Cooperative Learning: Increasing College Faculty Instructional Productivity. ASHE-ERIC Higher Education Report No. 4, 1991.

Autor/inn/en	Johnson, David W.; und weitere
Institution	Association for the Study of Higher Education.; ERIC Clearinghouse on Higher Education, Washington, DC.; George Washington Univ., Washington, DC. School of Education and Human Development.
Titel	Cooperative Learning: Increasing College Faculty Instructional Productivity. ASHE-ERIC Higher Education Report No. 4, 1991.
Quelle	(1991), (168 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0884-0040
ISBN	1-878380-09-5
Schlagwörter	Leitfaden; College Faculty; College Instruction; Competition; Cooperative Learning; Cooperative Planning; Group Activities; Group Discussion; Group Dynamics; Grouping (Instructional Purposes); Higher Education; Interpersonal Relationship; Learning Activities; Learning Strategies; Peer Teaching; Productivity; Prosocial Behavior; Self Directed Groups; Social Integration; Socialization; Student Participation; Team Teaching; Teamwork; Trust (Psychology) + Suchen Sie Ihr Suchwort? Fakultät; Hochschullehre; Wettkampf; Kooperatives Lernen; Gruppenaktivität; Gruppendiskussion; Gruppendynamik; Grouping; Gruppenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernaktivität; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Peer group teaching; Peer Group Teaching; Produktivität; Soziale Integration; Socialisation; Sozialisation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teamteaching
Abstract	This monograph explores the current use in higher education of cooperative learning, the instructional use of small groups so that students work together to maximize their own and each other's learning. The opening section sets out to define cooperative learning, and to look at the history of the technique, its basic elements, types of cooperative learning groups, and implications for faculty functioning and the educational institution overall. The next section discusses the five basic elements of cooperative learning: (1) positive interdependence; (2) face-to-face promotive interaction; (3) individual accountability and personal responsibility; (4) frequent use of interpersonal and small group social skills; and (5) frequent, regular group processing of current functioning. The following section reviews the research validating the effectiveness of cooperative learning in college classrooms including research on social interdependence, patterns of interaction, and learning outcomes. The next three sections focus on the instructor's role in using formal cooperative learning groups, informal cooperative learning groups, and cooperative base groups under the titles "The Instructor's Role in Cooperative Learning,""The Cooperative Lecture," and "Base Groups." The next section examines cooperation among faculty. A concluding section describes two typical cooperative learning class sessions and speculates on the impact this method will have in the future. (177 references) (JB)
Anmerkungen	ASHE-ERIC Higher Education Reports, George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183 ($17.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01