000			01705nam a22002417a 4500
003			ZW-GwMSU
005			20241114074458.0
008			241114b |||||||| |||| 00| 0 eng d
022			_a1469-7874
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB2300 ACT
100	1		_aHerrmann, Kim J _eauthor
245	1	4	_aThe impact of cooperative learning on student engagement: _bresults from an intervention _ccreated by Kim J Herrmann
264	1		_aThousand Oaks: _bSage, _c2013.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aActive learning in higher education _vVolume 14, number 3,
520	3		_aWith an increasing awareness that many undergraduates are passive during teaching sessions, calls for instructional methods that allow students to become actively engaged have increased. Cooperative learning has long been popular at the primary and secondary level and, within recent years, higher education. However, empirical evidence of the impact of cooperative learning at the university level is still limited. This study reports the result of a quasi-experimental real-life intervention with cooperative learning in an undergraduate course. In-class participation and student approaches to learning were measured before and after the intervention to assess the impact on 140 students’ engagement levels. In addition, open-ended comments were analysed, revealing what faculty adopting cooperative learning principles in higher education should be especially aware of.
650			_aApproaches to learning _vCooperative learning _xEngagement
856			_uhttps://doi.org/10.1177/1469787413498035
942			_2lcc _cJA
999			_c168231 _d168231