Teaching collaborative skills with a group leader computer tutor

In Web-based cooperative learning environments, peer-to-peer interaction often suffers from the difficulty due to lack of exploring useful social interaction information, so that peers cannot find appropriate learning partners to make an effective cooperative learning. This problem easily results in poor learning outcomes in Web-based cooperative learning environments. Generally, learning partners assigned by instructors cannot ensure to compose suitable learning groups for individual learners in cooperative learning environments. Inappropriate learning partners not only easily lead to poor learning interaction and achievement, but also lose the meaning of cooperative learning. As a result, this study presents a novel scheme of mining social interactive networks for recommending appropriate learning partners for individual learners in a cooperative problem-based learning environment. The preliminary experimental results reveal that the proposed scheme provides likely benefits in terms of promoting learnerspsila learning interaction and learning performance in cooperative learning environments.

ABSTRACTStudent network is a teaching strategy introduced as cooperative learning to all educational levels above the upper primary schools (grade 5 and above) in Ethiopia. The study was, therefore, aimed at investigating to what extent the student network in Ethiopia is actually practiced in line with the principles of cooperative learning. Consequently, data collected from 156 secondary and 315 upper primary school teachers revealed that the student network is rarely practiced in line with the principles of cooperative learning. And this was found with statistically significant differences between the upper primary and secondary schools. The upper primary schools seem better in practicing the student network in line with the principles of cooperative learning than the secondary school. Accordingly, the study concluded that, albeit the student network remained a canon strategy to improve students’ learning in Ethiopia and its practices are supposedly recommended to be in line the principles of cooperative learning, challenges related to parents, students, school administration and teachers seem to cripple its smooth practice in line with the cooperative learning principles.

This study aims to examine the evolution of collaboration skills in the field of education including publication trends, intellectual structure, and research topics. This study uses the bibliometric method which is part of the literature review, with descriptive data analysis. Analysis was carried out on 723 documents from the Scopus database that had been selected. The results show that the trend of document publications on collaboration skills began to increase at the beginning of the 2001s until reaching the highest number of publications in 2023 with 104 documents. In the early period (1986-2004), there were five schools of thought that became the foundation of its intellectual structure, namely the practice of collaboration, small group learning, learning theory and its implementation, software design, and engineering studies. Meanwhile, in the next period (2005-2023) there are learning theory and its implementation, collaborative learning, interprofessional education, cooperative learning, and computer-supported learning. If the schools of thought in the two periods are compared, it can be seen that there has been an evolution of the intellectual structure of collaboration skills. Evolution also occurred in the collaboration skills research topics, which can be seen from the keywords data that often appeared in the early period, namely active learning, communication skills, and cooperative learning. In the following period, it changed to collaboration, interprofessional education, and higher education. These research findings can provide information regarding the knowledge base of collaboration skills and related research topics that have been carried out.

Integrating cooperative learning techniques with information technology and applying it to the field of Production and Operations Management (P/OM) will help to investigate how Computer-Supported Cooperative Learning (CSCL) can enhance learning performance of students. Research in CSCL provides evidence that collaborative communication technology can be a better mechanism to add value to education. Most studies, however, have examined learning performance only during the middle and end of the learning process. Thus, it is not clear how information technology can continuously facilitate and improve student performance and learning experience over time. The purpose of this research is to examine how information technology, when applied to communication medium, can facilitate the learning process in the field of production and operations management. This study compared traditional, face-to-face cooperative learning environments to computer-supported cooperative learning environments for differences in students learning performance and group member satisfaction.

The author investigated the effects of a cooperative learning environment on the implementation of integrating music into core academic subjects. Using a quasi-experimental design, participants ( N = 59) were preservice generalist elementary and special education majors from four course sections of a required music methods course, where two course sections worked in a cooperative learning environment and two course sections worked individually. For six weeks, participants worked on a final project that integrated music into academic core subject lessons. At the conclusion of six weeks, each participant individually microtaught one lesson created from the music integration project. Additionally, participants completed an interest survey after the study was concluded. Results showed that participants in the cooperative learning group scored statistically significantly higher ( p < .05) on the music integration project, microteaching evaluations, and rated statistically significantly higher interest on their projects from the student interest survey. These results suggest that participants in the cooperative learning group produced work of a higher quality than participants in the control group and that the cooperative learning group also showed a higher level of interest in their own music integration projects.

