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

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

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