Cooperative vs competitive vs individualistic learning

Learning Together and Alone: Cooperation, Competitiun, and Individualization

Karl Smith, NACTA journal, 1979

Some of the major research findings are (Johnson and Johnson, 1974, 1975; Johnson, 1979):

1. The successful mastery, retention. and transfer of concepts, rules, and principles is higher in cooperatively structured learning than in competitively or individualistically structured learning. For the day to day conceptual and problem-solving learning, cooperation promotes higher quality and more quantity of learning.

Turning Classes Into Communities

Give students opportunities to share multiple parts of their lives.

Acknowledge what’s good.

Provide time for collaboration and student-to-student interaction.

Check in and monitor the lives of groups.

Be the host and set the tone

Here’s What Learners Have to Say About Student Engagement

students offered some powerful images of what it would take to keep them fully engaged.

What Harvard Business School Has Learned About Online Collaboration

In June 2014, Harvard Business School launched HBX, its new online education initiative.

Collaboration doesn’t occur in a vacuum. An important premise behind our efforts was that students must first know each other before they can engage with each other.

Incentives matter. Collaboration doesn’t just occur by getting people together. You need to trigger it. To do this, we tied participation and online collaboration to course grades.

GPI finds ‘Big Six’ experiences linked to on-time graduation

Gallup-Purdue released findings on Wednesday (April 8) showing that six factors directly correlate with graduating on time – and, more likely, on budget.

Calling them the “Big Six,” these experiences significantly increase the odds of college students graduating in four years and feeling that their alma mater prepared them well for life after college.

Practical Tips for Cultivating a Learning Relationship with Students

When 17,000 students were asked to list the qualities of an effective teacher, “respectful” and “responsive” came out on top, not “knowledgeable” (Smyth, 2011).

Focus on Feedback

Studies show that students are starved for feedback on their work (Turnitin, 2013).

Feedback needs to be to the student, not the work, since it is the student who must improve in order for the work to improve.

Subscribe to RSS - Social