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Copyright © 1999. All rights reserved.
Copyright © 1999. All rights reserved.
Copyright © 1999. All rights reserved.
Copyright © 1999. All rights reserved.
Copyright © 1999. All rights reserved.
Copyright © 1999. All rights reserved.
Copyright © 1999. All rights reserved.
... Some researchers' findings positively acknowledged that group assignment has positive outcomes for learners. Those are categorized into three types of development; achievement (professional), social, and personal (Ho & Boo, 2007;Johnson & Johnson, 2000;Li, & Lam, 2013). Each form of development will be elaborated as follows: Firstly, a group assignment enhances students' academic performance, helps them to optimize a better comprehension about a particular material and make them having higher motivation in their learning activities (Ho & Boo, 2007). ...
... So, they are able to develop their cultural understanding of others and guarantee the learners to create more spaces for making more friends (Li & Campbell, 2008). Also, it could lead, build, and eventually contribute to higher self-esteem and care through better tolerance to other despite differences (Johnson & Johnson, 2000;Öntaş & Tekindal, 2015). Lastly, through a group assignment, students' personality is also positively affected. ...
... Indeed, group assignment allows them to work with people from diverse background and personalities, which prepares them to deal with differences when achieving their goals. Li and Lam (2013), Johnson and Johnson (2000) and Ho and Boo (2007) confirmed that group work benefits the students both in academic achievement and personal development. It was believed that group assignment enhances students' academic achievements, hone their knowledge, and develop their communication skills. ...
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Many EFL learners show higher achievement, feel more satisfied with their learning experiences, and display higher motivation to develop their English when they are engaged in collaborative learning. However, others display lack of contribution, low commitment, bad time management, and passive membership during the collaboration with other learners. In this case, teachers’ role is paramount to provide constructive feedback and supervise the learners to eliminate these potential issues. This research was conducted by involving both local and international EFL students in Indonesian context and addressed how local and international students of English Education at University of Muhammadiyah Malang (UMM) perceived group assignment. The research involved 7 international (Thai) students and 7 local (Indonesian) students, studying at English Education of UMM, academic year 2015. The instruments were questionnaires (likert scale and open-ended questions) and interview, which were anayzed using both quantitavie and qualitative method.This mixed method helped the researchers obtain comprehensive data and required information. The classified data was analyzed by calculating each item using descriptive statistic for close ended questions and descriptive interpretation for open ended questions and interview items. The investigation found that the students completely realized the positive effects of group work advancing their academic performance and developing their personal attitudes. Therefore, applying collaborative learning as a part of teaching activity in EFL context is highly encouraged to help learners perform better both academically and individually.
... Par ailleurs, Johnson et Johnson (1999) (Henri et Lundgren-Cayrol, 2001, p.31) I.3.2 L'apprentissage collaboratif L'apprentissage collaboratif puise ses origines, essentiellement, dans deux écoles de pensée piagétienne autour de la notion du conflit socio-cognitif (Piaget, 1975;Doise et Mugny, 1981) et vykotskienne (Vygotsky, 1934(Vygotsky, , 1985Bruner, 2000) ainsi que dans l'interactionnisme social. ...
... Au sein des groupes, chaque membre, individuellement, a une responsabilité et participe à l'atteinte de l'objectif du groupe par un apport spécifique à la tâche collective. Ainsi, le groupe est amené à réfléchir sur sa cohésion et sa productivité et à pour sa part, rajoute que « la coopération a pour mérite d'inciter les personnes à s'entraider à l'intérieur d'un groupe, elle peut favoriser le développement de conduites pro sociales et de comportements altruistes » (p.122).PourJohnson et Johnson (1999), l'interdépendance positive est l'une des grandes caractéristiques de l'apprentissage coopératif. Cette dernière n'existe que si les apprenants au sein du groupe « perçoivent qu'ils peuvent atteindre leurs objectifs si, et seulement si, les Par ailleurs, le processus de mise en place d'un apprentissage coopératif ne laisse pas toujours d'ouverture et de choix à l'apprenant. ...
