Individual vs cooperative self-regulated learning for acquiring workplace competences

The purpose of this study was to investigate the effect of cooperative learning and motivation on student performance and satisfaction. Participants used either a cooperative or individual learning strategy while receiving instructional information, skill practice, and feedback during a woodball lesson. After receiving specific directions for implementing individual versus cooperative strategies, 60 university students, classified as high and low need for affiliation as a motivation factor were randomly assigned to treatments. Students completed an instructional woodball lesson, and the effects of cooperative learning and motivational factors were examined across the posttest. Satisfaction was also assessed. Results revealed that students in the low need for affiliation treatment outperformed those in the high need for affiliation treatment when the significant main effects on motivational factors were considered. Howeve, the results did not reveal a significant main effect for instructional method. This finding does not appear to support the large body of literature from motor skill instruction and traditional learning environments that cooperative learning is superior to individual conditions. This could be due to the nature of the sport when students participated in the various skill learning conditions. Furthermore, the results revealed a significant interaction between instructional method and motivational factors. The results indicated that the performance of participants with a high need for affiliation who worked alone was significantly lower than that of all other groups on the posttest. In addition, the data suggest that participants who worked cooperatively reported greater overall satisfaction with the instruction than those who worked individually. The implications for cooperative learning on motivational strategies for physical education, and future research directions are also discussed.

This article discusses behavioral and humanistic perspectives on cooperative learning. In the behavioral view, cooperative learning is a form of group contingencies, because it rewards students on the basis of the performance of their group. The humanistic view emphasizes understandings arising from peer interactions. However, group contingencies have more often been applied to behavior than to learning, and research on peer interaction per se finds few achievement benefits. Rather, it is the combination of group rewards (based on group members' individual learning) and peer interaction on learning tasks that is necessary to produce the learning gains characteristic of effective cooperative learning methods. Of 35 studies of cooperative learning methods that used group rewards based on the sum of group members' individual learning, 30 found significantly greater achievement for cooperative than for control classes, and 5 found no differences. In contrast, of 20 studies of cooperative learning methods lack...

Studies indicate that group work accompanied by the cooperative learning elements of Individual accountability and structured independence among group members enhances student achievement. This article illustrates the implementation of a specific type of cooperative learning project called group investigation. The project is based on Slavin's (1995) six‐stage model of group investigation. It was implemented in a fourth‐semester college‐level French class and would be suitable for third‐ and fourth‐year high school French classes. The model could be adapted for Spanish or other language classes.

Self-regulated learning plays a huge role in self-regulated learning. Self-regulated behavior of learners with self-regulated learning ability has spontaneity, freedom and self and other features. This article describes self-regulated learning can play in the flipped classroom and three self-regulated learning mode: teachers guide learning, cooperative learning and parents to participate in group learning. In order to better cultivate students' self-regulated learning ability, improve the self-regulated learning efficiency of the students in flipped classroom.

Many students rarely use self-regulated learning (SRL) strategies, and little is known about what drives this variation. This study investigates which facets of SRL competence predict students' reported strategy use and performance, and whether these facets can be enhanced through video-based modeling. Based on conceptual change theory, we hypothesize that learners' initial SRL competence influences their ability to acquire SRL strategies. A total of 157 university students participated in a quasi-experimental lab study using a pre-, post-, and follow-up design. Participants watched one of three SRL modeling videos (mastery, coping, control) and completed questionnaires and reflection tasks assessing SRL beliefs, knowledge, and strategy use. Inconsistent beliefs and the interaction between self-efficacy and utility beliefs negatively predicted reported SRL use, while performance was positively associated with SRL knowledge, self-efficacy, and reported strategy use. Participants in the intervention condition showed significantly greater increases in SRL knowledge and reduced inconsistent beliefs. Most notably, learners with an initially low to average SRL strategy use showed the largest improvements following the intervention. These findings underscore the potential importance of addressing both cognitive and belief-related components of SRL. The findings suggest that modeling videos may support conceptual change and the development of SRL competence, particularly among less experienced learners.

