Individual learning versus cooperative learning in a university spreadsheet applications class.

摘要

This study investigated whether individual learners or cooperative learners perform more effectively and efficiently in a university spreadsheet applications class.;Even though there is documented evidence that cooperative learning may produce positive results across a wide range of students and curriculums, there is little research documenting cooperative learning at the college level (Johnson, Johnson, & Smith, 1991b). Further, there was no research documenting cooperative learning with spreadsheet applications with university or college students.;The major questions the study sought to answer were four research hypotheses: (1) There is a difference in individual learners and cooperative learners performances, (2) there is a difference in the teacher assistance time required for individual learners and cooperative learners, (3) there is a difference in the computer time required to complete assignments for individual learners and cooperative learners, and (4) there is a difference in the documentation study time used by individual learners and cooperative learners.;This study used a design that compared the posttest and self-reported data of an experimental group, which used a cooperative learning method to learn spreadsheet applications, with the data for the control group, which used an individualized method to learn spreadsheet applications. The treatment was randomly assigned to intact classes. The SAM test was used for the performance measurement. There was significant difference between the experimental section and the control section for student time spent on the computer completing assignments. The cooperative group of students spent less time on the computer.;The results of this study suggest one can expect a cooperative learning approach will reduce students, time on the computer compared to traditional individual focused classes. This is consistent with Olivas' (1991) results.