Learning Together and Alone: Overview and Meta‐analysis

By David W. Johnson, Roger T. Johnson. 2002

371 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c1268016f3715f38774805133e2c8727323b8c84

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Exploring the links between students' engagement in cooperative learning, their goal preferences and appraisals of instructional conditions in the classroom (2007, background): “Lemos (1996) suggested that students bring a set of general goals to the classroom and implement these when faced with the real classroom setting.”
Cooperative Learning: Review of Research and Practice. (2016, methodology): “Given the findings from these meta-analyses (Johnson et al., 1981; Johnson & Johnson, 2002; Slavin, 1989) that have highlighted the academic and social benefits students derived from working cooperatively together, Roseth, Johnson and Johnson (2008) examined the social-contextual view of the…”
Can Collaborative Learning Improve the Effectiveness of Worked Examples in Learning Mathematics? (2017, methodology): “This hypothesis was based on research that argues collaborative learning is superior to individual learning (see Johnson & Johnson, 2002).”
Teachers' reflections on cooperative learning: Issues of implementation (2010, background): “Certainly, research indicates that when CL is well structured so that students understand how they are to work together to achieve their group's goal, students benefit socially and academically from their smallgroup experience (Johnson & Johnson, 2002, 2003; Lou et al., 1996; Slavin, 1996).”
Virtual reality and augmented reality in social learning spaces: a literature review (2020, background): “Within this context, it is also worth mentioning modern teaching methodologies related to social cognitive theory such as “Learning Together and Alone” which focuses on increasing collaborative activities and group processing and reflection to enhance academic achievement (Johnson and Johnson 2002),”
The Effects of Cooperative Learning on Junior High School Students' Behaviours, Discourse and Learning During a Science-Based Learning Activity (2008, background): “…supportive relationships and greater psychological health and well-being for students who participate in cooperative learning than those who experience the more traditional, competitive and individual approaches to instruction (Johnson and Johnson, 2002; Shachar and Sharan, 1994; Stevens, 2003).”
Dialogic interactions in the cooperative classroom (2016, background): “These are verbal behaviours that Gillies (2003, 2004) found students use when they feel a sense of group cohesion and social responsibility for each other’s learning; behaviours that are typically exhibited by students who work cooperatively together (Johnson & Johnson, 2002).”
Cooperative Learning: Developments in Research (2014, background): “ooperative learning is widely recognized as a pedagogical practice that promotes positive social interactions and achievement among students from kindergarten through to college level and across different subject areas (Johnson & Johnson, 2002; Slavin, 1996).”
The Flipped Classroom: A Survey of the Research (2013, background): “The most effective of these is Learning Together & Alone, which focuses on, “the integrated use of cooperative, competitive and individualistic learning” [39].”