Self-regulated learning, reflective thinking, and meta-cognition have been given greater emphasis in Singapore’s education system as central to the development of 21st century competencies and lifelong learning capacities. This study explores students’ perceptions of their Self-Regulated Learning (SRL) strategies in Secondary Social Studies after engaging in a Computer-Based Learning Environment (CBLE) lesson with online information sources. Semi-structured group interviews were used to tease out the SRL strategies utilised by students from two different schools. SRL strategies were embedded in the CBLE as instructional prompts created for the purpose of assisting students during task completion. Students were then asked to reflect and comment on their work to identify SRL strategies they utilised in their learning. Findings demonstrate a range of SRL behaviours conveyed by students in the areas of planning for learning tasks, monitoring their learning, and reflection on their learning. The study highlights the importance of SRL strategies in Social Studies education to improve student learning.

Cooperative learning is a student-centered learning technique that can be considered a learning strategy for improving student performance both intellectually and in soft skill acquisition. Changesin curriculum structure in vocational institutions, because of the TVET transformation in 2012, have had an unforeseen influence on teaching and learning, whereas in the prior framework, a detailed teaching guideline was supplied compared to the latest structure. Teachers with inadequate knowledge and experience in learning strategies struggled to execute the new curriculum structure due to the lack of depth in these recent curriculum structure. This may be seen in the case of construction drawing subjects, where there were originally 14 main topics but now there are just four. Thus, the goal of this research is to help these teachers by offering a guideline for creating lesson plans that use a cooperative learning strategy. The aim of this paper is to identify and highlight the important component in the creation of a lesson plan using cooperative learning. For this investigation, the fuzzy Delphi technique was used. The main instrument for this study is a questionnaire survey that was developed utilizing a construct identified through literature and the results of a previous needs analysis. A total of 15 expert panels were chosen as the sample, which included university lecturers, vocational college instructors, officers from the Ministry of Education's Technical and Vocational Training Division, and industry representatives. The data was analyzed with the help of Microsoft Excel FDM. Visual skills, Cooperative Student Team Achievement Division (STAD), Power Point, and demonstrations components have been recognized as the major component to include in the lesson plan based on the analysis. With these components identified, a good lesson plan guideline for the next phase of this study can be constructed. It is envisaged that the development of such guidelines would help to elevate the practice of teaching and learning to the next level.

The purpose of the study is two‐fold: (a) to investigate the effects of learning mathematics with multimedia embedded in different styles of learning (cooperative learning versus individual learning) in kindergarten on students’ mathematical achievements; (b) to examine students’ preference for style of learning with computers in kindergarten. Participants were 116 students (girls and boys) who studied in kindergarten classes. One group was exposed to multimedia embedded in cooperative learning (CL), the second group was exposed to multimedia embedded in individual learning (IL) and the control group (C) was not exposed to multimedia. Findings indicated that the CL and IL students significantly outperformed the C group in mathematical achievement. The IL students further improved their mathematical skills at the higher level, while the CL students further increased their positive attitude about cooperative learning. Theoretical and practical implications are discussed. Les effets des environnements multimedia sur les résultats en mathématiques des enfants de l’école maternelle et sur leur style d’apprentissage Le but de la présente étude est double: (a) il s’agit d’étudier à l’école maternelle les effets de l’apprentissage des mathématiques avec des multimedia intégrés dans différents styles d’apprentissage (l’apprentissage coopératif opposé à l’apprentissage individuel), sur les résultats qu’obtiennent les élèves en mathématiques. Et (b) Il s’agit d’examiner quel est le style d’apprentissage sur ordinateur que préfèrent les élèves de maternelle. Il y avait 116 participants, élèves (garçons et filles) de maternelle. L’un des groupes a été exposé aux multimedia intégrés dans l’apprentissage coopératif (CL), le deuxième groupe a été exposé aux multimedia intégrés dans l’apprentissage individuel (IL) et le groupe de contrôle (C) n’a pas été exposé aux multimedia. Les observations ont montré que les élèves de CL et IL avaient des résultats en mathématiques nettement supérieurs à ceux du groupe de contrôle (C). Les élèves en apprentissage individuel ont amélioré leurs compétences mathématiques au niveau le plus élevé tandis que les élèves en apprentissage coopératif ont renforcé leur attitude favorable vis‐à‐vis de l’apprentissage coopératif. L’article examine les implications théoriques et pratiques. Auswirkungen von Multimediaumgebungen auf die Mathematikleistungen und den Lernstil von Kindergartenkindern Diese Studie verfolgt zwei Ziele: (a) die Auswirkungen auf das Mathematiklernen mit Multimediaunterstützung in verschiedenen Lernformen (kooperatives Lernen vs. Einzellernen) im Kindergarten auf die Mathematikleistungen von Kindern zu untersuchen und (b) herauszufinden, welche Form des Lernens mit Computern die Kinder präferieren. 116 Kindergartenkinder (Mädchen und Jungen) nahmen an der Studie teil. Eine Teilgruppe nutzte Multimedia beim kooperativen Lernen (CL), die zweite beim individuellen Lernen (IL) und die Kontrollgruppe (C) arbeitete ohne Multimediaunterstützung. Die Ergebnisse wiesen darauf hin, dass die Schüler der CL und IL Gruppen bei mathematischen Leistungen die Schüler der Kontrollgruppe signifikant übertrafen. Die Teilnehmer der Einzellerner‐Gruppe verbesserten außerdem ihre Fachkenntnisse auf höherem Niveau, während die Teilnehmer aus der kooperativ lernenden Gruppe außerdem ihre positive Einstellung zum gemeinsamen Lernen weiter verstärkten. Theoretische und praktische Folgerungen werden diskutiert.

