Cooperative Learning: Integrating Theory and Practice

By Robyn M. Gillies. 2007

293 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/952eec1f5425d993e8d2e92468244e510f8024cd

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In Developmental and Educational Psychology

Citations in the corpus

Unfolding collaborative learning assessment literacy: a reflection on current assessment methods in higher education (2020, background): “Firstly, knowledge about how to assess collaborative learning is scarce in both ASSESSMENT & EVALUATION IN HIGHER EDUCATION 1223 practical and research literature (Boud, Cohen, and Sampson 1999; Ahern 2007; Gillies 2007; Strijbos 2011, 2016; Brookhart 2013; Van Aalst 2013).”
Student-centred learning: the role and responsibility of the lecturer (2014, background): “advocated by Lea, Stephenson, and Troy (2003), whilst the re-distributed ownership evident in their transition from passive to active learners endorsed the mutual benefits of this cooperative approach (Gillies 2007).”
Teachers' reflections on cooperative learning: Issues of implementation (2010, background): “…needed to facilitate cooperation; designing activities to ensure individual accountability on the part of all group members; constructing complex tasks to promote engagement and thinking (Cohen, 1994), and designing assessment criteria and rubrics to measure students' learning (Gillies, 2007).”
Cooperative Learning for Academic and Social Gains: valued pedagogy, problematic practice (2010, background): “use of the mediated-learning behaviours that enhance students’ understanding of content (Gillies & Boyle, 2008). In addition to including the above elements in the task design, teachers are also responsible for the ongoing monitoring of how the groups function and, once the task is completed, for gu”
Asian students’ perceptions of group work and group assignments in a New Zealand tertiary institution (2008, background): “The essential components outlined by Gillies (2007) did not seem to exist in these lecturer-assigned group assignments: ‘Positive interdependence, promotive interaction, individual accountability, interpersonal and small-group skills, and group processing’ (51).”
Boundary Crossings: Cooperative Learning, Collaborative Learning, and Problem-Based Learning (2014, background): “Baloche (1998), Gillies (2007), and Bennett, Rolheiser-Bennett, and Stevahn (1991) have contributed to teacher education related to cooperative learning.”