Applying cooperative and problem-based learning in online environments
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Applying cooperative and problem-based learning in online environments
Cooperative and problem-based learning are two pedagogical approaches that have been shown to promote active learning, critical thinking, and collaboration among students. These approaches can be applied effectively in online learning environments, as they provide opportunities for learners to engage in meaningful interactions and work collaboratively to solve complex problems.
Cooperative learning is a teaching approach that involves learners working together in small groups to achieve a common goal or complete a task. This approach can be applied in online learning environments through the use of various online tools such as discussion forums, video conferencing, and collaborative documents. For instance, online discussion forums can be used to facilitate peer-to-peer interactions among learners, where they can share ideas, ask questions, and provide feedback to each other. Learners can also collaborate on group projects or assignments using collaborative documents such as Google Docs, where they can work simultaneously on a shared document, communicate with each other in real-time, and provide feedback to each other.
Problem-based learning, on the other hand, is a pedagogical approach that involves learners working on authentic, real-world problems. This approach requires learners to apply their knowledge and skills to solve complex problems, which helps them develop critical thinking, problem-solving, and decision-making skills. Problem-based learning can be applied in online learning environments through the use of case studies, simulations, and other online resources. For instance, learners can work on case studies or simulations that require them to analyze complex scenarios, make decisions, and present their findings to their peers. Learners can also engage in online debates or discussions where they can apply critical thinking skills to analyze and evaluate different perspectives on a given topic.
In online learning environments, the success of cooperative and problem-based learning depends on several factors, including effective facilitation, clear instructions, and appropriate use of technology. Effective facilitation involves providing guidance and support to learners as they engage in collaborative learning activities. Facilitators can use various strategies such as scaffolding, modeling, and feedback to guide learners and promote their learning. Clear instructions are also essential to ensure that learners understand the learning objectives, expectations, and assessment criteria of the cooperative and problem-based learning activities. Finally, the appropriate use of technology can enhance the effectiveness of cooperative and problem-based learning in online environments. Technology tools such as video conferencing, collaborative documents, and online simulations can provide learners with opportunities to collaborate, communicate, and solve problems effectively.
One of the benefits of cooperative and problem-based learning in online environments is that they promote active learning and student engagement. Learners are actively involved in the learning process, rather than passive recipients of information. They are encouraged to interact with their peers, share ideas, and collaborate on tasks, which promotes a sense of community and fosters social learning. In addition, cooperative and problem-based learning in online environments can help learners develop important 21st-century skills such as communication, collaboration, critical thinking, and problem-solving, which are essential in today’s rapidly changing world.
However, there are also some challenges associated with cooperative and problem-based learning in online environments. One of the main challenges is the lack of face-to-face interaction, which can make it difficult for learners to build trust and establish relationships with their peers. This can lead to social loafing, where some learners may not contribute fully to the group’s work. Another challenge is the need for learners to have access to appropriate technology and internet connectivity, which can be a barrier for some learners.
In conclusion, cooperative and problem-based learning are effective pedagogical approaches that can be applied in online learning environments to promote active learning, critical thinking, and collaboration among learners. These approaches require effective facilitation, clear instructions, and appropriate use of technology to ensure their success. Although there are some challenges associated with these approaches in online environments, the benefits outweigh the challenges, and they provide
Applying cooperative and problem-based learning in online environments
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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