Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory

Autor/inn/en	Johnson, David W.; Johnson, Roger T.; Smith, Karl A.
Titel	Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory
Quelle	In: Journal on Excellence in College Teaching, 25 (2014) 3-4, S.85-118 (34 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-4800
Schlagwörter	Cooperative Learning; Instructional Improvement; College Instruction; Theory Practice Relationship; Social Theories; Educational Research; Meta Analysis + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Unterrichtsqualität; Hochschullehre; Theorie-Praxis-Beziehung; Gesellschaftstheorie; Bildungsforschung; Pädagogische Forschung; Meta-analysis; Metaanalyse
Abstract	Cooperative learning is an example of how theory validated by research may be applied to instructional practice. The major theoretical base for cooperative learning is social interdependence theory. It provides clear definitions of cooperative, competitive, and individualistic learning. Hundreds of research studies have validated its basic propositions and demonstrated that cooperative learning (compared with competitive and individualistic learning) increases students' efforts to achieve, encourages positive relationships with classmates and faculty, and improves psychological health and well being. Operational procedures have been derived from the validated theory to implement cooperative learning in university classes, including those needed to implement formal cooperative learning, informal cooperative learning, and cooperative base groups. (As Provided).
Anmerkungen	Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site: http://www.muohuo.edu/ject
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10