Cooperative Learning Using Technology Issues Trends Successes Cooperative

Cooperative Learning Using Technology Issues, Trends, & Successes

• • • Cooperative Learning Type of Collaborative Learning – Student to student interaction • Knowledge is gained from shared communication, negotiation, and production Based on PIES system Students work in heterogeneous small group settings to complete a structured activity – Students are responsible for individual as well as group learning • Instills strong sense of comradeship – Encourages the sharing and restructuring of ideas • Creates a sense of interdependence – Engages students in peer tutoring – Improves problem solving skills • Dependent upon the supportiveness of participants

Trends in Education • Between 2005 and 2010, the majority of the research conducted focused on web-based or classroom computer-aided cooperative learning environments (Kesser & Ozdamli, 2012) – Experimental research methods were employed • Studies found cooperative learning with technology use beneficial to student learning • Research indicates that meaningful activities and situated cognition are important components of successful cooperative learning (Schulz-Zander & Dalmer, 2002) • Computers provide a wealth of information that allows students to be less dependent on teachers (Tan, Gallo, Jacobs, & Lee, 1999) – Students are more able to work together to find and share knowledge – Students are able to learn how to use technology while learning collaborative skills at the same time – Student lead learning pushes students to clarify and rethink their ideas • https: //www. teachingchannel. org/videos/technology-and-peer-teaching

• • Supporting Literature Belderrain (2006) investigated the relationship between technology and learning. – Online learning provides students with an audience to explore topics or enhance writing skills – Technology allows students to get virtually acquainted with one another • Podcasting and Wikis are highly engaging, providing cooperative learning opportunities Chu and Kennedy (2011) investigated the effectiveness of Wikis and Google Docs as collaboration tools for cooperative learning environments. – Cooperative, collaborative learning requires joint intellectual efforts among students – Tools provide opportunities for students to co-create knowledge French, Shore, and Walker (2011) investigated learning preferences of students. – Grouping configurations have an effect on achievement – Cooperative learning encourages respecting a peer’s individuality – Older students tend to prefer cooperative learning as compared to younger students Scheurerell (2010) investigated the effectiveness of technology on cooperative learning environments. – Students gain more understanding creating with the use of technology than simply using a computer to research the internet – Students are using the internet to collaborate and share ideas with one another

Supportive Online Tools • According to Pitler, Hubbel, and Kuhn (2012), the following programs provide diverse opportunities for cooperative learning through the use of technology. – Collaboration Software: modes for communication • Ex: Titanpad, Facetime, Syncpad – Web. Quests: inquiry-oriented activities allowing for diverse location access • Ex: Quest Garden, Zunal Webquest Maker, Web. Quest Taskonomy – Simulation Game: interactive environments • Ex: Civilization V, Girls Inc. Team UP, The Sims – Shared Bookmarking: teacher tool for project access • Ex: Diigo, Google Bookmarks, Delicious, Evernote – Course Management: discussion facilitation and presentation of information • Ex: Moodle, Blackboard, Google Apps for Education

References v. Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139 -153. doi: 10. 1080/01587910600789498 v. Chu, S. & Kennedy, D. (2011). Using online collaborative tools for groups to co-construct knowledge. Online Information Review, 35(4), 581 -587. doi: 10. 1108/14684521111161945 v. French, L. , Shore, B. , & Walker, C. (2011). A theoretical context for examining students’ preference across ability levels for learning alone or in groups. High Ability Studies, 22(1), 119 -141. Retrieved from http: //eric. ed. gov v. Keser, H. & Ozsamli, F. (2012). What are the trends in collaborative learning studies in 21 st century? Procedia-Social and Behavioral Sciences, 46(2012), 157 -161. doi: 10. 1016/j. sbspro. 2012. 05. 086 v. Pitler, H. , Hubbell, E. , & Kuhn, M. (2012). Using technology with classroom instruction that works. Retrieved from http: //2 www. ascd. org/publications/books/112012/chapters/Coopertive-Learning. aspx v. Scheuerell, S. (2010). Virtual warrensburg: Using cooperative learning and the internet in the social studies classroom. The Social Studies, 101, 194 -199. doi: 10. 1080/00377990903493861 v. Schulz-Zander, R. & Dalmer, B. (2002). The role of ICT as a promoter of students’ cooperation. Journal of Computer Assisted Learning, 18(4), 438448. doi: 10. 1046/j. 0266 -4909. 2002. x v. Tan, G. , Gallo, P. , Jacobs, G. , & Lee, C. (1999). Using cooperative learning to integrate thinking and information technology in a content-based writing lesson. The Internet TESL Journal, 5(8). Retrieved from http: //iteslj. org vhttp: //www. dailyteachingtools. com/images/Students. Jigsaw. jpg vhttp: //files. cooperativelearning. webnode. cn/200000040 -8 b 07 d 8 bfdf/CL. png vhttp: //image. slidesharecdn. com/cooperativelearningstructures-091022222251 -phpapp 02/95/cooperative-learning-structures-1 -728. jpg? cb=1256268189 vhttps: //www. collegestar. org/modules/col/images/col_chart 01_900. png vhttp: //image. slidesharecdn. com/powerpoint 2 -110927064301 -phpapp 01/95/infusing-cooperative-learning-with-technology-to-create-a-dynamic-social-studies -classroom-7 -728. jpg? cb=1317124052