Integration of Cooperative Learning Strategies in Online Settings

Autor/inn/en	Barreto, Daisyane; Oyarzun, Beth; Conklin, Sheri
Titel	Integration of Cooperative Learning Strategies in Online Settings
Quelle	In: E-Learning and Digital Media, 19 (2022) 6, S.574-594 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barreto, Daisyane) ORCID (Conklin, Sheri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/20427530221104187
Schlagwörter	Cooperative Learning; Online Courses; Asynchronous Communication; Teaching Methods; Higher Education; Teacher Student Relationship; Peer Relationship; Social Isolation; Student Attitudes; Undergraduate Students; Group Dynamics; Learning Activities; Educational Benefits; Social Theories + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Soziale Isolation; Schülerverhalten; Gruppendynamik; Lernaktivität; Bildungsertrag; Gesellschaftstheorie
Abstract	Although online learning has increased as a delivery method of instruction in higher education, learners may still feel isolated from the instructor and peers due to a lack of physical presence. Thus, intentional and purposeful online course design is necessary. To remediate feelings of isolation, cooperative learning strategies have been implemented in online courses, resulting in positive outcomes. A long-term cooperative learning project based on social interdependence theory (SIT) has been implemented into two asynchronous online courses at two different higher education institutions. A mixed-method, design-based research study was conducted to examine students' attitudes towards cooperative learning. Participants of this study included undergraduate and graduate students who completed pre-and post-surveys. Classroom artifacts were also collected to analyze the group work and dynamics. Even though the quantitative results showed a decrease in students' attitudes towards cooperative learning, qualitative data indicated that students benefited from this experience. Qualitative data also provided further insights on the group dynamics. Students' high expectations of group work, faculty support, and shared sense of responsibility among group members could have affected their perceptions of cooperative learning. This study was the first cycle of a multi-cycle effort to develop a robust cooperative learning activity that will benefit learners in future courses. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01