Relevant bibliographies by topics / Cooperative and collaborative learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cooperative and collaborative learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 May 2022

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Journal articles on the topic "Cooperative and collaborative learning"

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Baker, Michael J. "Collaboration in collaborative learning." Coordination, Collaboration and Cooperation 16, no. 3 (December 30, 2015): 451–73. http://dx.doi.org/10.1075/is.16.3.05bak.

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This paper presents a theorisation of collaborative activity that was developed in the research field known as “collaborative learning”, in order to understand the processes of co-elaboration of meaning and knowledge. Collaboration, as distinguished from cooperation, coordination and collective activity, is defined as a continued and conjoined effort towards elaborating a “joint problem space” of shared representations of the problem to be solved. An approach to analysing the processes of co-construction of a joint problem space is outlined, in terms of inter-discursive operations, together with approaches to defining different forms of cooperative activity. In conclusion, the specificity of this approach to defining collaboration is discussed in relation to other fields of research.
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Fang, Qiqing, Gen Liu, Yamin Hu, Yahui Hu, and Jingjing Wang. "A blended collaborative learning model aiming to deep learning." SHS Web of Conferences 140 (2022): 01017. http://dx.doi.org/10.1051/shsconf/202214001017.

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To solve the problem of mechanized blending and low-level cooperation in Blended Cooperative Learning, this paper proposes a Blended Cooperative Learning Model aiming to Deep Learning, which including the definition, key features and its framework. Through the application in the course of Radar Maintenance Engineering and Performance Parameters Measurement, our teaching practice shows that the students’ practical skills and scientific teamwork ability are significantly improved.
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Buckley, Kathleen M., and Nina M. Trocky. "From Cooperative to Collaborative Learning." CIN: Computers, Informatics, Nursing 37, no. 9 (September 2019): 439–43. http://dx.doi.org/10.1097/cin.0000000000000574.

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Smith, Karl A. "Letters: Cooperative vs. Collaborative Learning Redux." Change: The Magazine of Higher Learning 27, no. 3 (May 1995): 6. http://dx.doi.org/10.1080/00091383.1995.10544657.

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Liu, Jia Jun, Xiao Yan Jiao, and Shou Yi Liu. "Cooperative Learning Basic Model in the Network Construction." Applied Mechanics and Materials 278-280 (January 2013): 1980–83. http://dx.doi.org/10.4028/www.scientific.net/amm.278-280.1980.

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[Purpose] It is the Network environment model that is used in this paper，in order to explore the impact of cooperative learning, cooperative learning network platform and build the main model. [Method] Through system analysis, development and design of functions, environmental test solution platform for building collaborative learning network etc., introduce experimental control network measures to explore the main modes of cooperative learning. [Results] The results show that: as the most popular online communication media, E-mail eventually becomes a natural cross-class, inter-school and inter-regional cooperation as well as transnational study of selection. To build a network of cooperative learning platform should adhere to the technical point of view, The main mode of the network cooperative learning is based on a team or task-based learning network cooperative learning.[Conclusions] Network cooperative learning can make different levels of learners in the process of completing tasks, with the network environment, breaking through the restrictions of classroom learning environment, to exchange, to communicate, to cooperate and to promote comprehensive development of the learner.
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Smith-Stoner, Marilyn, and Mary E. Molle. "Collaborative Action Research: Implementation of Cooperative Learning." Journal of Nursing Education 49, no. 6 (June 1, 2010): 312–18. http://dx.doi.org/10.3928/01484834-20100224-06.

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Matthews, Roberta S., James L. Cooper, Neil Davidson, and Peter Hawkes. "Building Bridges Between Cooperative and Collaborative Learning." Change: The Magazine of Higher Learning 27, no. 4 (August 1995): 35–40. http://dx.doi.org/10.1080/00091383.1995.9936435.

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Baek, Youngkyun, and Achraf Touati. "Comparing Collaborative and Cooperative Gameplay for Academic and Gaming Achievements." Journal of Educational Computing Research 57, no. 8 (January 24, 2019): 2110–40. http://dx.doi.org/10.1177/0735633118825385.

