Each student on the team becomes an “expert” on one topic 2. Collaborative Learning Collaborative learning occurs when students learn by collabo-rating rather than by studying individually. During the study, subjects of the cooperative learning group (44 students) attended classes based on cooperative learning. Consequently, which cooperative Considerable evidence suggests that collaborative learning has significant academic, social, and 526 The Effectiveness of Collaborative Creativity Learning Models … International Journal of Instruction, July 2020 Vol.13, No.3 to develop competencies in order to scientifically explore and understand the universe (Kemdikbud, 2013). The challenge to promote effective group discussions during classes is constrained by how much students are prepared before group activities. Firstly, three converging theoretical sources are analyzed: socio-cognitive conflict theory, intersubjectivity theory and distributed cognition theory. Wood, 1991). The control group (53 students), on the other hand, did not carry out any additional activities. Performance, mental effort, and efficiency were measured during collaborative Learning science for junior high school on Curriculum 2013 is Collaborative learning techniques (CoLTS) effectively enhance students’ learning and empower critical thinking. Interdependence and status equalization are developed. The use of cooperative learning is an effective teaching and learning strategy. students. This study investigates, from a cognitive load perspective, the effect of prior collaborative experience on the effectiveness and efficiency of collaborative learning. The method is: 1. This research has been carried out in order to define the effectiveness of collaborative learning applications in art education training through using the model of pre-test and post-test control group. Learner interactions were seen from three angles of cognitivism, collaborative learning and student-teacher interactions. Collaborative learning was average at 50% with low percentages in learners posting challenges to colleagues’ ideas online (34%) and … Secondly, a model of strategies that The present research was designed to study the effectiveness of collaborative learning as it relates to learning outcomes at the college level, for students in technology. Integrating cooperative learning strategies have proven to be effective in increasing student achievement across all grade levels and subject areas (Johnson & Johnson, 1989). In order to test the effectiveness of this method, two quantitative tools for data THE EFFECTIVENESS OF USING LEARNING MANAGEMENT SYSTEMS AND COLLABORATIVE TOOLS IN WEB-BASED TEACHING Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration Ha Le, Jeroen Janssen and Theo Wubbels faculty of Social and ehavioural Sciences, b epartment of dducation, e utrecht university, the utrecht, netherlands ABSTRACT While the educational literature mentions several obstacles affecting Without certain elements, cooperative learning is no more effective than traditional methods of instruction and learning (Cohen, 1994; Northwest Regional Educational Laboratory, 2005). Collaborative learning is a construct that identifies a current strong field, both in face-to-face and virtual education. skills through collaborative learning is one of the primary goals of technology education. Purpose of Study This study examined the effectiveness of individual learning versus Jigsaw: Jigsaw is a collaborative learning technique that gives students practice in the acquisition and presentation of new material, in review, and in informed debate. It is widely used (Gillies, 2003) and considered highly desirable in the community and workplace (Barron, 2000). 2005). Paper presented at the 3rd International Symposium and Education on Electrical, Electronic, and Computer Engineering (ISEECE 2006), 23-25 November, 2006, Near East University, Lefkoşa, Cyprus. One element that has been under research is the effectiveness of cooperative learning based on the type of task the group has to complete (Cohen, 1994). Two groups of learners, who were 4nd primary school students at Korgeneral Lütfü Akdemir primary school in 2007-2008 Autumn semester, were divided as control and experiment groups. 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