The increasing development in smart and mobile technologies supports transformation of learning environment into a smart learning environment to meet diverse learners’ needs. Learning in an online environment requires motivation and skills to succeed. Self-regulated learning has been identified as one of the strategies for supporting students in an online learning environment. However, despite these innovations, there is a scarcity of well exploratory works to understand if students have skills, experiences, and technology resources for implementing a self-regulated smart learning environment. This study attempts to fill the gaps by investigating these experiences and technology resources. The study used mixed-method to investigate the readiness of 157 undergraduate students. The quantitative data used an online self-regulated learning questionnaire (OSLQ), and the qualitative data used focus group discussions. The quantitative data were analyzed using descriptive statistics and correlations, and the qualitative data used a thematic method to understand students’ experiences. The investigations show that students understood the self-regulated learning process and its’ role in their academic success. Moreover, they have access to mobile internet services and smart devices, mostly an android operating system. More so, goal setting, time management, and self-evaluation are among the top-level skills readiness, and there is a relationship between previous online learning experiences and these skills. Future research could investigate facilitators’ readiness to develop a self-regulated smart learning environment for engaging online learning experiences and skills development.

Foreword ( Wilbert J. McKeachie). 1. Introduction: Self-Regulation of Learning in Postsecondary Education (Hefer Bembenutty) The chapter introduces this volume on self-regulation of learning and highlights the current trends on self-regulation presented by each of the authors. 2. Purpose of Engagement in Academic Self-Regulation (Einat Lichtinger, Avi Kaplan) This chapter argues that self-regulated learning is not a unitary construct, with students different purposes of engagement in the task meaningfully distinguishing between different types of self-regulation. 3. Self-Regulation and Achievement Goals in the College Classroom (Akane Zusho, Kelcey Edwards) This chapter links self-regulation of learning with achievement goal theory and offers practical tips to educators who struggle with disinterested learners. 4. Understanding and Facilitating Self-Regulated Help Seeking (Stuart A. Karabenick, Myron H. Dembo) The authors describe interventions to develop the competencies and resources that facilitate student help seeking as an effective selfregulated learning strategy. 5. Self-Regulation and Learning Strategies (Claire Ellen Weinstein, Taylor W. Acee, JaeHak Jung) This chapter reviews research on learning strategies, describes a model of strategic and self-regulated learning, and reports on instructional methods, interventions, and assessments that instructors can use to help students develop lifelong learning strategies they need to succeed in college. 6. Academic Delay of Gratifi cation and Academic Achievement (Hefer Bembenutty) This chapter provides a review of research on delay of gratifi cation and suggests ways in which educators can instill in students to delay gratifi cation. 7. Resistance and Disidentifi cation in Refl ective Practice with Preservice Teaching Interns (Michael Middleton, Eleanor Abrams, Jayson Seaman) This chapter examines case studies to identify contextual factors in teacher education programs that promote or inhibit teaching interns' self-refl ective practices. 8. Professional Development Needs and Practices Among Educators and School Psychologists (Timothy J. Cleary) This chapter summarizes research illustrating the importance and need for motivation and self-regulation professional development training for teachers and school psychologists across assessment, intervention, and instructional activities. 9. Transitioning from College Classroom to Teaching Career: Self-Regulation in Prospective Teachers (Judi Randi, Lyn Corno, Elisabeth Johnson) This chapter explores how preservice teachers prepare for the transition from college classroom to career through assignments and features of the learning environment designed to approximate the demands of work settings and job-related tasks. 10. The Role of Web 2.0 Technologies in Self-Regulated Learning (Anastasia Kitsantas, Nada Dabbagh) This chapter demonstrates how Web 2.0 technologies can be used to facilitate self-regulated learning in postsecondary education. The authors show how instructors can integrate social software into course design to promote students self-regulation of learning. 11. Self-Regulation of Learning with Computer-Based Learning Environments (Jeffrey A. Greene, Daniel C. Moos, Roger Azevedo) This chapter outlines how self-regulated learning skills can facilitate learning with computer-based learning environments and how educators can diagnose and build on students' self-regulated learning ability. 12. New Directions for Self-Regulation of Learning in Postsecondary Education (Hefer Bembenutty) This chapter puts into context the major contributions of this volume on self-regulation of learning and provides new directions for its promotion in postsecondary education. INDEX.