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This article reports an empirical study that explores gender differences in both cooperative and collaborative social gaming in relation to achievements and attitudes. Another aim was to compare students’ game attitudes, feelings toward group work, and achievements in cooperative versus collaborative digital game-based learning environments. One hundred sixty-four, sixth-grade students from five different classrooms at an elementary school in South Korea participated voluntarily in this study. A total of 2 boys and 2 girls were randomly assigned to each group, resulting in 20 groups for each of the grouping conditions. Based on interaction effects, results suggest that male students show more positive game attitudes in collaborative conditions, whereas female students show more positive game attitudes in cooperative conditions. Data also suggest that males show more positive feelings toward group work than females, irrespective of grouping conditions. Regarding academic and gaming achievements, female students showed higher academic achievement in collaborative conditions, while male students scored higher on academic achievement under cooperative conditions. Findings from this study indicate that gender-balanced groups show significantly higher gaming achievement in collaboration compared with cooperation. Results are interpreted with reference to future research and classroom practices.
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Zhou, Zhen. "On the Strategy to Enhance the Efficiency of the Cooperative Learning Method in the College English Teaching in China." Theory and Practice in Language Studies 7, no. 11 (November 1, 2017): 1091. http://dx.doi.org/10.17507/tpls.0711.18.

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The cooperative learning, which is also called the collaborative learning, is one of the most important learning theories nowadays, which promotes learning cooperation between teacher and students, students and students. The cooperative learning method is a kind of teaching mode which takes students as the center and takes groups as the form. It changes the teaching mode and it is conducive to cultivating students' cooperative awareness and autonomous learning ability. The article first illustrates the connotation, theoretical base, and elements of cooperative learning method, then explains the four typical problems arising in the cooperative learning, and finally puts forward seven methods to cope with the problems in order to enhance the efficiency of the cooperative learning method.
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Liu, Wei. "Analysis on the Effectiveness of PE FCT Model Based on Cooperative Learning Model." Wireless Communications and Mobile Computing 2022 (February 3, 2022): 1–10. http://dx.doi.org/10.1155/2022/7955813.

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Many unique ideas of physical education in colleges and universities were proposed in the 1990s by some experts and scholars in China's sports field, such as “skills education ideas,” “happy sports ideas,” “lifelong sports ideas,” and “health first ideas,” and many other higher vocational colleges have begun to implement the inverted classroom teaching model into the teaching practice in physical education classes. Cooperative learning is a method of learning that is systematic and structured. Different approaches, such as collaborative learning, personalized learning, digital learning, and so on, aim to cultivate students' “collaborative learning” and “self-improvement” objectively. The effectiveness of the sports flip classroom teaching mode, which is based on cooperative learning, is examined in this paper. The cooperative learning mode completes the teaching activities in the form of groups in the teaching organization. The cooperative learning mode can help students not only improve their abilities, but also cultivate a sense of cooperation and teamwork in the classroom. We should pay attention to students' participation and cooperative behavior when implementing “cooperative learning” teaching, so that each student has the opportunity to express himself in practice.
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Dissertations / Theses on the topic "Cooperative and collaborative learning"

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Miao, Yongwu. "Design and implementation of a collaborative virtual problem-based learning environment." Phd thesis, [S.l. : s.n.], 2000. http://deposit.ddb.de/cgi-bin/dokserv?idn=960586490.

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Wei, Qiang. "Studies on decentralized cooperative learning systems for logistics planning and collaborative control." 京都大学 (Kyoto University), 2004. http://hdl.handle.net/2433/145353.

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Tapper, Johan. "Teacher perceptions of the pedagogical value of collaborative and cooperative teaching strategies and how teachers use them in the English classroom." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-69294.

