Highly-structured cooperative learning versus individual learning in times of COVID-19 distance learning (Record no. 174646)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01786nam a22001937a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20241009125152.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 241009b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | LDD |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Cecchini, Jose Antonio |
| 245 ## - TITLE STATEMENT | |
| Title | Highly-structured cooperative learning versus individual learning in times of COVID-19 distance learning |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | United Kingdom:Taylor & Francis,2024 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Other physical details | 104-119p. |
| 490 ## - Journal | |
| Journal | European journal of teacher education |
| Volume/sequential designation | 47v,1 |
| 500 ## - GENERAL NOTE | |
| General note | This article focused on the distance-learning context created by the COVID-19. The objectives were to assess the differences between highly-structured cooperative learning (HSCL) and individual learning (IL) in university students’ content knowledge, and to assess the impact of the teacher’s highly-structured instruction on the variables that mediate CL. Students enrolled in a teacher training programme (n = 201, Mage = 20.38±4.97) were classified in two groups. Participants in the HSCL group showed higher academic achievement. It was also observed that the HSCL environment was related to the five variables that mediate CL. These results identified three important considerations in university teaching: CL is a key competence that can have an impact on the students’ learning process and it should be a key element in teacher-training programs; this competence should be incorporated by lecturers to deliver a structured learning process; and these objectives can be achieved in an online learning environment. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Distance learning/education/covid-19 |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Carriedo, Alejandro/Mendez-Gimenez, Antonio and Fernandez-Rio, Javier |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Link text | click here to online access |
| Uniform Resource Identifier | <a href="https://www.tandfonline.com/doi/full/10.1080/02619768.2021.1991305">https://www.tandfonline.com/doi/full/10.1080/02619768.2021.1991305</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Article |
| Suppress in OPAC | No |
| Date last seen | Total checkouts | Price effective from | Koha item type | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Withdrawn status | Home library | Current library | Date acquired |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 10/09/2024 | 10/09/2024 | Article | Dewey Decimal Classification | Library and Documentation Division NCERT | Library and Documentation Division NCERT | 10/09/2024 |
