Forthcoming Issue

The next issue of Autonomy and Responsibility Journal of Educational Sciences will be published soon. Abstracts from the contents of the forthcoming issue.

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Ferenc Arató

Seven Ways of Constructing Knowledge through Cooperative Learning

This article presents seven ways to construct knowledge through cooperative learning. The first part of the article provides a comprehensive examination of how deeply constructivist and cooperative learning discourses are interconnected and have interfaced with each other over the last five decades. The article highlights how the two concepts have influenced each other and how their combination can lead to a more effective learning experience. The second part of the article is devoted to explaining the seven ways of constructing knowledge in cooperative learning settings. Each of the seven ways - interactive, positively interdependent, synergic, synoptic, multicontextual, interferential, and action-based - is discussed in detail, with specific examples provided to illustrate how each approach works in practice. The overall aim of the article is to assist educators and researchers in understanding the various cooperative learning approaches and their potential benefits in constructing knowledge. The article emphasizes the importance of adopting simple cooperative approaches for efficient knowledge construction, and the importance of educators and researchers adapting these approaches to meet the needs of their students.

Keywords: cooperative learning, constructivism, knowledge construction, interactive learning

 

Ivet Garriga, Maria González, David Duran

A virtual peer tutoring project to improve communication skills

This article exposes an educational proposal of virtual reciprocal peer tutoring that has been devised to improve communication skills between primary school students from Catalonia and Scotland by each developing the role of tutor in their language, and that of tutee in the foreign language based on a virtual exchange. The results of this experience show that offering communication tools and strategies to students during initial training in their role as a tutor can be beneficial to satisfactorily fulfil their role, as well as anticipate future synchronous interaction in the foreign language. For later implementations, it is determined that the degree of participation and involvement of the student tutors in the preparation of the materials for their respective tutoring could increase the learning opportunities of both sides. This experience is easily applicable to different languages and countries.

Keywords: peer tutoring, peer learning, educational innovation, language learning, virtual learning environment.

 

Robyn M. Gillies

Strategies Promoting Dialogic Talk during Cooperative Learning

The role of talk in the construction of knowledge and learning has gathered interest in recent years as studies have been published that demonstrate the importance of social interaction in promoting cognitive development and academic learning. While there is a large volume of research that attests to the benefits that students derive when they work cooperatively together, it is only in the last 30 years that studies have been published that demonstrate how students learn by interacting with others and how teachers can utilise this information to create classroom experiences to ensure these benefits are realised. This article discusses the role of dialogic talk during cooperative learning and its capacity to promote students’ thinking and learning. The article provides insights into how one teacher used dialogic talk in her classroom to promote student interactions, thinking and learning. It also provides an example of how students in one small group listened to each other, asked questions, sought clarifications, and provided reasons and justifications for their suggestions as they considered the perspectives of others on how to construct an earthquake proof building. 

Key words: Cooperative learning; dialogic talk; pedagogical practice; teacher’s role

 

George M. Jacobs, Chenghao Zhu, Meng Huat Chau, SettingsQingli Guo, Jasper Roe

Using Cooperative Learning to Teach the Sustainable Development Goals

This article advocates for the use of cooperative learning by students and others toward the achievement of the United Nations’ Sustainable Development Goals (SDGs). First, the Goals are explained. Second, background is provided on cooperative learning, including explanation of eight cooperative learning principles and exemplification of how one cooperative learning technique might mobilize the eight principles. Third, how cooperative learning fits with student centered learning is explored. Fourth, two cooperative learning techniques are explained for their particular relevance to efforts to achieve the SDGs. These techniques are Group Investigation and Cooperative Debate. Fifth, two cooperative learning principles, positive interdependence and cooperation as a value, and their links to SDGs receive further exploration. Finally, we consider cooperative learning as a Swiss Army Knife and discuss its versatility with SDG examples.

Keywords: Sustainable Development Goals, cooperative learning, positive interdependence, Group Investigation, Cooperative Debate

 

Beathe Liebech-Lien, Eva Hammar Chiriac, Neil Davidson

Teachers’ professional development for cooperative learning: A constructive controversy between long-term versus short-term professional development

Previous scientific research has recognised the pedagogical model of cooperative learning (CL) as a best-practice pedagogy, which facilitates students’ academic and social learning. Teachers are crucial for implementing CL in the classroom. While they value the method, they often find it complex and challenging to use. Thus, it is crucial to support effective CL professional development (PD) for teachers. Various approaches, forms and lengths of PD in CL are available for teachers, and long- and short-term approaches have been debated in the literature. Based on the perspective of constructive controversy, the goal of this study is to examine teachers’ PD in CL, with a particular focus on long- and short-term PD. Drawing on our different perspectives and experiences with long- and short-term PD in CL, we aim to contribute knowledge that can support teachers’ learning and implementation of CL. To provide insights and reflections along with theoretical findings, we utilise a narrative approach, with one narrative on long-term PD and one on short-term PD. One issue that becomes clear is the lack of a consensus on what counts as PD for teachers, as PD is a holistic multidimensional construct. We propose four common characteristics that should be considered in developing successful PD regardless of the CL approach or the length of the PD: 1) It enables participating teachers to acquire a shared understanding and knowledge of the theoretical framework of CL; 2) It supports teachers in taking ownership of CL; 3) It involves collaboration (in different forms); and 4) It includes support structures. While both long- and short-term PD can support teacher learning, how the time is used is the most important factor for a successful outcome. Hence, short-term PD is better than no PD at all.

Keywords: Teachers’ Learning, Professional Development, Cooperative Learning, Implementation, Constructive Controversy