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Research has shown that language anxiety often hampers performance in spoken communication. However, research has also shown that students experiencing anxiety are helped significantly when teachers adopt cooperative and/or collaborative teaching strategies, two different approaches to group work. This study examines whether or not English teachers in Sweden, working in the context of upper-secondary school, actually perceive these strategies to be as helpful as research shows. It was hypothesized that English teachers employ the two approaches. To explore this topic and hypothesis, three semi-structured interviews were conducted. The results proved the initial hypothesis to be correct since all three teachers who participated use collaborative and cooperative teaching strategies and find them helpful, confirming research findings in other educational contexts; however, collaborative teaching strategies are less common than cooperative strategies. The results are discussed, and it is suggested that it is best if the teachers make the group formations since it facilitates the group work which in turn optimizes the teaching strategies employed and yields improved results for students with language anxiety. The results also showed that it is suggested that teachers not only assess the learners as a whole group, but also the learners individually.
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Castle, Thomas Dee Jr. "The Impact Of Cooperative Learning On The Development Of Need For Cognition Among First-Year College Students." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1437.

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This study examines the effect of first-year college student participation in cooperative learning activities on the development of need for cognition, using pre-test and post-test data from the Wabash National Study of Liberal Arts Education (WNSLAE). I used Pascarella's (1985) General Causal Model for Assessing the Effects of Differential Environments on Student Learning and Cognitive Development as the theoretical foundation for my study. I examined whether cooperative learning (students teaching each other, faculty encouraging students to work together outside of class, participation in study groups, and students working together outside of class) influenced the development of need for cognition among first-year college students while controlling for student background characteristics, institutional characteristics, academic experiences, and other college student experiences. The results of my study indicate that participation in cooperative learning activities positively influenced the development of need for cognition among first-year college students. This study adds to the literature because it is the first to demonstrate the relationship between cooperative learning and need for cognition. The results are relevant to higher education policy because the study provides evidence that cooperative learning helps students develop a propensity to engage in the thinking process, which will likely impact them throughout their lives. Cooperative learning is considered a good practice in liberal education, so the result of this study provides evidence that liberal education supports positive outcomes related to cognitive processing, which is critical to higher education.
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Aghaee, Naghmeh. "Social Media Use in Academia : Campus Students Perceptions of How Using Social Media Supports Educational Learning." Thesis, Uppsala University, Department of Informatics and Media, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-130895.

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Traditional education system on campus has been using as a legacy over decades to support educational learning. The major change over time has been made by the use of technology supporting students in the academic community. As the majority of students in higher education today belong to the digital-age-student generation, they frequently use online technology to interact with instructors, other learners, and to access online materials. In this study, the result is primarily presented from campus students’ perceptions, to gain a deeper understanding of how social media is being used to support educational and collaborative/cooperative learning. Although, almost all the respondents are frequent social media users, only a quarter of them use such media regularly for academic purposes. Through use of social media in academia, students have encountered with benefits─ as convenience, possibility of interaction anywhere/anytime, time-saving, low price and many others─ in addition to facing to limitations─ such as less effective or spontaneous contact, connection problems, lack of platform compatibility, less creative and innovative thinking, and other issues─ which have been discussed in this study.

This thesis adopted a qualitative research and the characterization of knowledge that is used is exploratory research method with the use of interview as a tool for empirical data collection. Twenty interviews have been conducted with Uppsala University higher education students within random subject disciplines. Among many different social media, the most frequent ones used by majority of students are e-mail, a common asynchronous media to interact with instructors and other learners; and Instant Messaging (IM), a synchronous communication way to interact with co-workers, classmates, or group-mates. Furthermore, learners use social media to coordinate their collaborative/cooperative work, share documents and ask questions. Facebook, Wikipedia, YouTube and other popular social media are also sometimes used for educational purposes.

The findings indicate that social media seems particularly beneficial for supporting educational learning; though there are some negative aspect and limitations. Learners look at using the technology and social media as a complement to support their studies and collaboration/cooperation. However, not many of them consider using such media as a substitute for face-to-face interactions and the traditional campus education. By drawing on this thesis and the previous studies, proposition on how use of social media supports educational learning in the future has been emerged.

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Armstrong, Marilyn Christine. "Perceptions on Collaborative Learning: A Case Study of Female Community College Instructors." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/2990.