Thesis
Cette recherche doctorale contribue aux travaux sur les comportements d'entraide des apprenants adultes en contexte de e-learning, en particulier lors de travaux collectifs. Elle étudie ces comportements d'un point de vue motivationnel, au regard de deux dimensions: d'une part, leur sentiment d'appartenance à un groupe et d'autre part, le degré d'autodétermination de leur motivation à l'égard de la formation. La visée de la présente recherche est à la fois descriptive et compréhensive, tout en s'inscrivant dans une logique hypothético-déductive. En adoptant une méthodologie mixte à dominante qualitative, l'étude empirique se déploie en deux phases: la première phase vise à identifier les liens entre d'une part, le sentiment d'appartenance à un groupe et l'entraide et d'autre part, l'entraide et la motivation autodéterminée des étudiants. La seconde phase a pour objectif de comprendre la nature de ces liens, tout en décrivant le sentiment d'appartenance des étudiants à un groupe, leurs comportements d'entraide et leur motivation à l'égard de la formation. Les étudiants sollicités pour cette étude sont inscrits à deux promotions différentes d'un Master intégralement en e-learning, l'une en début de formation et l'autre en fin de formation. Les résultats de l'enquête par questionnaire auprès de 114 étudiants mettent en exergue une perception élevée du sentiment d'appartenance surtout pour les étudiants en fin de formation. Ils révèlent aussi une tendance élevée pour l'entraide ainsi qu'une motivation autodéterminée à l'égard de la formation valable pour les deux promotions d'étude. Les résultats de l'analyse lexicométrique du corpus de données issues des 19 entretiens montrent que les étudiants ressentent un sentiment d'appartenance à leur groupe de travail plutôt qu'à leur groupe de formation. L'étude qualitative à l'aide des catégories conceptualisantes fait ressortir que les situations vécues par les étudiants dans leurs groupes de travail peuvent affecter leur sentiment d'appartenance à leur groupe ainsi que leur motivation à l'égard de la formation. Tant que le travail collectif se déroule dans la bienveillance et l'empathie et tant que la cohésion dans le groupe est forte, les étudiants ressentent un sentiment d'appartenance plus important à leur groupe de travail, s'entraident et voient leur motivation autonome augmenter.
... L'approccio tra pari si può concretizzare in un setting educativo-formativo grazie a diverse dinamiche e metodologie, come quelle legate alla peer education (Boud et al., 1999) e all'apprendimento cooperativo (Johnson, Johnson, 1999;Barron, Darling-Hammond, 2008;Torrego, Negro, 2014). Questi setting, spazi-tempi protetti, consentono di far scaturire una riflessione -individuale e collettiva -e una co-costruzione di contenuti, attività e prodotti. ...
Article
LA DIDATTICA DELLE LINGUE E IL COMPANION VOLUME. IL TESTO, I DESCRITTORI, GLI AMBIENTI DIGITALI TELEMATICI, LE PRATICHE E LE ESPERIENZE Atti del Convegno di studi - Centro Linguistico d’Ateneo (SLAM), Università degli Studi di Milano - 16 e 17 novembre 2021 A cura di Massimo Prada
... Pembelajaran aktif berasal dari pandangan konstruktivis pembelajaran, yang mengasumsikan bahwa belajar adalah proses kolaboratif di mana siswa belajar dari satu sama lain (Grabinger & Dunlap, 1995). Untuk merangsang pembelajaran aktif, guru idealnya akan mendorong saling ketergantungan positif dalam kelompok-kelompok kecil, memberikan instruksi yang jelas tentang bagaimana berkolaborasi, dan memberikan umpan balik pada proses kolaboratif (Johnson & Johnson, 1999). ...
... Tras la primera toma de contacto con la participación en Wooclap, se propuso al alumnado realizar un taller virtual con el uso de GeoGebra Classic para trabajar los contenidos matemáticos que se recogen en este módulo. Para ello, debían formar grupos de trabajo, con roles asignados propios del trabajo cooperativo (Johnson y Johnson, 1999). ...
