Special Issue "Cooperative/Collaborative Learning"
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (31 March 2021) | Viewed by 35885
A printed edition of this Special Issue is available here.
Collaborative learning is well recognised as a pedagogical practice that promotes socialisation and learning for students from kindergarten to college level and beyond. The term collaborative learning is used very broadly in this Special Issue and includes cooperative learning, peer learning, and peer collaboration. These pedagogical approaches have been used successfully in both formal and informal settings in schools and the wider community to promote not only learning but also a greater understanding of others with diverse social, personal, and academic competencies.
The purpose of this Special Issue is to bring together a diverse range of international scholars to highlight recent developments in research on collaborative learning across different contexts, including subject areas and student populations to illustrate how this research has been translated into practice. The emphasis in this Special Issue is on research that has a strong evidence base for the work that is presented and includes empirical studies, best evidence synthesis of the relevant research, case studies, and theoretical papers. It also highlights how different technologies have been used to facilitate group interaction, dialogue, and learning. I believe there is much to be gained by sharing and learning about what happens in different disciplines and contexts and how different collaborative pedagogies can be implemented when needed to promote understanding and learning.
Chen, H., Park, H.W., Breazeal, C. (2020), Teaching and learning with children: Impact of reciprocal peer learning with a social robot on children's learning and emotive engagement. Computers and Education, 150,103836.
Veldman, M.A., Doolaard, S., Bosker, R.J., Snijders, T.A.B.(2020), Young children working together. Cooperative learning effects on group work of children in Grade 1 of primary education, Learning and Instruction, 67,101308.
Bores-García, D., Hortigüela-Alcalá, D., Fernandez-Rio, F.J., González-Calvo, G., Barba-Martín, R.(2020), Research on Cooperative Learning in Physical Education. Systematic Review of the Last Five Years, Research Quarterly for Exercise and Sport. DOI: 10.1080/02701367.2020.1719276.
Johnson, D.W., Johnson, R.T. (2017). The use of cooperative procedures in teacher education and professional development, Journal of Education for Teaching, 43(3), pp. 284-295.
Roseth, C.J., Lee, Y.-K., Saltarelli, W.A. (2019). Reconsidering Jigsaw social psychology: Longitudinal effects on social interdependence, sociocognitive conflict regulation, motivation, and achievement. Journal of Educational Psychology, 111(1), pp. 149-169.
Nishina, A., Lewis, J.A., Bellmore, A., Witkow, M.R. (2019). Ethnic Diversity and Inclusive School Environments. Educational Psychologist, 54(4), pp. 306-321.
Buchs, C., Gilles, I., Dutrévis, M., Butera, F. (2011). Pressure to cooperate: Is positive reward interdependence really needed in cooperative learning? British Journal of Educational Psychology, 81 (1), 135-46.
Saad, A. (2020). Students' computational thinking skill through cooperative learning based on hands-on, inquiry-based, and student-centric learning approaches. Universal Journal of Educational Research, 8(1), 290-296.Prof. Dr. Robyn M. Gillies
Manuscript Submission Information
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Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
- cooperative/collaborative learning
- small group learning
- peer learning
- peer collaboration
- formal and informal collaboration
- inquiry learning
- pedagogical practice
- technology supported collaborative learning
- best evidence synthesis
- empirical study
- case study
- theoretical review