COOPERATIVE LEARNING STRATEGY (CLS): A LITERATURE REVIEW (original) (raw)
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Cooperative Learning: Building Cooperative skills and attitudes in Learners
Academia Letters, 2021
This paper justifies the importance of building cooperative learning skills and attitudes in learners throughout the course of teaching and learning process. Cooperative learning is not just a word that can be explained by one sentence. Many scholars have different definitions for this concept. According to The active classroom (n.d.) defined cooperative learning as a student-centered and instructor-facilitated instructional strategy in which a small group of students is responsible for its own learning and the learning of all group members. However, Kagan (1989) as cited in The active classroom (n.d.), adds to say that in cooperative learning a teacher designs social interaction structures as well as learning activities. The main role of this is to allow students to interact with each other in order to achieve a common-related goal. It is required that a teacher should arrange the students into smaller groups so that they can be able to discuss various topics and activities that would eventually prepare and enable them to solve problems that exist in their life experiences. Nevertheless, many teachers regard themselves using cooperative learning while they use group work, Boo et al. 2001 (as cited in Roy 2009). Johnson et al. (1994) expresses that many teachers who believed that they are using cooperative learning are mostly to miss the nature of the concept of cooperative learning. Roy (2009) quoted basic differences of cooperative learning with that of group work, out of the nine that was introduced by Johnson et al. (1994). Focusing on those differences mentioned by Roy (2009), Johnson et al. (1994) stated that, Five basic elements of cooperative learning 1. Cooperative learning is based on positive interdependence between group members where goals of the group are structured and meant to instill a mentality that all members
Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms
International Journal of Higher Education, 2013
Cooperative learning has been the centre of worldwide attention because it has been shown to have strong effects on student learning, as well as other positive outcomes. Although the academic, social, affective and psychological outcomes of students taught by cooperative learning are more positive compared with students taught by the traditional teaching method, there are many misunderstandings and disagreements about the reasons why. This paper investigated this question and suggested a range of theoretical models to explain the effectiveness of cooperative learning. These theoretical perspectives include the social interdependence theory, the cognitive perspective, and the social learning theory, all of which contribute to the theory of learning known as constructivism.
Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018), 2019
Popularly known as a core of cooperative learning, group work is frequently applied in classroom. However, some researches revealed that collaborative atmosphere was hardly found in the groupwork. The available researches mainly discussed the students' perspective through questionnaires and only a few tried to picture the students' beliefs from group discussion. Therefore, the current study investigated the students' attitudes towards group work by asking them to share their experiences while working in the group. and figured out how such attitudes influenced their interaction with the other members in the group. The empirical data were obtained from questionnaires, group discussion and discourse analysis. The participants of the research were 51 sophomores who got involved in filling in a questionnaire and some of them were taken to join FGD in which they voluntarily express their opinions regarding group work. In addition, the study also managed to record student's interaction in groups. The data showed that the students' interactions in the group work did not go as cooperative learning suggested. The five elements of cooperative learning hardly found in the group. Most students in the group relied on one person to do the whole task assigned. As the result, some of them think that group work was a waste of time. This finding suggested that the group work would fail to promote cooperative learning if interdependence and individual accountability were not enforced. Therefore, acting as a facilitator, the teacher is supposed to find the way to cater the interdepended and fortify the sense of collaboration among students.
Cooperative Learning: An Effective Means for Teaching in Classroom
Cooperative learning is based on constructivist philosophy. It gives the scope to the learner to learn in a group to achieve a common goal. Cooperative learning is especially based on the theory of social constructivism; therefore, it stresses the construction of knowledge through peer interaction in the classroom. This paper explains cooperative learning and what are the main characteristics of cooperative learning. This paper also focuses on why cooperative learning is important for classroom teaching and some methods used under the umbrella of cooperative learning. This paper also discusses how teachers can implement cooperative learning in the classroom.
The Effect of Cooperative Learning Approach Application Toward Students’ Learning Outcome
Proceedings of the 2nd International Conference on Social, Applied Science, and Technology in Home Economics (ICONHOMECS 2019), 2020
The recording teaching learning process showed that students tended to be passive because of the inappropriate teaching method so that it affected activity and motivation to perform his skill in their language actively in the class. Choosing method to rise the students' activity is a must. It dealt with students'learning outcome and students' activity outcome as well as an effort to create students more understand to the material given. The objective of the research was to know the differences of an effect between class using jigsaw and NHT method towards cognitive learning outcome. Cooperative learning method is one of the choices that can be used in the classroom because there is a benefit to activate and persuade students to work cooperatively naming Jigsaw dan Numbered Head Together (NHT).The observation result of cognitive domain showed that NHT teaching method indicated higher percentage result than jigsaw teaching method in the cooperative field of the group discussion. In addition, responsibility, activity and willing element had higher percentage outcome than NHT teaching method. Based on Comparative result of Jigsaw and NHT average post-test value of cooperative teaching to the class given JIGSAW method was 8,889. Meanwhile, the class given NHT method was 7,702. It can be said that the class given JIGSAW method was higher average than class given NHT method. Big difference of both averages was 8,889. It showed that JIGSAW method was good to increase student cooperative teaching
A Theoretical Understanding of Cooperative Learning Techniques in Education
2021
Education is one of the main pillars on which the development of a nation depends. This fact necessitates research in the education sector of a state to make it capable of copping with the challenges of the modern age. Traditional methods of learning have been incapable in this regard. Cooperative Learning Techniques is an innovative teaching methodology for promoting the academic achievements of the students. Cooperative Promoting students' participation in class through a Cooperative Learning environment needs a variety of research studies in the effectiveness of Cooperative Learning Techniques. Educational institutions in the developed states make effective use of Cooperative Learning Techniques to enhance students' participation and their academic achievements. The major objective of this research study is to give a theoretical understanding of the various aspects of Cooperative Learning Techniques. The paper shows that effective Cooperative Learning can be realized only...
Research on Cooperative Learning: Implications for Practice
School Psychology Review
This article provides an overview of research on cooperative learning with an emphasis on issues related to the implementation of cooperative learning groups. Specific benefits of cooperative learning for cognitive development, academic achievement, and social-emotional growth are reviewed, and a theoretical rationale for explaining such benefits is presented. Types of groups and benefits of each are described. Specific questions relevant to the formation and implementation of cooperative learning groups are answered on the basis of research. Finally, a model for implementation is described which emphasizes the enhancement of higher-order thinking, effectance motivation, and social skills.
The effects of cooperative learning method on enhancing learners' overall achievement
hadadi, 2019
Cooperative learning is one of the most common areas in education which has been noticed broadly. It is considered as an effective educational strategy in which learners get together to solve a problem, share ideas, complete a task, or create a product. It also has proved to have positive educational values which makes it worthwhile to use in EFL classroom. This article outlines the role cooperative learning plays on enhancing learning. It begins with the definitions proposed by some researchers on the term and continues with the advantages of cooperative learning. Five basic elements of cooperative learning are set out and then teacher's role in promoting cooperation among students is discussed. The present paper discusses different method in this area suggested by some well-known research-developers. It also focuses on different types of cooperative learning groups. The last part of this article is about the application of cooperative learning in the classroom. It offers some suggestions to apply cooperative learning efficiently in the classroom. The paper concludes that cooperative learning is an effective approach for learning in any content areas including learning English as a foreign/second language.