young children: an experimental study. International Journal of Instructional Media, 38(4), 

351+. Retrieved from

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In this study, 204 fourth graders participated in a study that examined the effect of how much prior knowledge a student has and the results it leads to on a post test along with the usage of cooperative learning groups. Within this study there were three groups: one where students completed work on computers by themselves, one where students worked cooperatively with high prior knowledge, and one group that worked cooperatively together with half the students having more higher prior knowledge mixed with students with less prior knowledge. The results showed that when students have more prior knowledge, the post results are better compared to other students, in addition to when students worked cooperatively  (Chen and Chuang 2011). 

 South China Morning Post. Retrieved from 

 http://www.lexisnexis.com.library.marygrove.edu:2048/hottopics/lnacademic

This article shares the piloting of cooperative learning groups at The Tai Po school in Hong Kong. The movement to utilizing cooperative learning groups was made to create less of a “teacher led” classroom that focuses on teachers lecturing students in class (Lai-Ping 2005). The suggestion of groups of four is given, in addition to actively monitoring student groups within the class (2005). 

 http://www.lexisnexis.com.library.marygrove.edu:2048/hottopics/lnacademic

A biology class in which a teacher incorporates cooperative learning at least once a week is observed in this article about cooperative learning. After observing a biology class, it is reported by students that cooperative learning helps students to retain information, encourages “group cheer”, and provides students who do not normally work together the chance to work together (Clark 2008). In addition to the “group cheer”, the teacher, Mrs. Mathieson, provides each member of a group a specific role to make the members focus on a specific role while still working as a team (2008).

 http://www.lexisnexis.com.library.marygrove.edu:2048/hottopics/lnacademic

In this article, Roger Pope interviews Peter Robery about the usage of cooperative learning groups at his high school. Robery explains how research has showed that group work is less effective than teacher instruction; therefore, teachers in this school tested the usage of cooperative learning. The difference between the two types of group work is having assigned roles in cooperative learning rather than in group work when one student typically leads the conversations, while others did not participate. The results of using cooperative learning increased “skill levels and expectations in class” (Robery 2008). Pope’s article also mentions Spencer Kagan’s model for cooperative learning (Pope 2008).  

 http://www.lexisnexis.com.library.marygrove.edu:2048/hottopics/lnacademic w

Collaborative learning is discussed in this article about being a part of Vygotsky’s multiple intelligences. The benefits of cooperative learning are discussed in this article including a better understanding of objectives, an increase in student self-esteem, and an increase of student motivation to get work complete. Also, the responsibility of the group is explained while also having each student responsible for an individual grade. The downfall of cooperative learning is recognized as less teacher responsibility, time management, and grouping causing issues. 

http://www.lexisnexis.com.library.marygrove.edu:2048/hottopics/lnacademic/

In this article, Jill Donald (2008) reports on her usage of cooperative learning groups in the classroom. In contrast to when students typically work in groups and have one student report on their findings, Donald uses cooperative learning groups to get all students learning without knowing who will report on their findings. Donald also spoke of the positive social interactions that came along with using cooperative learning groups within the classroom. 

http://www.lexisnexis.com.library.marygrove.edu:2048/hottopics/lnacademic/

In this article, the author, Laura Hancock, discusses the relevance of breaking students into groups and working together. The author’s point in this article is that though are many ways of grouping students, no longer should teachers just group random students together and expect them to carry others. Teachers should utilize the cooperative learning process to help “transfer knowledge”, divide labor, and to help students prepare for the future (Hancock 2007). The author also talks about the importance of implementing cooperative learning groups correctly and to allow reflection time among classmates (2007).