Cooperative learning (CL) is a teaching and learning pedagogy that has been used widely in school but there is limited information on instructors' perceptions of CL nor observations of how CL is implemented in higher education settings. In this study, we used an interpretative-qualitative approach to investigate the advantages and challenges of…

While cooperative learning (CL) has gained considerable attention in the current discourse about undergraduate quality education, it is minimally used in higher education classrooms, particularly in the developing countries context. Using a non-equivalent control groups design and a sample of undergraduate students (n = 340) from Jimma University,…

The study reported in this article investigated the processes and the effects of collaborative writing on 64 students' writing skills in two Arabic as a second language (ASL) teachers' classrooms. The authors employed a mixed methods approach that integrated a qualitative case study and a quasi-experimental design. The data collected included…

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…

Teachers play a critical role in promoting dialogic interaction in their students. The purpose of this case study was to investigate how one very effective teacher taught two, cooperative, inquiry-based science units to her Year 6 class. In particular, the case study focused on how she used different discourses to capture students' curiosity in…

The study sought to determine the effects of teacher-introduced multimodal representations and discourse on students' task engagement and scientific language during cooperative, inquiry-based science. The study involved eight Year 6 teachers in two conditions (four very effective teachers and four effective teachers) who taught two units of…

Cooperative learning is widely recognized as a pedagogical practice that promotes socialization and learning among students from kindergarten through to college level and across different subject areas. Cooperative learning involves students working together to achieve common goals or complete group tasks. Interest in cooperative learning has…

Many primary teachers face challenges in teaching inquiry science, often because they believe that they do not have the content knowledge or pedagogical skills to do so. This is a concern given the emphasis attached to teaching science through inquiry where students do not simply learn about science but also do science. This study reports on the…

This article presents a pilot study that examined instructional practices and student outcomes of two courses designed using cooperative learning (CL) pedagogies in Ethiopian university context. The participants included 58 undergraduates and two teachers. The quantitative results showed that four inter-correlated pedagogical factors: Cooperative…

Teaching students to use and interpret different representational tools is critically important if they are to be scientifically literate, to understand how scientific ideas and concepts are represented and to appreciate how scientists think and act. Moreover, students not only need to be competent at using and explaining representations and…

The present study builds on research that indicates that teachers play a key role in promoting those interactional behaviours that challenge children's thinking and scaffold their learning. It does this by seeking to determine whether teachers who implement cooperative learning and receive training in explicit strategic questioning strategies…

Teaching students to ask and answer questions is critically important if they are to engage in reasoned argumentation, problem-solving, and learning. This study involved 35 groups of grade 6 children from 18 classrooms in three conditions (cognitive questioning condition, community of inquiry condition, and the comparison condition) who were…

Teaching students to use and interpret representations in science is critically important if they are to become scientifically literate and learn how to communicate their understandings and learning in science. This study involved 248 students (119 boys and 129 girls) from 26 grade 6 teachers' classes in nine primary schools in Brisbane,…

Cooperative learning (CL) is a well documented pedagogical practice that promotes academic achievement and socialization, yet many teachers struggle with implementing it in their classes. This study reports on the perceptions of 10, middle-year teachers who implemented cooperative learning in a unit of work across two school terms. Data from the…

This study investigated how university students behaved and interacted as they were grouped in large and small groups and while they engaged in intra-group and inter-group peer assessment. One hundred forty five students from two classes at a university in Ho Chi Minh, Vietnam participated in this one-term study. The students worked in…