This study analyzes students initial perceptions of their collaboration and scientific communication skills. This method of research was descriptive research with a qualitative and quantitative approach. The subjects of this study were students of class XI MIPA.1 MAN 1 Siak in the 2022/2023 academic year. The data collection technique used in this study was a questionnaire via Google Forms. Data on students collaboration and scientific communication skills perceptions were analyzed using descriptive statistics. The results of data analysis for indicators of collaboration skills are 2.13 in the low category, and scientific communication skills indicators were 1.92 in the low category. From the results of the data analysis, it can be concluded that students initial perceptions of their collaboration and scientific communication skills are in a low category. It is because of students not being used to learning in groups in class due to the online learning process for approximately two years in a row. The lack of training in student collaboration skills results in low scientific communication skills. That is because the essential subjects taught in the emergency curriculum during the pandemic barely touched the real of scientific communication skills.

Students need critical thinking, creativity, communication and collaboration skills to face and adapt to social change, so that students can survive and compete well in social life. The aim of the research is to describe the critical thinking, collaboration, communication and creativity skills of high school students in biology learning. The research was carried out in August-September 2023. The research population was high school students in Magetan Regency. The research sampling technique was cluster sampling and the research sample was 539 high school class students. Data collection techniques used questionnaires on critical thinking skills, communication, collaboration and creativity. This research instrument is a questionnaire in the form of a questionnaire with 5 Likert scales. Quantitative descriptive research data analysis techniques. The research results show that high school students' critical thinking and creativity skills are in the medium and low categories compared to communication and collaboration skills. The results of the research can be used as a reflection for teachers or future researchers as a follow-up to empower students' critical thinking, communication, collaboration and creativity skills in implementing the Merdeka Curriculum.

The ability to work together in groups is a crucial soft skill for vocational high school students, but conventional learning methods are often less effective in honing this collaborative competence in complex technical subjects. This study aims to test the effectiveness of the Cooperative Learning (CL) learning model on improving students' group work skills in Basic Electronics. This study used a quasi-experimental method with a nonequivalent control group pretest-posttest design. The sample consisted of 50 students of grade XI TAV Vocational High School 4 Gowa who were divided into an experimental group (CL implementation) and a control group (conventional learning). The research instruments included a validated learning outcome test and a group work ability questionnaire. Data were analyzed using Normalized Gain Score (N-Gain) and Analysis of Covariance (ANCOVA). The findings showed that the N-Gain value of the experimental group reached 61.77%, higher than the control group, which was only 44.06%. The effectiveness difference of 17.71% indicates an increase in group skills in the moderate category but significantly outperformed the control class. The ANCOVA test results confirmed this finding with a significant value of 0.001 (p < 0.05), proving a significant influence of the CL model on students' collaboration skills. This study confirms that cooperative learning is an effective strategy for strengthening collaboration soft skills in vocational education environments while also providing practical recommendations for educators on integrating teamwork into technical curricula.

Cooperative learning has been recognized as an effective pedagogical approach that may enhance academic achievement, promote students’ engagement, and develop transferable interpersonal skills. This type of organizing a learning process differs from the traditional group work. Unlike the latter, cooperative learning is considered a structured, student-centered strategy which allows students assume collective responsibility for their own progress and that of their team members. The purpose of the article is to outline and synthesize the key theoretical foundations of cooperative learning approach, provide essential characteristics of cooperative teams, and what is more, suggest the ways for its implementation and classroom management considerations. Apart from that, the article highlights evidence-based methods to build an effective team, apply cooperative skills, design a class in accordance with cooperative learning principles, and thus sustain productive collaborative environment. The study also emphasizes upon the pedagogical value and adaptability of cooperative learning in a language class.

This article begins with a section that describes cooperative learning and explains eight cooperative learning principles. The second section discusses the interface between cooperative learning and language pedagogy. Next is a section about the why and how of reading aloud by teachers. The heart of the article resides in the last and longest section which describes techniques for integrating cooperative learning with reading aloud by teachers. These techniques include ones that can be used before, while and after the teacher has read aloud to the class.

Collaborative skill is needed in 21st century era. However, there is an indication that the learning model has not been able to improve the collaborative skill. This research was intended to analyze the implementation of Student Team Achievement Division (STAD)-based learning instruments and its effect on the students’ collaborative skill in solving the problems of addition and subtraction. A mixed research model was used in this research. The triangulation design which combined both quantitative and qualitative researches. As many as 28 students of class 3A were targeted as the control class and 28 students of class 3B as the experimental one. The data was collected by filling out questionnaire, observation, validation sheet, test, documentation as well as pretest and posttest. The results revealed that the percentage of students’ collaborative thinking skills in the control class after being implemented by STAD-based learning instruments covered of 57% of cooperation, 62% of responsibility, 60% of compromise, 59% of communication and 65% of flexibility. Whilst, the experimental class got better than the control class as it consisted of 83% of cooperation, 79% of responsibility, 76% of compromise, 80% of communication and 78% of flexibility. The scores obtained from independent sample t-test of post-test showed that there was a significant difference between the control class and the experimental class with a sig (2-tailed) value of 0.003 (p = <0.05). It can be concluded that the implementation of STAD-based learning instruments was able to improve the collaborative abilities of elementary school students in solving the addition and subtraction problems.

