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Cooperative Learning and Problem-Based Learning in Online Learning Environments Urbanization and Economic Development
Cooperative Learning and Problem-Based Learning in Online Learning Environments
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Cooperative Learning and Problem-Based Learning in Online Learning Environments
Cooperative Learning and Problem-Based Learning are two pedagogical approaches that can be effective in online learning environments. In this article, we will explore these two approaches and how they can be applied in online learning environments.
Cooperative Learning
Cooperative Learning is an approach that involves students working together in groups to achieve a common goal. In a traditional classroom setting, this approach may involve students sitting in groups and working on a task together. In an online learning environment, this approach can be achieved through the use of various collaborative tools such as discussion forums, video conferencing, and shared documents.
One of the main benefits of Cooperative Learning is that it encourages active engagement and participation from students. By working together, students can share their knowledge and skills, ask questions, and provide feedback to one another. This not only enhances their learning but also helps to develop important social and communication skills.
To effectively implement Cooperative Learning in an online learning environment, instructors must provide clear guidelines and expectations for group work. This includes outlining the task requirements, setting deadlines, and establishing roles and responsibilities for each member of the group. Instructors should also provide support and guidance throughout the group work process to ensure that students are staying on track and making progress towards the task objective.
Problem-Based Learning
Problem-Based Learning is an approach that involves presenting students with a real-world problem or scenario, and guiding them through a process of inquiry to develop a solution. This approach is designed to promote critical thinking, problem-solving skills, and the ability to work independently.
In an online learning environment, Problem-Based Learning can be achieved through the use of case studies, simulations, or other interactive activities. For example, students may be presented with a case study and asked to analyze the problem, identify potential solutions, and develop a plan of action.
One of the main benefits of Problem-Based Learning is that it encourages students to take an active role in their own learning. By working through real-world problems, students can develop a deeper understanding of the subject matter and gain practical skills that can be applied in their future careers.
To effectively implement Problem-Based Learning in an online learning environment, instructors must provide clear guidelines and support throughout the process. This includes providing resources and guidance for conducting research, facilitating group discussions, and providing feedback on student progress. Instructors should also be available to answer questions and provide support as needed.
Conclusion
Cooperative Learning and Problem-Based Learning are two pedagogical approaches that can be effective in online learning environments. These approaches can enhance student engagement and promote critical thinking, problem-solving skills, and social and communication skills. To effectively implement these approaches, instructors must provide clear guidelines and support throughout the learning process, and be available to answer questions and provide feedback as needed. By incorporating Cooperative Learning and Problem-Based Learning into their teaching strategies, instructors can create a more interactive and engaging learning experience for their students.
Cooperative Learning and Problem-Based Learning in Online Learning 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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