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Abstract In the 1980s, academic assessments called for "the ability of individuals and groups to talk, listen judge, and act on issues of common interest" (Morse, 1989, p. 30). More recently, corporate research findings, Are They Ready to Work? Employers' Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce (The Conference Board, Inc., Partnership for 21st Century Skills, The Corporate Voices for Working Families, & Society for Human Resource Management, 2006), report the workplace is seeking college graduates with skill in collaboration (e.g. build diverse relationships, negotiate, manage conflict). While the interest in collaborative learning has expanded in higher education and business, "sparse application" is reported in the college classroom. In academia, collaborative learning has been dependent on cooperative learning research focused on quantitative student achievement outcomes while faculty perceptions of a nonfoundational social constructivist view of collaborative learning is reported as "hardly begun." Along with an increased ambiguity in the terms collaborative and cooperative learning, a comprehensive understanding of collaborative learning and its potential uniqueness, if any, has been skewed. The purpose of this study was to describe and explain collaborative learning from the perspective of selected classroom practitioners representing multiple academic disciplines at a learning-centered institution. The exploratory questions guiding this qualitative case study were: (a) what elements constituted community college collaborative learning practitioners classroom experience and (b) what variables influenced the elements. The theoretical framework undergirding this dissertation is social constructivism nested in constructivism. A purposeful sampling of four instructional criteria indicative of a nonfoundational socio-constructivist concept of collaborative learning guided the participant selection process. The limited candidate list consisted of 31 faculty (20 females, 11 males) at the field site, a learning-centered community college with an FTE near 30,000 for the 2009 - 2010 school year. From 22 initial responses, seven faculty participants (6 female, 1 male) were selected and participated in two semi-structured in-depth interviews. The data collection included interviews, institutional and practitioner documents, the researcher's reflective journal, and field notes. The male participant was removed from the study because he did not submit all requested documents. Therefore, though unintended, six case studies of female instructors were analyzed over an eight month period and reduced to four when saturation was reached, no new information was elicited. All four participants fulfilled all four specified instructional criteria. The central finding able to help the college classroom is the strong identified practice of the defined collaborative learning concept with the articulated understanding limited and term interchange and confusion profound. Thus, the value of this study is the lack of definitional clarity in the terms collaborative and cooperative learning within academia which may offer one possible explanation for the reported sparse application in the college classroom. Supporting this major finding the single most defining attribute of this sophisticated or challenging concept of collaborative learning is the instructional criteria of distributed authority. Manifesting itself in students teaching students the faculty participants high level of consistent classroom application in concert with intellectual negotiation, consensus building, and student ownership of learning constitutes the collaborative learning skills sought by the work force. This study contributed to all three research attributes reported as minimal in the literature, qualitative research from a faculty perspective on the specified concept of collaborative learning. A comprehensive participant selection process was not conducted. In view of the central finding and the existing gaps in the literature, a priority recommendation for future research would be a more intentional expansion of candidate recruitment to potentially increase identification of classroom instructors practicing the particularized concept of collaborative learning. Other research recommendations would include a more focused study of the defined concept of collaborative learning in relationship to: (a) the learning-centered institution, (b) disciplines with a high density of foundational knowledge, (c) student and faculty resistance, (d) lines of authority, and (e) personality, gender, teaching styles, and learning styles.
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Jones, Christopher Richard. "Context, content and cooperation : an ethnographic study of collaborative learning online." Thesis, Manchester Metropolitan University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267538.

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Assini, Kathleen. "High School Teachers' Motivation and Strategies for Effectively Implementing Cooperative Learning." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5822.

