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Why Students Need to Be Prepared to Cooperate: A Cooperative Nudge in Statistics Learning at University

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Title: Why Students Need to Be Prepared to Cooperate: A Cooperative Nudge in Statistics Learning at University
Language: English
Authors: Buchs, Céline, Gilles, Ingrid, Antonietti, Jean-Philippe, Butera, Fabrizio
Source: Educational Psychology. 2016 36(5):956-974.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Cooperative Learning, Intervention, Psychology, College Freshmen, Comparative Analysis, Interaction, Student Responsibility, Competence, Statistics, Foreign Countries, Independent Study, Student Attitudes, Tests, Cooperation, Hypothesis Testing
Geographic Terms: Switzerland
DOI: 10.1080/01443410.2015.1075963
ISSN: 0144-3410
Abstract: Despite the potential benefits of cooperative learning at university, its implementation is challenging. Here, we propose a theory-based 90-min intervention with 185 first-year psychology students in the challenging domain of statistics, consisting of an exercise phase and an individual learning post-test. We compared three conditions that manipulated the exercise phase: individual work, cooperative dyadic instructions (structuring three basic components of cooperative learning: positive goal interdependence, individual responsibility and promotive interactions) and cooperative dyadic interactions (the three basic components with an additional cooperative nudge, namely explaining why and how to cooperate in this task) in order to test whether a progressive increase in benefits occurs as the cooperative structure is reinforced. Results indicated a linear trend in individual post-test learning and competence perception, from individual work to cooperative instructions to cooperative interactions. Competence perception mediated the effect of experimental conditions on learning. The results highlight the benefits of the cooperative nudge.
Abstractor: As Provided
Number of References: 66
Entry Date: 2016
Accession Number: EJ1099935
Database: ERIC
FullText Text:
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  Data: Why Students Need to Be Prepared to Cooperate: A Cooperative Nudge in Statistics Learning at University
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  Data: <searchLink fieldCode="AR" term="%22Buchs%2C+Céline%22">Buchs, Céline</searchLink><br /><searchLink fieldCode="AR" term="%22Gilles%2C+Ingrid%22">Gilles, Ingrid</searchLink><br /><searchLink fieldCode="AR" term="%22Antonietti%2C+Jean-Philippe%22">Antonietti, Jean-Philippe</searchLink><br /><searchLink fieldCode="AR" term="%22Butera%2C+Fabrizio%22">Butera, Fabrizio</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Psychology%22"><i>Educational Psychology</i></searchLink>. 2016 36(5):956-974.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 19
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Responsibility%22">Student Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Tests%22">Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Hypothesis+Testing%22">Hypothesis Testing</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Switzerland%22">Switzerland</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/01443410.2015.1075963
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  Data: 0144-3410
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Despite the potential benefits of cooperative learning at university, its implementation is challenging. Here, we propose a theory-based 90-min intervention with 185 first-year psychology students in the challenging domain of statistics, consisting of an exercise phase and an individual learning post-test. We compared three conditions that manipulated the exercise phase: individual work, cooperative dyadic instructions (structuring three basic components of cooperative learning: positive goal interdependence, individual responsibility and promotive interactions) and cooperative dyadic interactions (the three basic components with an additional cooperative nudge, namely explaining why and how to cooperate in this task) in order to test whether a progressive increase in benefits occurs as the cooperative structure is reinforced. Results indicated a linear trend in individual post-test learning and competence perception, from individual work to cooperative instructions to cooperative interactions. Competence perception mediated the effect of experimental conditions on learning. The results highlight the benefits of the cooperative nudge.
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  Label: Abstractor
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  Data: EJ1099935
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1099935
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      – Text: English
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        PageCount: 19
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Intervention
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      – SubjectFull: Psychology
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      – SubjectFull: Competence
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      – SubjectFull: Statistics
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Independent Study
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      – SubjectFull: Tests
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      – SubjectFull: Cooperation
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      – SubjectFull: Hypothesis Testing
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      – SubjectFull: Switzerland
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      – TitleFull: Why Students Need to Be Prepared to Cooperate: A Cooperative Nudge in Statistics Learning at University
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