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Introducing Cooperative Learning into a Dynamics Lecture Class
Author(s) -
Howell K. C.
Publication year - 1996
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.1996.tb00210.x
Subject(s) - structuring , class (philosophy) , mathematics education , cooperative learning , active learning (machine learning) , dynamics (music) , value (mathematics) , collaborative learning , experiential learning , computer science , psychology , teaching method , pedagogy , artificial intelligence , finance , machine learning , economics
Numerous references have suggested that cooperative learning can significantly increase student understanding. Yet, structuring a lecture class to be given over totally to cooperative learning groups is overwhelming to most instructors and many remain unconvinced of its value. In this department, a limited experiment has served to introduce cooperative learning to the students as well as the instructor. Through a series of cooperative problem solving exercises, “lecture” classes become more active learning environments.