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Despite being expected by administrators to use cooperative learning regularly and effectively in their instructional practices, less than one third of high school teachers in the targeted U.S. public school district implemented the practices above a proficient level, according to district data. The purpose of this qualitative case study was to examine the motivation, strategies, and practices of a representative group of teachers at the high school who were rated highly effective on their 2016-2017 annual summative evaluation in cooperative learning. The research questions concerned the motivation of these teachers to include cooperative learning practices in their classrooms. Two additional research questions focused on the teachers' planning, implementation, and assessment of students and the challenges they encounter while employing cooperative learning practices. The participants included 10 teachers rated highly effective who were selected through homogeneous, purposeful sampling. Qualitative data were collected through semistructured interviews and document reviews of lesson plans and resources. Coding and thematic analysis were used to examine and report that data. Participants revealed concerns regarding the time involved in planning and implementing cooperative learning along with the difficulties of group composition and student assessment during the process. Based on the study results, a professional development series was designed to provide additional training and to establish a district wide definition of cooperative learning. This project study may facilitate positive social change by encouraging and supporting teachers as they better prepare students to overcome the challenges of collaboration and teamwork.
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Scott, Hannah Jeanne. "Breaking silences through collaborative actions : exploring ways to empower students with learning difficulties." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/breaking-silences-through-collaborative-actions-exploring-ways-to-empower-students-with-learning-difficulties(8566a442-eec8-42f4-8381-114f0d735dad).html.

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Students with learning difficulties are said by many writers to be prohibited from having a valued learner identity and denied a voice in which to influence their educational circumstances. They are, it is argued, kept submerged in a ‘culture of silence’, where they are homogenised as a deficit category of learners and, therefore, perceived in a one-dimensional way. Such disabling barriers stem from practitioner assumptions and wider sociological influences, which are also part of this same culture. The by-products of this thinking have prevented practitioners from developing more interactive and enabling relationships with their students. Starting with a commitment to listen to student views, and explore accessible, flexible and innovative ways in which to advocate these, the research reported in this thesis sought ways to address this agenda. Set in a further education college, five student co-researchers, four practitioner co-researchers and a facilitator co-researcher embarked on a year long project to learn how the same students could be supported in contributing to their own learning. Being a transparent account, the inquiry was also interested in exploring the difficulties of this endeavour and whether student empowerment would alter the relational dynamics and, therefore, practitioner roles. As the facilitator was instrumental in introducing these ideas, she also examined her own influential role. Data were generated from observations and co-researcher experiences of engaging with roles, body collages, student interviews, photo voice, journals, portfolios and reflective meetings. These exploratory processes and methods were predicated upon the ideological frameworks of the social model of disability and multiple intelligences theory. The study revealed that renegotiated co-researcher roles and body collages were effective processes for enabling reciprocal engagement, causing students to empower themselves and leading practitioners to rethink in ways that had not been anticipated. These processes were also felt to be educationally effective in relation to curriculum aims. Whilst journals and lengthy meetings proved to be impractical and of little use, the reflective journal did prove to be an essential tool for the facilitator, allowing her to draw upon further evidence. The findings indicate that student voice can be raised through collaboration and forging relationships of trust and co-ownership. The thesis concludes by arguing that silences were broken, not least since these collaborative actions are still being used in the particular context in ways that are conducive to everyday practices. Although time and commitment are needed, these are valuable strategies that other marginalised educational communities may benefit from adopting.
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Hahn, Jan Hendrik. "Paarassessering teenoor individuele assessering in rekenaarprogrammering / Jan Hendrik Hahn." Thesis, North-West University, 2008. http://hdl.handle.net/10394/764.

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During the past few years, pair-programming is a programming technique that has received an increasing amount of attention in the teaching of computer programming skills. Pair programming can briefly be described as a programming situation in which two persons sit at one computer and execute the task together. Although much research has been done on the advantages and disadvantages of pair programming, the assessment of computer skills acquired in pairs still remains a problem. The perception exists that pair assessment is not a reliable indicator of students' computer programming abilities. The purpose of the study was to determine whether (1) the results of programming skills assessed in pairs correlate with those of programming skills assessed individually, and (2) to investigate students' perceptions of pair and individual assessment. To reach these objectives, a literature study was performed to investigate pair programming as programming technique and the assessment of programming skills acquired in pairs. The empirical study has revealed that a positive relation exists between programming skills assessed in pairs and programming skills assessed individually. Furthermore, it was found that in general students' perceptions concerning pair assessment have changed positively. Based on the results arising from the empirical study, guidelines were suggested for the facilitation and assessment of pair programming skills.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.
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Books on the topic "Cooperative and collaborative learning"

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Mary, Hamm, ed. Cooperative learning: Critical thinking and collaboration across the curriculum. 2nd ed. Springfield, Ill., U.S.A: C.C. Thomas, 1996.