Article
El alumnado universitario utiliza la tecnología a diario, por lo que, en ocasiones, ciertas competencias digitales se dan por supuestas. Sin embargo, es necesario que el futuro profesorado utilice su competencia digital en contextos de aprendizaje, por lo que deben ampliarla en su formación académica y aplicarla con fines didácticos. El objetivo de este trabajo es conseguir que el futuro profesorado, domine las técnicas relacionadas con las transformaciones geométricas a la vez que mejora la competencia digital, matemática y la didáctica de esta (Modelo TPACK). Para ello, se ha aplicado el Software libre de GeoGebra Classic, con la finalidad de que el alumnado en formación adquiera competencias para la enseñanza de conceptos geométricos como los de simetría axial, central, inversión, rotación, traslación y homotecia. Se ha utilizado una metodología mixta con diseño preexperimental con una muestra de 68 participantes pertenecientes a la asignatura de Matemáticas y su didáctica III del Grado en Educación Primaria de la Universidad Rey Juan Carlos matriculados durante el curso 2021/2022. La evaluación, los talleres y los datos del cuestionario especialmente diseñado permiten realizar un análisis cuantitativo y cualitativo. Los resultados son muy satisfactorios ya que la aplicación de GeoGebra Classic permite desarrollar estrategias que combinan competencias de forma simultánea y se concluye que facilita y mejora la adquisición de competencia matemática y digital y simplifica algunas dificultades que surgen en el aprendizaje.
... Encompassing such platforms as microblogs (e.g., Twitter), news aggregators (e.g., Reddit) and multimedia (e.g., YouTube), repositories can be sites for collaborative knowledge integration, as participants can benefit from encounters with others' perspectives for refining their own ideas as they build a common understanding (Scardamalia & Bereiter, 2014). Although participants in repositories engage with ideas rather than directly with other participants, [e.g., Szewkis et al., (2011)], such interactions can be considered as collaborative learning when participants have shared goals (Dillenbourg, 1999) and rewards (Axelrod and Hamilton, 1981); are both interdependent (Johnson & Johnson, 1999) and individually accountable (Slavin, 1996); have means to communicate and coordinate with one another (Gutwin & Greenberg, 2004); and have the ability to monitor peer contributions (Janssen et al., 2007). ...
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Peer ideas can be valuable contributions to scientific inquiry. Divergent peer ideas can enrich students' thinking and encourage curiosity. Meanwhile, similar peer ideas can promote convergent thinking that can reinforce understanding. However, students need guidance in critically evaluating peer ideas in relation to their own, and in recognizing the influence of peers’ ideas. Guided by the Knowledge Integration framework, we explore whether students’ perceptions of the impact of peers’ ideas align with the revisions made to their written explanations. In a technology-rich, classroom-based inquiry unit on cancer cell division, Grade 7 students (N = 144) investigated the effects of different cancer treatments on cell division, and developed explanations for a recommended treatment. We prompted one group of students to visit a class repository to seek peer ideas similar to their own, and another to seek ideas different from their own. Both groups then revised their recommendations. Based on analyses of students' reflections, initial and revised explanations, and pre and posttests, we found that students prompted to seek divergent ideas perceived peers’ ideas to be more impactful, even though both groups of students revised at the same rate and made similar pre to posttest gains. This study suggests a need to attend to students’ perceptions of the roles of their peers, particularly in environments designed to reflect authentic processes of the social construction of scientific knowledge.
