Promoting Cooperative Learning in the Classroom: Comparing Explicit and Implicit Training Techniques

Please use this identifier to cite or link to this item: http://dspace.mediu.edu.my:8181/xmlui/handle/123456789/5060

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DC Field	Value	Language
dc.creator	Susan Mitchell	-
dc.creator	Vera Woloshyn	-
dc.creator	Anne Elliott	-
dc.date	2003	-
dc.date.accessioned	2013-05-30T12:11:52Z	-
dc.date.available	2013-05-30T12:11:52Z	-
dc.date.issued	2013-05-30	-
dc.identifier	http://www.ed.brocku.ca/ojs/index.php/brocked/article/download/35/35	-
dc.identifier	http://www.doaj.org/doaj?func=openurl&genre=article&issn=11831189&date=2003&volume=12&issue=2&spage=	-
dc.identifier.uri	http://koha.mediu.edu.my:8181/jspui/handle/123456789/5060	-
dc.description	In this study, we investigated whether providing 4th and 5th-grade students with explicit instruction in prerequisite cooperative-learning skills and techniques would enhance their academic performance and promote in them positive attitudes towards cooperative learning. Overall, students who received explicit training outperformed their peers on both the unit project and test and presented more favourable attitudes towards cooperative learning. The findings of this study support the use of explicitly instructing students about the components of cooperative learning prior to engaging in collaborative activities. Implications for teacher-education are discussed.	-
dc.publisher	Brock University	-
dc.source	Brock Education : a Journal of Educational Research and Practice	-
dc.title	Promoting Cooperative Learning in the Classroom: Comparing Explicit and Implicit Training Techniques	-
Appears in Collections:	Social Sciences

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