Integrating computer supported learning environments for learning & teaching: Cooperative learning as pedagogy

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The aim of this research is to study how learners perceive cooperative learning as pedagogy. Learners were required to form groups in organizing computer supported learning environment for learning and teaching on a topic of their selection. Thirty-four student teachers, twelve groups, participated the study for a semester. Ninety-seven percent learners regard the pedagogy as appropriate. Results of the survey studies indicate that learners perceive positive interdependence and face-to-face promotive interaction as two most prominent factors for facilitating learning by collaboration. They treasure mutual support for completing challenged task that need expertise from group members and sharing of workload. They also value assistance from tutors for providing insights, re-direction or reassurance of completed work in the preparation process. They study also finds that interpersonal skills are important to handle problems such as workload distribution among group members. The study reveals that successful experiences on cooperative learning have positive impact to rouse student teachers to use it as their pedagogy in their future teaching. Copyright © 2002 Hong Kong Institute of Education.
Original languageEnglish
Title of host publicationScience technology education: Meeting the Challenges of Education Reform: Science & Technology Education Conference 2002 proceedings
EditorsKenneth S. VOLK , Wing-mui Winnie SO
Place of PublicationHong Kong
PublisherThe Hong Kong Institute of Education, Curriculum Development Institute, Education Dept., Hong Kong, Hong Kong Association for Science and Mathematics Education, Hong Kong Association for Design and Technology Education
Pages242-252
ISBN (Print)9629491125
Publication statusPublished - 2002

Citation

Kong, S. C. (2002). Integrating computer supported learning environments for learning & teaching: Cooperative learning as pedagogy. In K. S. Volk & W.-M. W. So (Eds.), Science technology education: Meeting the Challenges of Education Reform: Science & Technology Education Conference 2002 proceedings (pp. 242-252). Hong Kong: The Hong Kong Institute of Education, Curriculum Development Institute, Education Dept., Hong Kong, Hong Kong Association for Science and Mathematics Education, Hong Kong Association for Design and Technology Education.

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