This study aims to research the innovation of extracurricular programs carried out by school principals to build 21st-century skills in students at SMP Negeri 2 Limboto. Extracurricular program innovation It is considered a strategy to develop the skills required by students in the 21st-century era, such as creativity, collaboration, communication, and problem-solving skills. This study uses a qualitative approach by analyzing the innovation of extracurricular programs implemented by the principal of SMP Negeri 2 Limboto. The study results show that extracurricular program innovations carried out by school principals have a significant role in building 21st-century skills in students. Various innovatively designed extracurricular programs can help students develop critical, creative, communicative, and collaborative skills. In addition, the innovation also provides a space for students to explore their interests and talents outside of the formal curriculum. However, it was found that there were several obstacles related to the program's implementation, namely budget limitations, inadequate facilities, and lack of special training for teachers. These constraints hinder the effectiveness and sustainability of extracurricular programs designed to meet the needs of 21st-century skills. The implication of the results of this study is the need for further support for school principals in developing and implementing extracurricular program innovations relevant to the demands of 21st-century proficiency needs.

Collaboration skills are competencies that play a very important role in helping someone succeed in all matters, including education, business, government and others. However, the competence of collaboration skills in educational practice in Indonesia still needs to be questioned. The purpose of writing this review article is; 1) to find out the application of the learning model in realizing the competence of students' collaboration skills in physical education subjects, 2) to find out the application of the learning model in realizing the competence of students' collaboration skills in non-Physical and Physical Education subjects, and 3) to find out the relevant learning model to improve the competence of students' collaboration skills in Physical Education subjects in Indonesia. Articles reviewed from the Google Scholar database and the gen.rus.lb/scimag page with a span of the last 6 years. The PICO method is used to make inquiries and journal searches, then the PRISMA flow chart is used to identify articles through the process of filtering and extracting data. Of the 114 articles downloaded, there are 21 final articles that have gone through the screening and extraction process and will be analyzed for discussion. The results of the review articles are; 1) learning models that can improve students' collaboration skills in Physical Education subjects are cooperative learning models, 2) learning models that can improve students' collaboration skills in non-physical education subjects are cooperative learning models, project based learning/ PjbL, problem based learning/ PbL learning models. 3) relevant learning models to improve student collaboration skills in Physical Education subjects in Indonesia are; a) for basic education levels (SD and SMP) can apply cooperative learning models, b) for upper secondary education levels (SMA and SMK) can apply project based learning and problem based learning models.

This paper has two purposes. First, the reader is given an overview on how quantitative literature reviews (meta-analyses) can be conducted to give overall estimates of the quantitative impact an instructional treatment has on a specific student outcome. The second purpose is to illustrate how such a literature review is carried out by examining studies on using cooperative learning to teach chemistry at the high school and college levels. This analysis extends earlier reported work on effects of cooperative learning on achievement in college-level science, mathematics, and engineering and technology (SMET) courses. The analysis shows that while median student performance in a traditional course is at the 50th percentile, the median student performance in a cooperative learning environment is 14 percentile points higher.

This study aims to see the effectiveness of STEM-based sound wave e-learning in improving the collaboration skills of high school students. The effectiveness test sample consisted of 30 SMAN 2 Palembang students selected with purposive sampling techniques. A collaborative skills rubric with three observers from Sriwijaya University's Master of Physics Education was the tool employed in this study. This study tested the effectiveness of using e-learning at STEM-Based Sound-wave materials to enhance students' established cooperation abilities. The t-test and N-Gain test are used for more reliable measurements to determine effectiveness. The t-test showed a significant increase in students' collaboration skills after being given treatment using e-learning at STEM-Based Sound-wave materials with tcount = 30.377, and the significance level was smaller than 0.05. N-Gain test showed that the e-learning at STEM-Based Sound-wave materials that had been developed significantly improved the collaboration skills of high school students with an N-Gain score of 0.68 in the medium category. The highest increase in the contribution aspect with an N-Gain score of 0.85, and the lowest in working with others with an N-Gain score of 0.62. These results showed that STEM-based sound wave e-learning is a good learning media option in physics learning to improve students' collaboration skills. It is recommended that further research be conducted on other 21st-century skills to find effective learning methods and media in responding to the challenges of life in the 21st century.