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Examining Graduate Students' Cooperative Learning Experiences in an Online Reading Course
Abstract
This chapter examines one way in which students engage in learning literacy content in an online context utilizing cooperative learning pedagogy, a research-based, best-practice approach to learning. The online course was purposefully developed to integrate the elements of cooperative learning: positive interdependence, student interaction, individual accountability, use of interpersonal/ small group skills, and equal opportunity for success, as referenced papers show. Findings indicate that students had positive learning experiences when utilizing cooperative learning pedagogies in an online environment. Three significant themes emerged from the data analysis: students 1) clearly identified the importance of leadership in the course experience; 2) articulated their appreciation of learning from others; and 3) stated they had an enhanced learning experience through the cooperative learning structure. As more universities, high schools, and elementary schools seek additional options for students to learn online, they should consider cooperative learning as a highly viable option.
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