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Substantial changes in the education system and the shift to online classes during the lockdown have raised teachers’ attention to the idea of practicing cooperative learning in online environments. Cooperative learning activities enhance academic skills if designed effectively. This study aims to explore students’ attitudes toward cooperative learning in online learning environments.

This study is a descriptive study. A survey was administered to 50 graduate and postgraduate students of English as a Foreign Language.

Results indicated that the students had positive attitudes toward the integration of cooperative tasks in online environments. They also revealed no significant differences in the attitudes toward cooperative learning based on the students’ level (i.e. undergraduate or postgraduate) and that the students preferred small groups.

Cooperative learning is a widely researched topic, especially in higher education. However, most of the previous studies reported results of the implementation of cooperative learning in traditional classrooms. This study aimed to fill this gap by examining the impact of online tools on cooperative learning.

Group reporting, a form of cooperative learning, is a learning tool often employed in residential teaching to facilitate quality learning. Like other cooperative learning methods, it enhances learning in classrooms by allowing students work on activities in small groups to receive rewards based on their group’s performance. However, though group reporting is often done in face-to-face settings, few up-to-date literature has shown its application in online learning. Moreover, the question as to whether online cooperative learning through group reports yields positive or negative response from students has to be studied further. The paper aims to discuss these issues.

This study focuses on the students’ response to the group reporting activity carried throughout one semester. A course offered by the University of the Philippines Open University on database management systems made use of group reporting to add to the students’ learning experience. Group meetings along with regular online lectures were carried out during the first half of the semester. The output group reports were then presented during the second half and served as the main resource for those weeks’ study modules. An online survey with Likert scales drawing out the student reactions on the learning activity impact was administered to volunteer respondents at the end of classes.

In total, 71.9 percent of 32 respondents observed changes in their behavior after using peer and cooperative learning technologies. The respondents also indicated that they enjoyed the group reporting activity (14 agreeing strongly, 14 agreeing moderately). They also indicated that they were motivated to learn the course through the group reports (8 agreeing strongly, 14 agreeing moderately). However, when asked if they preferred to have all the modules in group report format 9 agreed moderately, 8 disagreed moderately, 7 disagreed strongly, 4 agreed strongly, and 4 neither agreed nor disagreed. Still, overall, online cooperative learning facilitated quality learning based on this study’s results.

This study contributes to the body of knowledge by showing how group reporting can be applied online and how students have responded to it. The study also provides recommendations on how to conduct online cooperative learning in order to enhance the quality of courses, with implications for further research to look into variations with respect to the technology used for reporting and its suitability to a given course.

This study concentrates on South Korean university students' attitude towards cooperative learning by utilizing the “Student Attitudes toward Group Environments” survey (n = 427–181 female and 246 male) originally developed by Kouros and Abrami (2006).

The purpose of this study is to unfold what factors affect the cooperative learning environment in the Higher Education context of South Korea, which is known as a collectivist society, and conduct comparative analysis on gender, department type, GPA level and school year as variables in the perception of cooperative learning. The factor analysis findings demonstrated that there are four factors influencing students' attitude about cooperative learning environments in South Korean higher education; “frustrations with group members”, “peer support”, “fairness” and “quality of product and process”. Moreover, the gender, type of department, school year and GPA variables were yielded statistically differentiating results.

The overall results showed that effective cooperative learning strategies depend on the type of culture and other demographic variables including learner's gender, department type and school year. In South Korea, known to have a collectivist culture, fairness has appeared as a new criteria needing to be considered when designing a cooperative learning environment, which is a different case than in individualistic cultures. Thus, when employing cooperative learning strategies in South Korea, educators should take learners' culture into consideration. For this, educators might utilize the final instrument of this study as a guideline or criteria to establish an effective cooperative learning environment.

This article provides an example from South Korea which is known as both a collectivist and high-tech country.

This study aims to verify the impact of cooperative learning as an intervention strategy towards the achievement of peace, equality and equity in the science classroom as part of the democratic process necessary for sustainable development.

The study sample comprised 56 SSS 2 students in one public co‐educational secondary school in Lagos State. Using a students' gender equity and peace questionnaire, results indicate that cooperative learning is effective in achieving a good measure of equity and peace between sexes in the biology classroom. Furthermore, cooperative learning was observed not to have differential impact on students of different ability levels with respect to their achievement of gender equity in the biology classroom.

