About this paper

Appears in:
Pages: 3861-3866
Publication year: 2013
ISBN: 978-84-616-2661-8
ISSN: 2340-1079

Conference name: 7th International Technology, Education and Development Conference
Dates: 4-5 March, 2013
Location: Valencia, Spain

A COOPERATIVE LEARNING APPROACH FOR ENHANCING LEARNING IN CHEMISTRY WITHIN A B-LEARNING SCENARIO

A. Garcés Osado1, L.F. Sánchez-Barba Merlo1, M. Honrado Díaz del Campo2

1Universidad Rey Juan Carlos (SPAIN)
2Universidad de Castilla La Mancha (SPAIN)
The traditional teaching methods in Higher Education Institutions mainly centered in teachers as the only responsible of learning have begun to shift to a new approach focused on encouraging learners to discuss, debate and ultimately develop their critical thinking through a student-centered scenario. Cooperative learning (CL) has been recognized by teachers as a convenient technique which brings the opportunity to develop high-order thinking skills in learners through their organization in small groups where they learn on their own, without the constant and direct teacher supervision. Collaboration between students provides countless benefits including increase of their learning achievement, social skills, conflict resolution and making decisions, which are essential skills in the current real-life tasks. Learners also experienced positive interdependence because all members' effort is required for each group in order to achieve success for the team, as well as individual accountability is also present due to that individual contributions are also necessary during the process. Since interaction between learners is essential for effective knowledge acquisition, a flexible learning environment, therefore, is required. In this sense, the advent of the new Information and Communication Technologies (ICT) has contributed to create powerful computer-based collaborative learning environments, facilitating communication and collaboration between students and, additionally, providing tutors the media to support, monitor and guide learning in a synchronous or asynchronous mode.

The present article examines the effectiveness of the implementation of several cooperative learning strategies with first-year undergraduates through the employment of different ICT tools supported by in-class teaching within a blended learning scenario. The study covered different students’ profiles and showed a significant improvement in achievement rates and positive changes in student attitudes for all courses evaluated, including large-enrollment classes. In addition, students considered positively the method employed according to the learners’ perceptions found in questionnaires handed in at the end of the experience.
@InProceedings{GARCESOSADO2013ACO,
author = {Garc{\'{e}}s Osado, A. and S{\'{a}}nchez-Barba Merlo, L.F. and Honrado D{\'{i}}az del Campo, M.},
title = {A COOPERATIVE LEARNING APPROACH FOR ENHANCING LEARNING IN CHEMISTRY WITHIN A B-LEARNING SCENARIO},
series = {7th International Technology, Education and Development Conference},
booktitle = {INTED2013 Proceedings},
isbn = {978-84-616-2661-8},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {4-5 March, 2013},
year = {2013},
pages = {3861-3866}}
TY - CONF
AU - A. Garcés Osado AU - L.F. Sánchez-Barba Merlo AU - M. Honrado Díaz del Campo
TI - A COOPERATIVE LEARNING APPROACH FOR ENHANCING LEARNING IN CHEMISTRY WITHIN A B-LEARNING SCENARIO
SN - 978-84-616-2661-8/2340-1079
PY - 2013
Y1 - 4-5 March, 2013
CI - Valencia, Spain
JO - 7th International Technology, Education and Development Conference
JA - INTED2013 Proceedings
SP - 3861
EP - 3866
ER -
A. Garcés Osado, L.F. Sánchez-Barba Merlo, M. Honrado Díaz del Campo (2013) A COOPERATIVE LEARNING APPROACH FOR ENHANCING LEARNING IN CHEMISTRY WITHIN A B-LEARNING SCENARIO, INTED2013 Proceedings, pp. 3861-3866.
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