Pixel International Conferences

Digital Library Directory > Innovation in Language Learning 12th Edition 2019
Innovation in Language Learning 12th Edition 2019

Cooperative Learning as an Engaging Strategy among Compulsory Education Students

Maria Elena Gómez-Parra; Cristina A. Huertas-Abril

Abstract

Research agrees on the need to help students develop relevant skills and abilities, such as intellectual curiosity (Baehr, 2013); openness to the world (Conole, 2013); autonomy and responsibility (Boud, 2005); creativity (Cropley, 1995); critical thinking (Strohm, & Baukus, 1995); and teamwork (Kyprianidou, Demetriadis, Tsiatsos, & Pombortsis, 2012). More specifically, cooperative learning (CL) is widely accepted as an effective educational practice (e.g., Peterson & Miller, 2004; Kirschnera, Pass, & Kirschner, 2009, among others). In this context, the educational opportunities of CL are recognised by the scientific community (Gillies, 2014), whose practice is encouraged in the 21stcenturyclassroom. This work explores the impact of cooperative learning on a heterogeneous group of 100 Spanish compulsory-education students (aged 8-15) who participated in a project-based implementation of a specific CL technique (Lesson Study) on the frame of DICO+ (2018-1-FR01-KA201-047904). The study research questions focused mainly on students’ answers to a questionnaire (pre- and post-) regarding their opinion on their preferred disciplines for CL. By applying quantitative research method students’ views were analyzed. Findings revealed that students prefer Maths over any other subject. Overall, data provide evidence that the adoption of CL practices enhance teamwork, leadership skills and critical thinking. Our discussion draws on the idea that teachers should implement CL more frequently in line with the results of this research, as the importance of structuring cooperative work benefits learning (Buchs, 2017).

Keywords: Cooperative Learning, DICO+, Quantitative Analysis.

References:

 
[1] Baehr, J. (2013). Educating for Intellectual Virtues: From Theory to Practice.Journal of Philosophy of Education, 47(2), 248–262.
[2] Conole, G. (2013). Designing for Learning in an Open World.New York: Springer.
[3] Boud, D. (Ed.) (2005). Developing Students’ Autonomy in Learning (2ndEdition).London: Taylor & Francis.
[4] Cropley, A.J. (1995). Fostering creativity in the classroom: General principles. In M. Runco (Ed.), The creativity research handbook (Vol. 1)(pp. 83–114).Cresskill, NJ: Hampton Press.
[5] Strohm, S.M. & Baukus, R.A. (1995). Strategies for Fostering Critical-Thinking Skills.Journalism and Mass Communication Educator, 50(1), 55–62.
[6] Kyprianidou, M., Demetriadis, S., Tsiatsos, T., & Pombortsis, A. (2012). Group formation based on learning styles: can it improve students’ teamwork?. Educational Technology Research and Development, 60(1), 83–110.
[7] Peterson, S.E. & Miller, J.A. (2004). Comparing the Quality of Students' Experiences During Cooperative Learning and Large-Group Instruction. The Journal of Educational Research, 97(3), 123–134.
[8] Kirschnera, F., Paas, F., & Kirschner, P.A. (2009). Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency. Computers in Human Behavior, 25(2), 306–314.
[9] Gillies, R.M. (2014). Cooperative Learning: Developments in Research. International Journal of Educational Psychology, 3(2), 125–140.
[10] Buchs, C., Filippou, D., Pulfrey, C., & Volpé, Y. (2017). Challenges for cooperative learning implementation: reports from elementary school teachers. Journal of Education for Teaching, 43(3), 296–306.


Publication date: 2019/11/15
ISBN: 978-88-85813-80-9
Pixel - Via Luigi Lanzi 12 - 50134 Firenze (FI) - VAT IT 05118710481
    Copyright © 2024 - All rights reserved

Privacy Policy

Webmaster: Pinzani.it