar se tais abordagens contribuem para uma aprendizagem significativa e assertiva. Os resultados obtidos indicam que os jogos e gamificações utilizados na aprendizagem matemática podem ser enriquecedores no contexto escolar, motivando os alunos a aprenderem de forma autônoma e participativa. A análise dos dados revelou que a maioria dos alunos percebeu benefícios na utilização dessas metodologias, destacando a melhoria na compreensão dos conceitos de subtração e o aumento do engajamento durante as aulas. Esses resultados sugerem que a gamificação pode ser uma ferramenta metodológica eficaz quando incorporada de maneira adequada às práticas pedagógicas, incentivando os professores a adaptarem suas abordagens para melhor atender às necessidades de aprendizagem dos alunos. Conclui-se, portanto, que a adoção de jogos e gamificação nas aulas de matemática pode representar uma estratégia promissora para estimular o interesse dos estudantes e promover uma aprendizagem mais dinâmica e efetiva. A constante evolução das práticas pedagógicas, com foco na incorporação de metodologias ativas, torna-se fundamental para atender às exigências educacionais contemporâneas e otimizar o potencial pedagógico das tecnologias disponíveis.
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