Effective Strategies for Cooperative Learning.

By Richard M. Felder, Rebecca Brent. 2001

383 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6979564f7c59f0705feaae5c90a9d25ab22ad854

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Citations in the corpus

The Effectiveness of Cooperative Learning (2012, background): “While cooperative learning has many different implementation models in the engineering education context (Felder & Brent, 2003; Mourtos, 1997; Pimmel, 2001; Terenzini, 2001), this study closely follows the well-structured model proposed by Johnson and Johnson (Felder & Brent, 1994, 2001; Johnson & J”
Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools (2014, background): “Cooperative learning (Felder & Brent, 2001; Kaufman, Felder, & Fuller, 2000), collaborative learning (Dillenbourg, 1999), active learning (Johnson, Johnson, & Smith, 2006), action learning (Raelin, 2006), and business simulations (Zantow, Knowlton, & Sharp, 2005) typically rely on groups of…”
Group Work Can Be Gratifying: Understanding & Overcoming Resistance to Cooperative Learning (2010, methodology): “In such a system, preserving consistency might require instructors to grade free-riders/hitchhikers or intentional social/cognitive loafers separately (Felder & Brent 2001).”
The Intellectual Development of Science and Engineering Students. Part 2: Teaching to Promote Growth (2004, background): “The literature describes how these conditions can be achieved [34, 52, 53] and how the appropriate use of cooperative learning can”
Pedagogies of Engagement: Classroom‐Based Practices (2005, background): “Three excellent examples of engineering applications are Felder and Brent, 2001 [79], Mourtos, 1997 [80], and Pimmel, 2001 [81].”
Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases (2006, background): “Like the focus problems in problem-based learning, projects should be authentic and should address the instructor’s learning objectives; moreover, if students work in teams, the instructor should observe the principles of cooperative learning including holding all team members individually accountab”
Unfolding collaborative learning assessment literacy: a reflection on current assessment methods in higher education (2020, methodology): “…assessment of collaborative learning is less likely to result in students passing a course who individually do not meet the required abilities (Felder and Brent 2001) and to high-achieving students not passing a course or passing with a lower than the desired grade/and or grade that does not…”