{"title":"合作学习:工程课堂的有效团队合作","authors":"K. Smith","doi":"10.1109/FIE.1995.483059","DOIUrl":null,"url":null,"abstract":"A definition of cooperative learning and a brief overview of types of cooperative learning groups-informal, formal, and base, are presented. Essential elements of a well-structured formal cooperative learning group are considered along with the professor's role in structuring a problem-based cooperative learning group. A summary of research support for cooperative learning is also presented.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"49 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"183","resultStr":"{\"title\":\"Cooperative learning: effective teamwork for engineering classrooms\",\"authors\":\"K. Smith\",\"doi\":\"10.1109/FIE.1995.483059\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"A definition of cooperative learning and a brief overview of types of cooperative learning groups-informal, formal, and base, are presented. Essential elements of a well-structured formal cooperative learning group are considered along with the professor's role in structuring a problem-based cooperative learning group. A summary of research support for cooperative learning is also presented.\",\"PeriodicalId\":137465,\"journal\":{\"name\":\"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century\",\"volume\":\"49 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1995-11-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"183\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/FIE.1995.483059\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/FIE.1995.483059","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Cooperative learning: effective teamwork for engineering classrooms
A definition of cooperative learning and a brief overview of types of cooperative learning groups-informal, formal, and base, are presented. Essential elements of a well-structured formal cooperative learning group are considered along with the professor's role in structuring a problem-based cooperative learning group. A summary of research support for cooperative learning is also presented.