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To continue viability, many libraries must be willing to work together to share costs and experience. Cooperative Reference will improve the reference services of public and academic libraries both large and small.

27. Computer Supported Cooperative Work

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An eBook version of this title already exists in your shopping cart. If you would like to replace it with a different purchasing option please remove the current eBook option from your cart. Paperback : Hardback : For Johnson et al. Although there is evidence of the existing relationship between academic performance and social skills Lewis, , in a cooperative learning environment in the university, Cadoche did not find a clear relation.

However, he did find that the students with the lowest academic performance had difficulties to communicate and to resolve conflicts; while those with an average performance possessed greater possibilities of growth in social competences, and those who had a high level of academic achievement possessed interactive skills and greater possibilities of success in the social sphere. Along these lines, Neber et al. In one way or another, for team work to progress through cooperative learning, it is necessary for the students to have adequate levels of social skills.

The question is whether this methodology can, of itself, be effective in helping the students to acquire, or to increase, their social skills for working in groups and which other variables can be mediating in this process. We start from the idea that the cooperative methodology was conceived to enable the development of essential competences for university students in general and future teachers in particular.

So, in this study, our aim is to prove that the cooperative methodology in the university context is effective for improving the social skills necessary for team work. They were between 18 and 36 years of age, the mean age being We believe it should be pointed out that, in the academic guides to the Degrees in question, there is a large quantity of information and activities relating to group work, as well as the academic and social competences related to the said contents and activities.

So, for the students who were participating in the study, group work is a very important part of their formation. This questionnaire evaluates the social skills that the students manifest when working in learning groups in a university environment. The CHSEA evaluates three factors of the social skills needed for team learning: 1 self-assertion: messages in the first person singular, asking for changes in behavior, taking criticism on board, stopping interaction e.

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A higher score in each of the factors, or in the total score, is an indicator of greater social skills. The students were grouped in teams of four and two students.

Cooperative Reference: Social Interaction in the Workplace

Of these groups, half always worked with the same group or partner formal groups and the other half changed teams or partner informal groups. Thus, the number of students was equivalent with respect to the number of members in the group, the type of grouping and the duration of the intervention. The academic level of the students was evaluated using the mean score of their university academic record. This is because the aim is to maintain the reality of the classroom and the conditions proper to it.

A quasi-experimental design means that experimental designs are applied to real situations educational, family, social, etc. The two fundamental strategies used to mitigate the defects of this methodology are: 1 the inclusion of a control group; and 2 taking measurements before and after the application of the treatment.

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The experimental group is made up of four sub-groups first and second years of the Degrees in Infant and Primary Education. We aimed to achieve the best possible heterogeneity in the formation of the cooperative work teams as far as gender, age, and academic level were concerned. So that all the experimental groups should start from the same comparative basis, an agreement was reached to use eight times per subject of 1. As well as the interaction between students, that favors the acquisition and development of social skills. The control group received no intervention and was made up of students from two groups, first year of the Infant Education degree and second year of the Primary Education degree , working in traditional teamwork methods i.

In this way, the interdependence, individual responsibility, and communication skills are taken for granted or are not taken into account. The project began with a period of training for the participating teachers on cooperative learning dynamics and techniques, role of the teacher, and evaluation.

As for ethical norms, the study received approval from the Ethics Committee of the University of Extremadura. Prior to administering the questionnaire, following the ethical directives of the American Psychological Association , the students gave their informed consent to participate in the research, guaranteeing the anonymity and confidentiality of the data and their exclusive use for research purposes. All the experimental and control sub-groups underwent pre-intervention and post-intervention evaluations. This way, the assumptions of normality and homoscedasticity, were contrasted.

Furthermore, taking into account the fact that the students in the experimental group of the degree in Infant Education worked cooperatively for twice the time the students in the degree of Primary Education did, it would seem relevant to present the results separately. Differences between intra- and inter-group averages and size of the effect of the CHSEA in the experimental groups that worked cooperatively over one or two semesters.

Cooperative Reference: Social Interaction in the Workplace | Emerald Insight

Estimated marginal means and tests of between-subjects effects of cooperative work time: experimental group. Estimated marginal means and tests of between-subjects effects of the type of grouping: experimental group.

Estimated marginal means and tests of between-subjects effects of basic social skills: control group. On the one hand, as part of a wider study, this work has examined whether the cooperative methodology is effective as a way of improving social skills for working in a team in the university context, and whether such variables as the time the intervention lasts, the type of grouping, the basic social skills, or the academic level influence the effectiveness of the said methodology in relation to the social skills needed for working in learning groups.