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M, Adams Dennis. Cooperative learning: Critical thinking and collaboration across the curriculum. Springfield, Ill., U.S.A: C.C. Thomas, 1990.

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M, Adams Dennis. Cooperative learning: Critical thinking and collaboration across the curriculum. Springfield, Ill., U.S.A: C.C. Thomas, 1990.

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M, Adams Dennis. Cooperative learning & educational media: Collaborating with technology and each other. Englewood Cliffs, N.J: Educational Technology Publications, 1990.

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Collaborative learning: Higher education, interdependence, and the authority of knowledge. Baltimore: Johns Hopkins University Press, 1993.

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Collaborative learning: Higher education, interdependence, and the authority of knowledge. 2nd ed. Baltimore, Md: John Hopkins University Press, 1999.

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Adaptive collaborative approaches in natural resource governance: Rethinking participation, learning and innovation. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Auer, Michael E., David Guralnick, and James Uhomoibhi, eds. Interactive Collaborative Learning. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0.

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Auer, Michael E., David Guralnick, and James Uhomoibhi, eds. Interactive Collaborative Learning. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50340-0.

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Silver, Harvey F. Cooperative learning. [Trenton, NJ]: Silver Strong & Associates, 1999.

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Book chapters on the topic "Cooperative and collaborative learning"

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Chinn, Clark. "Collaborative and Cooperative Learning." In Encyclopedia of Cross-Cultural School Psychology, 229–32. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_76.

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Knight, Simon, and Karen Littleton. "Learning Through Collaborative Information Seeking." In Computer Supported Cooperative Work, 101–16. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18988-8_6.

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Kousa, Maan A., Ali H. Muqaibel, Douglas B. Williams, Mohammad T. Alkhodary, and Qadri Mayyala. "Developing Electrical Engineering Course in an Active Cooperative Learning (ACL) Platform." In Interactive Collaborative Learning, 64–74. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0_6.

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Tožička, Jan, Michal Jakob, and Michal Pěchouček. "Market-Inspired Approach to Collaborative Learning." In Cooperative Information Agents X, 213–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11839354_16.

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Lemaître, Christian, Victor Germán Sánchez, and Cristina Loyo. "Cooperative Open Systems Architecture." In Collaborative Dialogue Technologies in Distance Learning, 126–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-642-57899-1_12.

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Karseras, Annette. "CoLeARN: Collaborative Learning and Action Research Networkommunications." In Computer Supported Cooperative Work, 197–207. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0411-7_18.

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Armitage, Susan, and Mark Bryson. "Using Lotus Notes for Asynchronous Collaborative Learning and Research." In Computer Supported Cooperative Work, 167–80. London: Springer London, 2002. http://dx.doi.org/10.1007/978-1-4471-0167-3_11.

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Santoro, Flávia Maria, Marcos R. S. Borges, and Neide Santos. "Learning to Plan the Collaborative Design Process." In Computer Supported Cooperative Work in Design I, 33–44. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11568421_4.

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Norman, Kent. "Collaborative Interactions in Support of Learning: Models, Metaphors and Management." In Computer Supported Cooperative Work, 41–56. London: Springer London, 2002. http://dx.doi.org/10.1007/978-1-4471-0167-3_4.

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Warnecke, Tim, Patrick Dohrmann, Alke Jürgens, Andreas Rausch, and Niels Pinkwart. "Collaborative Learning through Cooperative Design Using a Multitouch Table." In Lecture Notes in Computer Science, 22–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23734-8_4.

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Conference papers on the topic "Cooperative and collaborative learning"

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Bouras, Abdelaziz, Laurent Veillard, Stephanie Tralongo, and Michel Lenir. "Cooperative education development: Towards ICT reference models." In 2014 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2014. http://dx.doi.org/10.1109/icl.2014.7017885.

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Cullen, Clare, and Oussama Metatla. "Tangible Multisensory Aids for Collaborative Phonics Learning." In CSCW '20: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3406865.3418342.

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Bhattacharya, Sharbani. "Cooperative learning and website in Software Project Management pedagogy." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644590.