This action research was carried out with the purpose of using a Cooperative Learning strategy to improve the achievement of Form Two students of Eguafo-Abrem Senior High School, Abrem Agona, in the Komenda-Edina-Eguafo-Abrem municipal, in the central region of Ghana on some selected Core Mathematics topics and to investigate whether or not Cooperative Learning positively affects higher achieving students. It targeted a sample of 52 students who were divided into control (N=26) and experimental (N=26) group. The Student Team Achievement Division was employed on the experimental group for 8 weeks to achieve the purpose of the study. Quantitative data was gathered using questionnaires and tests. Paired sample t-test was run to compare the effect of the intervention on achievement scores of the experimental group. The results showed that there was a significant difference between scores of the experimental group before and after intervention (p=.000). The results concluded that cooperative learning strategy had a positive effect on academic achievement and interest of students in Core Mathematics at the Senior High School level irrespective of students’ achievement level and has no negative effect on high achievers. The STAD Cooperative Learning strategy is recommended over the conventional technique which could be attributed to the fact that it makes students develop more positive attitudes towards themselves, peers, adults, and learning in general. Cooperative Learning should be highly encouraged in schools that have the majority of their students being day students. In situations in which it is not suitable to implement Cooperative Learning in class, teachers can assign these tasks as group projects or take-home assignments for the students and this must be regular. Time is essential particularly in the early stages where students are now being introduced to the strategy, for this reason, teachers are therefore encouraged to sensitize the students before and during the intervention process.

Using student interviews, teacher ratings, and achievement test outcomes, we validated a strategy model of student self-regulated learning as a theoretical construct. Forty-four male and 36 female high school students were asked to describe their use of 14 self-regulated learning strategies in six contexts, and their teachers rated these students for their self-regulated learning during class. Factor analyses of the teachers' ratings along with students' scores on a standardized test of mathematics and English revealed a single self-regulated learning factor that accounted for nearly 80% of the explained variance and two smaller factors that were labeled Student Verbal Expressiveness and Achievement. Students' reports of using self-regulated learning strategies during a structured interview correlated .70 with the obtained teachers' rating factor and were negatively related to the Student Verbal Expressiveness and Achievement Factors. Our results indicate both convergent and discriminative validity for a self-regulated learning construct. An important new topic of research in student academic functioning has been termed self-regulated learning (Corno, 1986; Henderson, 1986; McCombs, 1986; Schunk, 1986; Wang & Peverly, 1986). Although interest in this topic has diverse theoretical origins, a common conceptualization of students has emerged as metacognitively, motivationally, and behaviorally active participants in their own learning process (Zimmerman, 1986). In terms of metacognitive processes, self-regulated learners plan, organize, self-instruct, and selfevaluate at various stages during the acquisition process. From a motivational vantage, self-regulated learners perceive themselves as self-efficacious, autonomous, and intrinsically motivated. In terms of behavior, self-regulated learners select, structure, and even create social and physical environments that optimize acquisition. According to this view, effective learners become aware of functional relations between their patterns of thought and action (often termed strategies) and social and environmental outcomes. There is a growing research literature indicating the importance of students' use of self-regulate d learning strategies. Recently Zimmerman and Martinez-Pons (1986) proposed a model that comprised 14 categories of self-regulated learning strategies that high school students use during class and study. These strategies included self-evaluation (Bandura & Cervone,

