The DOI matches its Crossref record; 37 of the 37 references it cites were found in a registry or an index.
Cooperative Learning: Review of Research and Practice
Open accessAbstract
Cooperative learning is widely recognized as a pedagogical practice that promotes socialization and learning among students from pre-school through to tertiary level and across different subject domains. It involves students working together to achieve common goals or complete group tasks – goals and tasks that they would be unable to complete by themselves. The purpose of this paper is to review developments in research and practice on cooperative learning and to examine the factors that help to explain its success. In particular, the review focuses on the key elements that contribute to its success and the role teachers’ play in developing students’ thinking and learning when implementing this pedagogical practice in their classrooms.
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Cites
(2008) · Cited by 6,939
An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning
Johnson, D. W., & Johnson, R. T. (2009) · Educational Researcher · doi:10.3102/0013189x09339057 · Cited by 2,721 · cited 7×
“In fact, Johnson and Johnson (2009) maintain that students need to be taught the social skills needed for high quality cooperation and they must be motivated to use them if they are to facilitate learning in themselves and others.”
BackgroundResultInfluentialJoining Together: Group Theory and Group Skills
Johnson, D. W., & Johnson, F. P. (1975) · Cited by 2,314
A Theory of Co-operation and Competition
Deutsch, M. (1949) · Human Relations · doi:10.1177/001872674900200204 · Cited by 2,202
Restructuring the Classroom: Conditions for Productive Small Groups
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Johnson, D. W., & Johnson, R. T. (2021) · Pioneering Perspectives in Cooperative Learning · doi:10.4324/9781003106760-3 · Cited by 1,308
Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008) · Psychological Bulletin · doi:10.1037/0033-2909.134.2.223 · Cited by 837
Bono, E. D. (1985) · Cited by 780
Within-Class Grouping: A Meta-Analysis
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Cited by
Exploring Two Decades of Research on Classroom Dialogue by Using Bibliometric Analysis
Song, Y., Chen, X., Hao, T., Liu, Z., & Lan, Z. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.04.002 · Cited by 245
Visual tools for teaching machine learning in K-12: A ten-year systematic mapping
Gresse von Wangenheim, C., Hauck, J. C. R., Pacheco, F. S., & Bertonceli Bueno, M. F. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10570-8 · Cited by 130
Effects of prior knowledge on collaborative and individual learning
Zambrano R., J., Kirschner, F., Sweller, J., & Kirschner, P. A. (2019) · Learning and Instruction · doi:10.1016/j.learninstruc.2019.05.011 · Cited by 121
“Students’ Willingness to Practice Collaborative Learning.”
Weinberger, Y., & Shonfeld, M. (2020) · Teaching Education · doi:10.1080/10476210.2018.1508280 · Cited by 54
Xie, T., Liu, R., Chen, Y., & Liu, G. (2021) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2021.3129800 · Cited by 32
Metadata
- Authors
- University of Queensland, & Gillies, R.
- Venue
- Australian Journal of Teacher Education
- Publisher
- Edith Cowan University
- Published
- 2016-03-01
- Volume
- 41
- Issue
- 3
- Pages
- 39-54
- ISSN
- 0313-5373 (ISSN-L)
- 1835-517X
- OpenAlex
- W2333164618
- Cited by
- 639
- References
- 37
- FWCI
- 44.07
- Type
- journal article
- Language
- en
- Open access
- bronze
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
