2.1 cooperation among students

Principle 2. Encourage cooperation among students

Students working in groups learn more about the content area and are more engaged in the activity than working individually. In the “real world” people rarely work alone. Learning to work collaboratively in an online environment is an important life skill.

  • Group project experience – Have you participated in online group projects? What was your experience (and frustrations) as you participated in activities as students that require cooperation?


  • Student cooperation forum – How do you incorporate student cooperation in your on-campus class? What are some of the challenges with the current process? Would adding technology change the group dynamics? Do students do their group work entirely in class? If they work outside of class, how do you know what is going on?


  • Peer reviews – How do you use the peer review process? What is its applicability to student learning? Are there tools available online that will help students perform peer reviews?


  • Moodle Outcomes are specific descriptions of what a student is expected to be able to do or understand at the completion of an activity or course. An activity might have more than one outcome, and each may have a grade against it (usually on a scale)
  • The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003).

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