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

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Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis (2019, background): “Reviews of studies investigating the effects of such approaches on student achievement and other outcomes seem to indicate they do, indeed, contribute positively (e.g., Burgess et al., 2014; Johnson et al., 2014; Liu & Beaujean, 2017; Pai et al., 2015).”
Team-Based Learning Practices and Principles in Comparison with Cooperative Learning and Problem-Based Learning. (2014, methodology): “…recorder, summarizer), structuring interactions (for example, think-pair-share), and/or teaching group interaction skills through group processing discussions following each group activity (see Millis and Cottell, 1998; also see the articles by Kagan and by Johnson et al., 2014, in this issue).”
Active learning strategies with positive effects on students’ achievements in undergraduate mathematics education (2020, background): “…(Freeman et al. [1], Michaelsen et al. [21] Nanes [22], Davidson & Major [23], Davidow et al. [28]), furthermore, on the work of Johnson et al. [30], we can conclude that providing challenging cognitive demands, such as trying newly learned skills, discussing different alternatives,…”