LaborUni – Kooperatives Lernen im Rahmen eines kognitiv aktivierenden Seminarkonzeptes

Cooperative learning in the context of a cognitively activating seminar concept

The project „Cooperative learning in the context of a cognitively activating seminar concept“ is a follow-up project of the LiT-project (https://www.hd-sachsen.de/web/page.php?id=616). This project focusses on proving and scientifically monitoring a seminar concept, which aims at fostering the theory-practice transfer and the self-regulated learning of students obtaining a teaching profession. This is realized by a workshop concept as well as the use of learning protocols to accompany the individual learning processes. In addition, this project focusses as well on promoting students’ cooperative learning (Johnson & Johnson, 1994; Slavin, 1995) which implies, that learners acquire knowledge and skills jointly and in exchange. Since, in particular, the education of teaching students at university is characterized by a high number of students, which can lead to the risk of anonymity and low social integration, resulting in reduced learning motivation and academic performance among students, the encouragement of cooperative learning methods is a promising possibility. There is already empirical evidence, that cooperative learning is linked to positive learning development and academic performance (Johnson & Johnson, 2002; Schneider, 2016). These positive effects on learning can be explained on the one hand by an increased willingness to active, elaborative and reflexive learning processes and on the other hand by the perception of positive, supportive relationships and an increased well-being (Gillies, 2008). The latter is directly linked to the concept of social relatedness, which is one of the three fundamental psychological needs within the framework of the self-determination theory (Deci & Ryan, 1993, 2002) and thus the prerequisite for an optimal motivation and learning development. Within the context of the project, cooperative learning is especially promoted by the implementation of peer assessment, which is an effective method for involving learners actively and self-controlled in learning processes. A constructive discussion with learning objectives, content and assessment criteria takes place, whose supporting effect on learning is empirically proven (e.g. Gielen, Peeters, Dochy, Onghena & Stryven, 2010). The aim of the project is to empirically examine the use and impact of peer assessment and to identify factors that are relevant for an implementation of this method that is conducive to learning.