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Soundarajan, Neelam, Swaroop Joshi, and Rajiv Ramnath. "Collaborative and Cooperative-Learning in Software Engineering Courses." In 2015 IEEE/ACM 37th IEEE International Conference on Software Engineering (ICSE). IEEE, 2015. http://dx.doi.org/10.1109/icse.2015.164.

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Liu, Zhi, Hai Jin, and Zhaolin Fang. "Collaborative Learning in E-Learning based on Multi-Agent Systems." In 2006 10th International Conference on Computer Supported Cooperative Work in Design. IEEE, 2006. http://dx.doi.org/10.1109/cscwd.2006.253044.

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Finger, S., D. Gelman, A. Fay, and M. Szczerban. "Supporting collaborative learning in engineering design." In Proceedings of the Ninth International Conference on Computer Supported Cooperative Work in Design. IEEE, 2005. http://dx.doi.org/10.1109/cscwd.2005.194322.

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Liu, Yun, Xijun Zhu, and Hui Li. "Training of university-enterprise cooperative software engineering students: Teaching and practice." In 2014 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2014. http://dx.doi.org/10.1109/icl.2014.7017751.

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Salis, Carole, Fabrizio Murgia, Marie Florence Wilson, and Andrea Mameli. "IoT-DESIR: A case study on a cooperative learning experiment in Sardinia." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318128.

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Lai, Chia-Hung, Ming-Chi Liu, Shu-Hsien Huang, and Yueh-Min Huang. "Effectiveness of Jigsaw-based cooperative report writing in a vocational high school." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318130.

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Chen, Hsuan-Hung, Kim-Joan Chen, Yuan-Sun Chu, Wan-Jen Chang, and Ming-Jen Chen. "A Learning Management System with Knowledge Management Capability for Collaborative Learning." In 2007 11th International Conference on Computer Supported Cooperative Work in Design. IEEE, 2007. http://dx.doi.org/10.1109/cscwd.2007.4281572.

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Reports on the topic "Cooperative and collaborative learning"

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Beddow, James B. National Wind Distance Learning Collaborative. Office of Scientific and Technical Information (OSTI), March 2013. http://dx.doi.org/10.2172/1072034.

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Dryer, David A. Learning to Work in Collaborative Environments. Fort Belvoir, VA: Defense Technical Information Center, May 2001. http://dx.doi.org/10.21236/ada385949.

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Reddy, Prashant P. Semi-Cooperative Learning in Smart Grid Agents. Fort Belvoir, VA: Defense Technical Information Center, December 2013. http://dx.doi.org/10.21236/ada597925.

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VILLONEZ, GLEN LORETO. Collaborative Learning Impact on Students’ Performance in Mechanics. Matters of Behaviour, 2018. http://dx.doi.org/10.26455/mob.v2i2.14.

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Bonk, Curtis J., and Robert A. Wisher. Applying Collaborative and e-Learning Tools to Military Distance Learning: A Research Framework. Fort Belvoir, VA: Defense Technical Information Center, October 2000. http://dx.doi.org/10.21236/ada393677.

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Fernandez-Rio, Javier, Sergio Rivera-Pérez, and Damián Iglesias. Cooperative learning in teacher education: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2021. http://dx.doi.org/10.37766/inplasy2021.8.0099.

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Ernst, Michael, Martin Rinard, and Jeff Perkins. Collaborative Learning for Security and Repair in Application Communities. Fort Belvoir, VA: Defense Technical Information Center, October 2011. http://dx.doi.org/10.21236/ada550360.

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Chislett, Carol. Creating Collaborative Learning Environments: A Curriculum Proposal for Instructors. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6959.

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Gleeson, Anne, John McDonald, and Joe Williams. Extended case study: Collaborative learning tutorials for introductory microeconomics. Bristol, UK: The Economics Network, February 2006. http://dx.doi.org/10.53593/n559a.

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Cho, Siwon, Laura Morthland, Laura K. Kidd, and Shelby Adkinson. Developing Soft Skills through Multi-Disciplinary Cooperative and Situated Learning. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-160.

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