This study was undertaken in conjunction with the Successful Integration of Learning Technologies (SILT) project in state schools in Victoria, Australia. The thesis reports an interpretative analysis of cooperative learning in computer-supported classes as it is currently conducted in selected Victorian primary schools. The framework for the study is grounded in the belief that cooperative learning encourages learning as a group as opposed to learning in a group (Slavin, 1980). The framework emphasises the importance of teachers using cooperative learning as a structure to enable students to think together. Therefore, analysis focuses on cooperative learning in a classroom context and the teachers’ units of work guiding the tasks they create. Using a mixed-method approach involving questionnaires, interviews and videotaped observations, the study was conducted in four sites with two teachers from each school and two groups of students from each class. (For complete abstract open document)
| Identifer | oai:union.ndltd.org:ADTP/245188 |
| Date | January 2005 |
| Creators | Thompson, Jean C. |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
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