Nevertheless, in previous research lasting one semester, in which classical training in social skills was applied to university students Mendo et al.

This would indicate that, in the short term, classical training in social skills is more effective. Once the cooperative activities have been planned and carried out several times, greater proficiency is acquired and the classroom routines become automatic, improving the effectiveness. To be more precise, a longer time of use for the cooperative methodology had a notable effect on imparting information motivating, imparting information, convincing the others, explaining oneself or helping and a medium effect on self-assertion messages in the first person, asking for changes in behavior or receiving criticism.

As for receiving information actively listening, empathizing, summarizing, asking for help or asking questions , the effect of temporal continuity is almost non-existent. This result would suggest, at least in appearance, that the smaller effect on the development of information reception skills in the cooperative methodology could be due to the ceiling effect, since the mean scores obtained for information reception in the pre-test are very high, thus decreasing the margin for improvement, which in turn makes the effective interpretation of the impact more difficult. As for student groupings, and in accordance with the fact that the number of students in the cooperative team should depend on the desired objectives Johnson et al.

However, the number of students in a group is relevant here, since a larger number of students in a group would favor the development of self-assertion, i. Concerning basic social skills as a mediating factor of the effect of cooperative learning on social skills, training programs in social skills look for the participation of already trained subjects, capable of providing assistance and acting as models for those with greater difficulties, although they themselves also benefit Caballo, ; so, independently of the basic social skills, the training results are similar Mendo et al.

In this sense, the results show that when work is cooperative, starting off with greater or fewer teamwork social skills was not a determining factor for development. On the other hand, and in accordance with the existence of social skills among the group members being a necessary requisite Domingo, ; Gillies and Haynes, ; Prenda, and a determining factor in the results of the cooperative learning methodology Johnson et al.

This in turn meant that, as the group worked together, their social skills improved Casey et al. Nevertheless, among the students in the control group, even though they started off with similar social skills to those in the experimental group, basic social skills were in this case a relevant factor, as the students in the control group with low basic social skills showed a greater reduction between the pre-test and the post-test than those students in the group who had a high level of basic social skills.

This would indicate that, when students are set to work in groups on their own, without the guarantee of any minimum conditions to ensure the practicing of social skills Johnson and Johnson, , we then run the risk of students not only not developing their social skills, but also that these social skills may in fact become worse, especially among those with greater difficulties to interact with their peers. The different cooperative techniques advocate equal participation, with sharing of responsibility, so that all the team members, within their own possibilities, can motivate, provide information, explain and assist the other members.

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In this sense, the academically most gifted students would be the ones who could offer the most help, which would explain why cooperative learning has a positive effect on these students in particular Neber et al. In addition, our results in the control group indicate that, when working in a team without a teacher to provide a structure to guarantee minimum conditions, although a negative effect on the social skills of the team can be appreciated, a better academic performance would be a protective factor against the said effect.

This can lead to negative attitudes toward teamwork that make the group dynamics more complicated Mendo et al. This research has various limitations, including: the exclusive use of self-reporting as the method for gathering data such methods are not very robust against possible bias in responses introduced by the subjects themselves ; the impossibility of greater control over the study variables in real situations in university classrooms; or the sample used makes the generalization of the results to students of other university degrees or educational levels more difficult.

Also when assuming that the cause cooperative learning leads to the effect social skills it is important to keep in mind that there may be other confounding factors not explored in the studies teaching and learning styles, student attitudes, previous experiences …. The results should therefore be interpreted in the light of all these limitations. The acquisition of the competences that define each university degree cannot be achieved through the exclusive use of traditional methods. From this perspective, we believe that cooperative learning is a valuable tool to generate some of the changes sought in the EHEA in the last decade, compatible with more traditional methods.

In fact, students value positively the mix of traditional lecturing and cooperative learning tasks Cavanagh, However, the application of cooperative learning in the university classroom is not without problems. The organizational structure, the competitive climate, and the emphasis on theoretical concepts for achieving academic success, do not favor its application Darnon et al. It is important to stress that, in order to ensure the development of the said competences through cooperative learning, expert instruction is needed to make its use a constant in university spaces and guarantee the minimum conditions, with new quality spaces teacher training adapted to new competencies, new competency evaluation tools, more practical classes, individual and group tutorial support, versatile classrooms; adequate student-teacher ratio, etc.

The students are frequently asked to work with their colleagues on tasks to resolve problems, to explain and share their thought processes and to ask for help when confused; yet when the students have difficulties to communicate and resolve problems, learning can suffer. Giving them strategies and cooperative tools to use in these situations will help to ensure greater success in all future situations where cooperation and social interaction play an important role.