The study concludes that cooperative learning mode is a gender friendly interaction pattern for all and should be encouraged at the secondary school level in order to empower all students to begin early to imbibe democratic values and behaviors necessary for peaceful coexistence and sustainable development.

The study provides a unique insight into cooperative learning and gender equity in Lagos, Nigeria.

The objective of this study is two‐fold. First, it provides guidance to educators and trainers on establishing a cooperative learning environment. Second, it examines final‐year undergraduate accounting students' opinions on the effectiveness of a cooperative learning environment in delivering generic skills for their future professional accountancy careers. In particular, the study examines relative perceptions of effectiveness between students of differing academic abilities.

A questionnaire was administered to elicit students' views on whether they believed cooperative learning had enhanced their generic skills development. The data collected were analysed using descriptive statistics and Mann‐Whitney U tests of differences.

Students found the cooperative learning approach beneficial in developing their generic skills. Further, no significant differences were found between the perceptions of the less and more able students.

The study addresses perceptions of the benefits derived from cooperative learning rather than measuring benefits using an objective measure of achievement. Therefore, an interesting extension of this work would be to chart changes in personal development as a consequence of implementing cooperative learning over a number of years.

The findings provide some level of assurance for educators in accounting and other vocational disciplines that students of different academic abilities believe they have enhanced their generic skills as a result of engaging in cooperative learning.

This paper provides guidance to educators on establishing a cooperative learning environment and provides empirical evidence on its contribution to the enhancement of generic skills.

The aim was to prove the efficacy of the five cooperative learning elements applied in English classrooms and to demonstrate how effective they were to develop social skills in students.

The qualitative approach allowed to analyse the data in order to determine the benefits of using these elements which help students to create a good rapport among them and do more productive activities to retain the knowledge. The instruments were Cooperative Learning Activity Planning Template that included 20 major steps in designing and assessing a cooperative learning activity designed by Susan Johnston. Additionally, rubrics that included the cooperative learning elements: face-to-face (promotive) interaction, positive interdependence, individual accountability, group processing and collaborative skills were necessary to assess students' accomplished tasks.

Furthermore, when students played different roles, they attained their goal and did cooperative tasks more productively. All mentioned above enables Ecuadorian educational institutions to include better teaching methods and provokes consciousness of students' accomplishment towards their goals.

In the beginning, some constraints were presented; students did not have a clear idea about the main difference between group work and cooperative work. However, once they were aware of cooperative learning elements, they did incorporate them appropriately in each assigned activity which allowed them to obtain better results. Another limitation referred to master students who did not always provide learners with constant monitoring when they were working on cooperative activities; they simply believed that strong students could help the rest in the group if there was any inconvenience with the task, taking this situation for granted.

The originality of this study is reflected in the results obtained in the final product students presented since they used the elements in a more effective way to build social skills and achieve higher grades.

This paper aims to study the effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. From the perspective of promoting students’ learning engagement, this study puts forward suggestions for the effective implementation of flipped classroom teaching, so as to provide reference for the implementation of flipped classroom teaching practice in colleges and universities. Along with the time change and promotion of 12-year compulsory education, traditional didactic instruction can no longer satisfy all students. The reform wave in education is therefore emerged in past years, where the “flipped classroom” model strikes a chord and becomes a trend.

By applying nonequivalent pretest posttest control group design to the experimental research, 242 college students in Henan Province are selected as subjects of study. They are divided into four groups. The first group adopts the flip classroom teaching method. The second group adopts the cooperative teaching method. The third group adopts the flipping classroom teaching method integrated the cooperative teaching method. The fourth group (control group) adopts the traditional teaching method. The study lasted 15 weeks with sessions carried out 3 h a week.

The research results show significant effects of flipped classroom teaching method on learning motivation, flipped classroom teaching method on learning outcome, cooperative learning on learning motivation, cooperative learning on learning outcome, flipped classroom teaching method integrated cooperative learning on the promotion of learning motivation and flipped classroom teaching method integrated cooperative learning on the promotion of learning outcome.