Problem Statement: Motivation is a significant component of success in education, and it is best achieved by constructivist learning methods, especially cooperative Learning (CL). CL is a popular method among primary and secondary schools, but it is rarely used in higher education due to the large numbers of students and time restrictions. The literature does not give much space to the use of CL and its motivational effects. This study aimed to fill this gap in the literature and practice. Purpose of the Study: This study sought to investigate the effects of CL on students’ motivation and student products at university level. Method: With an implementation of CL at a university, this study was performed with mixed-method techniques. Jigsaw and Team-GameTournament techniques were implemented in two sections of a selective course at a state university in Istanbul, Turkey to outline the motivational effects of CL on students between the ages of 18 and 25. To reach more satisfying results, a mixed methodology was used and pre- and postmotivation questionnaires were supported with document analysis of students’ products. Findings: The study showed that the university level is not a hazardous place to implement CL. On the contrary, it is a fruitful level to see positive motivational effects. Both the qualitative and quantitative data supported the positive effect of CL on students’ motivation and cooperative learning strategies. Conclusion and Recommendations: Based on the findings, it could be asserted that CL is effective on students’ motivation and cooperative learning strategies. Especially for students at faculties of education, the use of CL was rather generous in terms of their own learning. As their profession involves teaching how to learn, it is important that they know the specific path.Keywords: Cooperative Learning, motivation, teacher training, higher education.

Proficiency in the English language is essential in today’s globalised world as it grants individuals access to superior educational and professional prospects. Conventional language teaching approaches frequently do not successfully involve students, resulting in less-than-ideal language acquisition. Cooperative learning has garnered much attention in the research on English as a Second Language teaching, where more and more studies are indicating its effectiveness to be related with enhancing student engagement, language ability, and overall achievement. (Lucha et al 2016.) (Jacobs and Hall, 2002) (McGroarty, 1989). Cooperative learning is one technique that has been recognized significantly in the field of English as a Second Language education. Students are empowered to work in small groups using this learning approach, where a favourable social environment is developed and therefore allows for meaningful participation during the learning process (Wang, 2020). Conclusive research was carried out to establish that the ESL classrooms with cooperative learning practices would experience a positive student achievement, attitude, and motivation (Wyk, 2012). The current study is centred around the cooperative learning strategies which enhance the proficiency of ESL learners through active engagement and interaction with peers. The study also looks into the pedagogical benefits, challenges, and considerations of enhancing English proficiency among the ESL learners.

This study examines the relationship between self-regulated learning (SRL) strategies and English language mastery among senior high school students. Specifically, it investigates the overall effect of SRL on English achievement and identifies which specific SRL strategies serve as significant predictors of language proficiency. Using an adapted questionnaire from Magno (2010), SRL levels were measured among 400 students from grades XI and XII across Science and Social streams at X Senior High School, with a final sample size of 196 participants. Findings indicate that students demonstrated a high level of self-regulation in their learning, reflected in a mean SRL score of 2.83, and attained strong English achievement outcomes, with a mean score of 84.08. Statistical analysis confirms a significant effect of SRL on English achievement. However, the presence of heteroscedasticity prevented the application of multiple regression analysis, thereby limiting the identification of the strongest SRL predictors of English success. These results underscore the role of self-regulated learning in shaping academic achievement and highlight the need for further research into refining predictive models to better understand the impact of specific SRL strategies on language proficiency. Keywords: self-regulated, learning strategies, English mastery