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Full-Text Articles in Education
Analyzing Cooperative Learning Thematically: An Exploratory Case Study With A Composite Qualitative Model, Zhidong Zhang, Liza Ramos
Analyzing Cooperative Learning Thematically: An Exploratory Case Study With A Composite Qualitative Model, Zhidong Zhang, Liza Ramos
Teaching and Learning Faculty Publications and Presentations
This study explores how educators implement Cooperative Learning (CL) in their teaching methods through an exploratory case study using Saldana's model (2016) as the initial coding framework. Thematic coding, guided by Segev's semantic analysis techniques (2022), uncovered diverse perspectives among participants, highlighting various themes supporting CL models. Nevertheless, a consistent theme that emerged was the central concept of CL within the semantic analysis graph. The amalgamation of semantic analysis and thematic coding combined open and theoretical coding for a comprehensive understanding of the data. Furthermore, the incorporation of semantic discourse evidence strengthened the analysis, resulting in a theoretical representation of …
The Exploratory Sequential Design With Generalized Linear Models For The Learning Strategy Analysis, Zhidong Zhang, Liza Ramos
The Exploratory Sequential Design With Generalized Linear Models For The Learning Strategy Analysis, Zhidong Zhang, Liza Ramos
Teaching and Learning Faculty Publications and Presentations
The researchers explored a mixed methods research design through the analysis of a set of interview data. Saldana’s model was utilized to complete the opening coding data and thematic coding data. Three themes were recognized to support the cooperative learning models. These included: a) Knowing by Undergone Events and Contexts, b) Implementation and Action, and c) Opinions and Perceptions, which consisted of a Cooperative Learning Model (CLM). The frequencies of the terms and phrases consisted of the evidence variables. A generalized linear model (GeLM) was utilized to examine the relationship between the three themes and Cooperative Learning Model. The GeLM …
Exploring A Cooperative Learning Model With A Mixed Methods Design, Zhidong Zhang, Liza Ramos
Exploring A Cooperative Learning Model With A Mixed Methods Design, Zhidong Zhang, Liza Ramos
Teaching and Learning Faculty Publications and Presentations
The exploratory sequential design was used in this study. The mixed methods design consisted of two modules: a qualitative module and a quantitative module. The qualitative module was used to code the data into categories and further into the structure in terms of Saldana’s model. Based on the analysis of the interview transcripts, three themes were recognized to support the cooperative learning models. These three themes were Knowing by Undergone Events and Contexts (KUEC), Implementation and Action (I&A), and Opinions and Perceptions (OP). These three themes consisted of a Collaborative Learning Model describing and evaluating different topic patterns.
Undergraduate Hispanic Student Response To Cooperative Learning, Bobbette M. Morgan, Graciela P. Rosenberg, Lori Wells
Undergraduate Hispanic Student Response To Cooperative Learning, Bobbette M. Morgan, Graciela P. Rosenberg, Lori Wells
Teaching and Learning Faculty Publications and Presentations
Three classes of undergraduate Hispanic students assigned to an ESL professor and a teaching assistant were selected to experience cooperative learning over a full semester. Pre-semester surveys were completed by 80 undergraduate students. Post-semester surveys were completed by 66 undergraduate students. Strategies used in the classes included Think-Pair-Share, Ticket Out the Door, Jigsaw and being a member of a base group. This study is based upon theories of social interdependence, cognitive development, and behavioral learning. The surveys were completed by the university students to compare and contrast knowledge about their experiences in: 1) individual learning, and 2) learning with a …
Cooperative Learning With Undergraduate Hispanic Students: Results And Professors’ Interviews, Bobbette M. Morgan, Bret Lefler, Ruth A. Keitz
Cooperative Learning With Undergraduate Hispanic Students: Results And Professors’ Interviews, Bobbette M. Morgan, Bret Lefler, Ruth A. Keitz
Teaching and Learning Faculty Publications and Presentations
Classes of undergraduate Hispanic students assigned to two professors were identified to determine the level of cooperative learning being implemented and to allow the professors to reflect on their experiences over a full semester. Pre-semester and post-semester surveys were completed by each of the undergraduate students. This study is based upon theories of social interdependence, cognitive development, and behavioral learning. The surveys were completed by the university students to determine their experiences in: 1) individual learning, and 2) learning with a partner(s). Interviews of the professors are included. Results of the surveys were analyzed. Results are reported. The authors also …
Cooperative Learning, Jigsaw Strategies, And Reflections Of Graduate And Undergraduate Education Students, Bobbette M. Morgan, Alma D. Rodriguez, Graciela P. Rosenberg
Cooperative Learning, Jigsaw Strategies, And Reflections Of Graduate And Undergraduate Education Students, Bobbette M. Morgan, Alma D. Rodriguez, Graciela P. Rosenberg
Teaching and Learning Faculty Publications and Presentations
Classes of undergraduate and graduate students assigned to three professors were used to experience cooperative learning, jigsaw strategies, and to reflect on the process that occurred over a semester. The work is based upon theories of social interdependence, cognitive development, and behavioral learning. Pre- and post surveys were completed by 23 graduate and 57 undergraduate education students to compare and contrast knowledge about their experiences working cooperatively and specifically in a jigsaw format that included the role of expert, preparation pairs, and in groups of three where positive interdependence is structured through resource interdependence with a summary by the professor. …