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This ERIC digest looks at how college faculty can use cooperative learning principles to ensure that students actively create their own knowledge and work together to achieve shared learning goals. The first section describes cooperative learning and recommends training professors to apply an overall system to build cooperative activities, lessons, and strategies. The following section discusses concrete ways in which to implement cooperative learning organized around three approaches: (1) formal learning groups which last for various lengths of time to complete a specific task or assignment; (2) informal learning groups which are temporary, ad hoc groups which last for only one discussion or one class period; and (3) base groups which are long-term, heterogeneous cooperative learning groups with stable membership whose primary responsibility is to provide each student the support, encouragement, and assistance needed to progress academically. A final section mentions that over 600 studies have supported the efficacy of cooperative learning and emphasizes the role that faculty play in creating the experience. Three references are included. (JB)

Descriptors: College Faculty, College Instruction, Cooperative Learning, Group Activities, Group Discussion, Grouping (Instructional Purposes), Higher Education, Instructional Effectiveness, Student Participation, Teacher Effectiveness, Teacher Role, Teaching Methods

ASHE-ERIC Higher Education Reports, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183 ($1; full report, $17).









Autor: Johnson, David W.; And Others

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11876&id=ED347871







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