Chapter
The consumer age of the Personal Computer and mobile devices has opened up a new world of opportunities for innovative teaching methodologies, many based on serious games and virtual worlds. Similar levels of market penetration are expected for the use of Immersive Virtual Reality (iVR) over upcoming decades, once all the core technologies for game engines and head-mounted displays are available on the market at affordable prices. In this chapter, a general overview of the state of the art of iVR learning experiences is presented. Firstly, the advantages of iVR over traditional learning are described – advantages that must be considered when defining iVR experiences for the optimization of student learning and satisfaction. Secondly, the relationship between learning theories and iVR experiences is briefly summarized; an area where constructivist theories appear to be the most commonly used theory in iVR experiences. Thirdly, some examples of the success of iVR applications at different learning levels, from primary school to higher education, are summarized. Fourthly, the key factors for the successful design and use of an iVR experience in education are identified, from the predesign stage to the final evaluation – with special attention given to the different possibilities of each type of HMD for different kinds of educational experiences. Finally, the main limitations of iVR for learning today and the future trends of this technology for teaching are also identified and discussed.KeywordsActive learningEducational gamesEducational technologyGames for learningHead-mounted displaysImmersive virtual reality
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Kemahiran berfikir algebra merupakan salah satu elemen yang dititikberatkan dalam penandaarasan PISA (Programme for International Student Assessment) dan TIMSS (Trends in International Mathematics and Science Study). Namun kemahiran berfikir algebra dalam kalangan pelajar Malaysia didapati masih berada dalam tahap penandaarasan yang rendah. Tujuan kajian ini adalah untuk melihat kesan kaedah model bar terhadap kemahiran berfikir algebra pelajar. Ujian pra serta ujian pasca digunakan sebagai intervensi kajian. Kajian yang berbentuk kajian eksperimental telah dilaksanakan ke atas 90 orang pelajar Tingkatan Satu dari sebuah sekolah di Daerah Tuaran, Sabah. Kajian ini menggunakan reka bentuk kuasi-eskperimen ujian pra dan pasca. Sampel kajian dibahagikan kepada 3 kumpulan iaitu kumpulan kaedah pembelajaran i) Model Bar (MB, n=30) , ii) Model Bar dan Pembelajaran Koperatif (MBPK, n= 30) dan konvensional (TR, n = 30). Ujian statistik inferensi ANOVA Sehala (One-way Analysis of Variances Test) digunakan untuk menganalisis dapatan kajian ini. Hasil analisis ANOVA sehala menunjukkan terdapat perbezaan yang signifikan dalam skor min ujian pasca antara kumpulan MB, kumpulan MBPK dan kumpulan TR (F (2, 87) = 9.316, p <.05). Perbezaan yang signifikan dalam skor min untuk ujian pasca hanya dapat dilihat di antara kumpulan TR dengan kumpulan MB (P= 0.019) dan antara kumpulan TR dengan kumpulan MBPK (P=0.000) manakala perbezaan yang tidak signifikan ditunjukkan antara kumpulan MB dan MBPK (P= 0.304). Maka,dicadangkan guru matematik menggunakan Model Bar sebagai alat bantu mengajar untuk meningkatkan kemahiran berfikir algebra pelajar.
Article
Full-text available
Kemahiran berfikir algebra merupakan salah satu elemen yang dititikberatkan dalam penandaarasan PISA (Programme for International Student Assessment) dan TIMSS (Trends in International Mathematics and Science Study). Namun kemahiran berfikir algebra dalam kalangan pelajar Malaysia didapati masih berada dalam tahap penandaarasan yang rendah. Tujuan kajian ini adalah untuk melihat kesan kaedah model bar terhadap kemahiran berfikir algebra pelajar. Ujian pra serta ujian pasca digunakan sebagai intervensi kajian. Kajian yang berbentuk kajian eksperimental telah dilaksanakan ke atas 90 orang pelajar Tingkatan Satu dari sebuah sekolah di Daerah Tuaran, Sabah. Kajian ini menggunakan reka bentuk kuasi-eskperimen ujian pra dan pasca. Sampel kajian dibahagikan kepada 3 kumpulan iaitu kumpulan kaedah pembelajaran i) Model Bar (MB, n=30) , ii) Model Bar dan Pembelajaran Koperatif (MBPK, n= 30) dan konvensional (TR, n = 30). Ujian statistik inferensi ANOVA Sehala (One-way Analysis of Variances Test) digunakan untuk menganalisis dapatan kajian ini. Hasil analisis ANOVA sehala menunjukkan terdapat perbezaan yang signifikan dalam skor min ujian pasca antara kumpulan MB, kumpulan MBPK dan kumpulan TR (F (2, 87) = 9.316, p <.05). Perbezaan yang signifikan dalam skor min untuk ujian pasca hanya dapat dilihat di antara kumpulan TR dengan kumpulan MB (P= 0.019) dan antara kumpulan TR dengan kumpulan MBPK (P=0.000) manakala perbezaan yang tidak signifikan ditunjukkan antara kumpulan MB dan MBPK (P= 0.304). Maka,dicadangkan guru matematik menggunakan Model Bar sebagai alat bantu mengajar untuk meningkatkan kemahiran berfikir algebra pelajar.
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