Creating conditions for cooperative learning: Basic elements
Although a large number of research evidence speak out in favor of cooperative learning, its effectiveness in teaching does not depend only on teacher’s and students’ enthusiasm and willingness to work in such a manner. Creating cooperative situations in learning demands a serious preparation and en...
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| Format: | Article |
| Language: | srp |
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Institute for Educational Research, Belgrade
2003-01-01
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| Series: | Zbornik Instituta za pedagoška istraživanja |
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| Online Access: | http://www.doiserbia.nb.rs/img/doi/0579-6431/2003/0579-64310335094S.pdf |
| _version_ | 1819237444706369536 |
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| author | Ševkušić-Mandić Slavica G. |
| author_facet | Ševkušić-Mandić Slavica G. |
| author_sort | Ševkušić-Mandić Slavica G. |
| collection | DOAJ |
| description | Although a large number of research evidence speak out in favor of cooperative learning, its effectiveness in teaching does not depend only on teacher’s and students’ enthusiasm and willingness to work in such a manner. Creating cooperative situations in learning demands a serious preparation and engagement on the part of teacher who is structuring various aspects of work in the classroom. Although there exist a large number of models and techniques of cooperative learning, which vary in the way in which students work together, in the structure of learning tasks as well as in the degree to which cooperative efforts of students are coupled with competition among groups, some elements should be present in the structure of conditions irrespective of the type of group work in question. Potential effects of cooperation are not likely to emerge unless teachers apply five basic elements of cooperative structure: 1. structuring of the learning task and students’ positive interdependence, 2. individual responsibility, 3. upgrading of "face to face" interaction, 4. training of students’ social skills, and 5. evaluation of group processes. The paper discusses various strategies for establishing the mentioned elements and concrete examples for teaching practice are provided, which should be of assistance to teachers for as much successful cooperative learning application as possible in work with children. |
| first_indexed | 2024-12-23T13:20:26Z |
| format | Article |
| id | doaj.art-fff831da6e90464a8cb6b90f5747287f |
| institution | Directory Open Access Journal |
| issn | 0579-6431 1820-9270 |
| language | srp |
| last_indexed | 2024-12-23T13:20:26Z |
| publishDate | 2003-01-01 |
| publisher | Institute for Educational Research, Belgrade |
| record_format | Article |
| series | Zbornik Instituta za pedagoška istraživanja |
| spelling | doaj.art-fff831da6e90464a8cb6b90f5747287f2022-12-21T17:45:28ZsrpInstitute for Educational Research, BelgradeZbornik Instituta za pedagoška istraživanja0579-64311820-92702003-01-012003359411010.2298/ZIPI0335094SCreating conditions for cooperative learning: Basic elementsŠevkušić-Mandić Slavica G.Although a large number of research evidence speak out in favor of cooperative learning, its effectiveness in teaching does not depend only on teacher’s and students’ enthusiasm and willingness to work in such a manner. Creating cooperative situations in learning demands a serious preparation and engagement on the part of teacher who is structuring various aspects of work in the classroom. Although there exist a large number of models and techniques of cooperative learning, which vary in the way in which students work together, in the structure of learning tasks as well as in the degree to which cooperative efforts of students are coupled with competition among groups, some elements should be present in the structure of conditions irrespective of the type of group work in question. Potential effects of cooperation are not likely to emerge unless teachers apply five basic elements of cooperative structure: 1. structuring of the learning task and students’ positive interdependence, 2. individual responsibility, 3. upgrading of "face to face" interaction, 4. training of students’ social skills, and 5. evaluation of group processes. The paper discusses various strategies for establishing the mentioned elements and concrete examples for teaching practice are provided, which should be of assistance to teachers for as much successful cooperative learning application as possible in work with children.http://www.doiserbia.nb.rs/img/doi/0579-6431/2003/0579-64310335094S.pdfcooperative learninggroup workinteractioninterpersonal relationsstudents’ social skillsinterdependencegroup processes |
| spellingShingle | Ševkušić-Mandić Slavica G. Creating conditions for cooperative learning: Basic elements Zbornik Instituta za pedagoška istraživanja cooperative learning group work interaction interpersonal relations students’ social skills interdependence group processes |
| title | Creating conditions for cooperative learning: Basic elements |
| title_full | Creating conditions for cooperative learning: Basic elements |
| title_fullStr | Creating conditions for cooperative learning: Basic elements |
| title_full_unstemmed | Creating conditions for cooperative learning: Basic elements |
| title_short | Creating conditions for cooperative learning: Basic elements |
| title_sort | creating conditions for cooperative learning basic elements |
| topic | cooperative learning group work interaction interpersonal relations students’ social skills interdependence group processes |
| url | http://www.doiserbia.nb.rs/img/doi/0579-6431/2003/0579-64310335094S.pdf |
| work_keys_str_mv | AT sevkusicmandicslavicag creatingconditionsforcooperativelearningbasicelements |