BibTeX
@MISC{_effectivetwo-phase,
author = {},
title = {Effective Two-Phase Cooperative Learning on the},
year = {}
}
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Abstract
The “conceptual graph ” is a conventionally adopted assisted teaching method. Con-ceptual graphs display the achievements of students. This study proposes a novel learn-ing activity called “Two-Phase Cooperative Learning. ” The framework of this activity is based on the conceptual graph. The system includes the Dynamic Remedial Instruction Path (DRIP) and the grouping of cooperative learning phases. In phase 1, the DRIP is established and used to analyze the student knowledge structure for self-learning. In phase 2, a grouping cooperative learning subsystem is designed with the help of partners for advanced learning. The DRIP is composed of systematically guided study activities developed accord-ing to the learning status of individual students, and the established Remedial-Instruc-tion Decisive Path (RID path) is used to identify the real misconceptions of students. Study results are kept in the knowledge structure. Phase 2 involves cooperative learning, which uses knowledge structures as a grouping strategy. This study calculates the assis-tant ability of each student, which represents a homogeneous and complementary rela-tionship. The grouping goal of cooperative learning is based on the heterogeneous knowledge structure. This study adopted two-phase cooperative learning in two courses. The learning evaluation yielded positive experimental results. The evaluation shows that the cooperative learning activities were effective for student learning.
Keyphrases
effective two-phase cooperative learning conceptual graph two-phase cooperative learning knowledge structure involves cooperative learning grouping strategy cooperative learning activity individual student learning evaluation real misconception complementary rela-tionship study activity novel learn-ing activity advanced learning rid path cooperative learning subsystem cooperative learning assisted teaching method positive experimental result remedial-instruc-tion decisive path student knowledge structure heterogeneous knowledge structure con-ceptual graph study result cooperative learning phase assis-tant ability student learning dynamic remedial instruction path
