Entrance Slip: Annotated Biblography

 My Topic for my Literature Review:

Meta analysis of overall outcomes from cooperative group work in different settings.

Each slide gives a short summary of a paper/example analyzing cooperative group work. Variables include: Size of groups, types of students, class size, type of activity/project, duration of activity, subject. Overall outcomes are accuracy/marks, motivation, participation, timing, and organization.  

 

Resources so far: 

1.Admiraal, W., Huizenga, J., Akkerman, S., & Ten Dam, G. (2011). The concept of flow in collaborative game-based learning. Computers in Human Behavior, 27(3), 1185-1194.

This paper was selected because it offered insight on a competitive game environment. More students were engaged in group competition and students learned more about the medieval history of Amsterdam.

2.Barrick, M. R., Stewart, G. L., Neubert, M. J., & Mount, M. K. (1998). Relating member ability and personality to work-team processes and team effectiveness. Journal of applied psychology, 83(3), 377.

Teams higher in general mental ability, extraversion, and emotional stability received higher supervisor ratings for team viability. Results also show that extraversion and emotional stability were associated with team viability through social cohesion.

3. Beersma, B., Hollenbeck, J. R., Humphrey, S. E., Moon, H., Conlon, D. E., & Ilgen, D. R. (2003). Cooperation, competition, and team performance: Toward a contingency approach. Academy of Management Journal, 46(5), 572-590.

 This was selected because of the outcomes addressed in an examination between team performance, team composition, and individual performance level.  "A competitive structure enhanced one task dimension, speed, whereas a cooperative structure enhanced accuracy. Teams with extroverted and agreeable members performed better under the cooperative structure, whereas teams low on these orientations performed better under the competitive structure."

4.Boiangiu, C. A., Constantin, A., Deliu, D., Mirion, A., & Firculescu, A. (2016). Balancing Competition and Collaboration in a Mixed Learning Method. International Journal of Education and Information Technologies, ISSN, 2074-1316.

 This paper was selected because it examines the competitive and collaborative learning approaches and compares them with other teaching methods during a Software Project Management course. The findings were that the competitive approach was not pleasant, inaccurate but highly motivated. The collaborative approach had better accuracy, higher grades but was not engaging.

5.Bracco, K. R., & Callan, P. M. (2002). Competition and Collaboration in California Higher Education.

Paper focuses on collaboration as aspects of higher education in California. 

6.Fong, H. F., & Kwen, B. H. (2007). Exploring the effectiveness of cooperative learning as a teaching and learning strategy in the physics classroom. Proceedings of the redesigning pedagogy: Culture, Knowledge, and Understanding, Singapura, 28-30. 

 Paper reports on results of effectiveness of cooperative learning strategies on pupils academic achievement and their motivation to learn in the physics classroom. The study found that cooperative learning does increase pupils academic achievement and helps pupils better understand physics concepts and increases motivation to learn. 

7. Hänze, M., & Berger, R. (2007). Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. Learning and instruction, 17(1), 29-41.

This paper compares the academic achievement outcomes of students learning physics topics taught using the jigsaw method and direct instructional method.

8.Kolawole, E. B. (2008). Effects of competitive and cooperative learning strategies on academic performance of Nigerian students in mathematics. Educational Research and Reviews, 3(1), 033-037. 

 Paper investigated effects of the cooperative and competitive learning on academic performance of students in math in order to find which is a more effective learning strategy.  The study found that cooperative learning strategies are more effective than competitive.

9.ter Vrugte, J., de Jong, T., Vandercruysse, S., Wouters, P., van Oostendorp, H., & Elen, J. (2015). How competition and heterogeneous collaboration interact in prevocational game-based mathematics education. Computers & education, 89, 42-52. 

Paper explored game-based math learning for students aged 11-15 while focusing on competition and collaboration. The study found that for below average students, competition negatively affected collaborative learning and that for above average students, competition positively affected collaborative learning. 

YouTube Resources: 

An education based on cooperation, not competition. | Jason McEvoy | TEDxOtemachiED. TEDx Talks. https://www.youtube.com/watch?v=4yUi-YWw_r8 

Speaks on the consequences of a competitive mindset created by the education system. States that if teachers don't change to a cooperation-based classroom, future generations will not take sustainable actions to prevent climate change. 

The power of collaboration: Dr. Shelle VanEtten de Sanchez at TEDxABQWomen. TEDx Talks. https://www.youtube.com/watch?v=VmQVNE-MbKI

Dr. Shelle VanEtten discusses the benefits of collaboration and the nature feedback loop it creates. I learned that much more can be accomplished with the help of others but the individual must release full control. 

 

 Life Resources: 

Exit slip Survey from a Science 10 Honors class (20 students): Question prompts on class collaboration through group projects.

Use EPSE 308/311 as an example of collaboration online. Does it work for you?

Talk about the irony of doing this inquiry project as an individual. I have full control of what I want to explore but it is hard to find my limits of what I want to discuss. Could this meta analysis have been better put together if I had been working in a pair? During my investigations, I found myself discussing my inquiry project a lot with my School Advisor. I asked many questions while he answered questions and made suggestions. I found myself seeking the partner I didn't have. I was seeking someone to discuss my ideas. For better understanding, I needed to talk with others about my project. I needed to hear the dialogue aloud and I needed consistent feedback to refine my thoughts.

How about for yourselves? Some of you decided to work in groups of 3 or 2. Some decided to work alone.

Have students go into break out groups. All students should be separated from their inquiry groups and have discussions on the pros and cons of working in the groups of 1,2 or 3. 

Question prompts:

How was the motivation of your group?

Did everyone participate evenly?

Were you able to finish your inquiry effectively on time?

How was your organization of the project? What role did each group member play?

Do you think you could have done a more meaningful job if you had been on your own or in a group?

Do you want to continue the inquiry project as is?