First, on the basis of consulting the links of many teaching strategies and summarizing the experience of flipped classroom practice in famous universities, a series of teaching strategies is put forward. However, the pertinence of different subjects may be different, which requires teachers to focus on the specific practice of reference. Second, due to the limitation of time, the author spent more time and energy on the proposal part of strategy, and the scientific nature of the strategy is not verified in practice, so it needs to spend time and practice in the later stage to improve this work.

This topic is the integrated design practice and research of flipped classroom in current teaching. The practical significance of the research is to find a solution to the problem of low learning efficiency of students in traditional classrooms, so as to update teachers’ teaching concepts, change teaching methods and promote teaching behaviors. In flipped classroom, there is a systematic integrated design process before, during and after class, which can effectively improve teachers’ teaching design ability, help students change their learning methods and truly improve students’ learning efficiency and effectiveness. The research on the implementation of flipped classroom can enrich the theory of flipped classroom, including the research on the orientation of learning theory and the reorientation of the role of teachers and students. This study can provide theoretical support for the strategies and environment for the cultivation of students’ independent learning ability. The results of this study can provide a reference for improving the scientificity and diversity of research methods.

Based on the integrated design of flipped classroom before, during and after class, this research systematically explores the role of flipped classroom in cultivating students’ autonomous learning ability in the teaching of information science and technology, and studies how to maximize the role of flipped classroom in teaching to promote and help students’ learning. In addition, a special iterative method is adopted. In each round of research, according to the opinions of students and peers, the inadequacies and improvements in the last round of research is found, certain links are increased or decreased, and finally the research goals are achieved.

This paper aims to examine the impact of salespeople’s subjective person-job fit on the salespeople’s intention to quit. Moreover, this study further investigates how the subjective person

job fit could be influenced by the cooperative learning and support in the organization. Person-job fit is an important issue for salespeople’s career development. However, the antecedents of salespeople’s person-job fit seem to have been under-investigated in the management literature.

A questionnaire survey is used as a research instrument, and Taiwan’s full-time life insurance salespeople took part in the investigation. The hypotheses were tested by using partial least squares and structural equation modeling tool (SmartPLS 2.0).

The results confirmed that poor subjective person-job fit would significantly increase the salespeople’s intention to quit. Yet, the results also suggested that cooperative learning and organizational support are the mechanisms that reduce this problem.

This study provided the initial discussions about the effect of cooperative learning and organizational support on the salespeople’s subjective person-job fit.

This paper aims to focus on academic library managers’ learning practices in the context of cooperative work supported by computational artefacts. Academic library managers’ everyday work is mainly cooperative. Their cooperation is supported predominantly by computational artefacts. Learning how to use the computational artefacts efficiently and effectively involves understanding the changes in everyday work that affect managers and, therefore, it requires deep understanding of their cooperative work practices.

Focused ethnography was conducted through participant observations, interviews and document analysis. Ten managers from a university library in Sweden participated in the research. A thematic method was used to analyse the empirical material. Computer supported cooperative work (CSCW) and work-integrated learning was used as the conceptual lens.

Five learning practices were identified: collaboration, communication, coordination, decision-making processes and computational artefacts’ use. The findings show that learning is embedded in managers’ cooperative work practices, which do not necessarily include sufficient training time. Furthermore, learning was intertwined with cooperating and was situational. Managers learned by reflecting together on their own experiences and through joint cooperation and information sharing while using the computational artefacts.

The main contribution lies in providing insights into how academic library managers learn and cooperate in their everyday work, emphasizing the role of computational artefacts, the importance of the work context and the collective nature of learning. It also highlights the need for continual workplace learning in contemporary knowledge work environments. Thus, the research generates contributions to the informatics field by extending the understanding of managers’ work-integrated learning in their everyday cooperative work practices supported by computational artefacts’ use. It also contributes to the intersection of CSCW and work-integrated learning.

Cooperative learning process has been suggested by few researchers as a tool to enhance classroom learning, however, implementation of cooperative learning process in education has not been addressed in the previous studies. This paper, drawing a parallel between cooperative learning and total quality management (TQM), proposes the use of specific TQM principles to enhance the learning process. Through developing an instrument based on quality elements, the authors propose that adopting principles of teamwork and empowerment can enhance classroom learning. Additionally, based on a pilot study, specific guidelines are suggested for faculty interested in adopting similar concepts for increased classroom learning and future research into this area.