Cooperation and the Use of Technology

By David W. Johnson, Roger T. Johnson. 2007

598 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/700ad751ee4524055012d686a6dd69170e1fb7be

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Citations in the corpus

Three-dimensional virtual worlds and distance learning: two case studies of Active Worlds as a medium for distance education (2005, background): “…learning because it provides opportunities for groups of learners to learn from each other by adopting new roles, offering multiple perspectives, becoming peer tutors, and taking on projects and tasks that would be difficult or impossible for a single learner (Johnson & Johnson, 1996).”
Collective (Team) Learning Process Models: A Conceptual Review (2010, background): “As Johnson and Johnson (1996) noted, Kurt Lewin always stated, “I always find myself unable to think as a single person” (p. 1023).”
Technology in Support of Collaborative Learning (2007, background): “…collaborative learning in higher education represents a confluence of trends: the development of new tools to support collaboration (Johnson & Johnson, 1996), the emergence of constructivist-based approaches to teaching and learning (Kirschner, Martens, & Strijbos, 2004), and the…”
Meaningful interaction in web-based learning: A social constructivist interpretation (2007, unknown): “Several researchers have developed models and tools to facilitate the analysis of the data representing online interaction (Gunawardena, Lowe, & Anderson, 1997; Henri, 1992; Johnson & Johnson, 1996).”
Effects of Small-Group Learning on Transfer: a Meta-Analysis (2015, background): “While cooperative and collaborative learning have different origins and the former is often more structured, both involve students working together to achieve shared learning goals, both have a history of successfully increasing student learning relative to individual study, and the terms are simila”
Learning design to support student-AI collaboration: perspectives of leading teachers for AI in education (2022, background): “Teachers then recognize the importance of leveraging the collective knowledge and distributed resources (Johnson & Johnson, 2006) in achieving shared task goals not solely between an individual student and an AI but among students.”
Computer Self-Efficacy, Computer Anxiety, and Attitudes toward the Internet: A Study among Undergraduates in Unimas (2005, background): “…findings on this study, however, indicate that learning in the computer environment requires the special challenge of developing a mix of declarative, procedural, conceptual, and logical knowledge (Johnson & Johnson, 1996) as suggested by the theories of learning in general (Farnham-Diggory, 1992).”
e-Learning and Social Networking Handbook: Resources for Higher Education (2008, background): “Johnson and Johnson (2004) analyse the history of cooperative and collaborative learning and the way in which these practices have been revitalised by the advent of online learning.”
Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: A re-examination of measures and approach (2010, methodology): “We gained insight into our lack of agreement in coding the debates by examining Curtis and Lawson’s (2001) coding scheme for online collaboration, which is based on Johnson and Johnson’s (1996) major behaviors in collaborative learning situations (p.”
Hiding behind the camera: social learning within the Cooperative Learning Model to engage girls in physical education (2014, result): “Moreover, although conducted in different contexts from physical education, similar findings were reported by Johnson and Johnson ( 2009 ) when the Cooperative Learning Model was used in what they term, ‘computer-supported cooperative learning’.”
Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing? (2005, result): “This is in line with recommendations of Johnson and Johnson (1996).”
Game Design Narrative for Learning: Appropriating Adventure Game Design Narrative Devices and Techniques for the Design of Interactive Learning Environments (2006, background): “Central to a constructivist theoretical perspective is the belief that knowledge is constructed, not transmitted, and that learners play an active role in the learning process (Duffy & Cunningham, 1996; Johnson & Johnson, 1996; Jonassen, 1999).”
A Meta-Analysis of Factors Influencing the Development of Trust in Automation (2016, background): “Task inter-dependence stems from the interpersonal literature (Johnson & Johnson, 2004).”