References
- Arevalillo-Herráez, M., & Claver, J. M. (2011). Assessment technique to encourage cooperative learning in a computer programming course. International Journal of Engineering Education, 27, 867–874.
- Awang, M. (2006). Cooperative learning in reservoir simulation classes: Overcoming disparate entry skills. Journal of Science Education and Technology, 15, 220–226.
- Bacon, D. R., Stewart, K. A., & Silver, W. S. (1999). Lessons from the best and worst student team experiences: How a teacher can make the difference. Journal of Management Education, 23, 467–488.
- Ballantine, J., & Larres, P. M. (2007). Cooperative learning: A pedagogy to improve students’ generic skills? Education and Training, 49, 126–137.
- Bargh, J. A., & Schul, Y. (1980). On the cognitive benefits of teaching. Journal of Educational Psychology, 72, 593–604.
- Blowers, P. (2003). Using student skill self-assessment to get balanced groups for group projects. College Teaching, 50, 106–110.
- Brooks, C. M., & Ammons, J. L. (2003). Free riding in group projects and the effects of timing, frequency, and specificity of criteria in peer assessments. The Journal of Education for Business, 78, 268–272.
- Chapman, K. J., Meuter, M., Toy, D., & Wright, L. (2006). Can’t we pick our own groups? The influence of group selection method on group dynamics and outcomes. Journal of Management Education, 30, 557–569.
- Diehl, M., & Stroebe, W. (1987). Productivity loss in brainstorming groups: Toward the solution of a riddle. Journal of Personality and Social Psychology, 53, 497–509.
- Gillies, M. R. (2008). The effects of cooperative learning on junior high school students’ behaviours, discourse and learning during a science-based learning activity. School Psychology International, 29, 328–347.
- Humphreys, B., Johnson, R. T., & Johnson, D. W. (1982). Effects of cooperative, competitive, and individualistic learning on students’ achievement in science class. Journal of Research in Science Teaching, 19, 351–356.
- Johnson, D. W., & Johnson, R. (2000). Cooperative learning, values, and culturally plural classrooms. In M. Leicester, C. Modgil, & S. Modgil (Eds.), Education, culture and values (pp. 15–28). London: Falmer Press.
- Johnson, D. W., & Johnson, F. P. (2009). Joining together. Group theory and group skills (10th ed.). New Jersey, NJ: Pearson.
- King, A. (2002). Structuring peer interaction to promote high-level cognitive processing. Theory into Practice, 41, 33–40.
- Morgan, B. (2003). Cooperative learning in higher education: Undergraduate student reflections on group examinations for group grades. College Student Journal, 37, 40–50.
- Mulvey, P. W., & Klein, H. J. (1998). The impact of perceived loafing and collective efficacy on group goal processes and group performance. Organizational Behaviour and Human Decision Processes, 74, 62–87.
- O'Donnell, A. M., & Dansereau, D. F. (1992). Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz, & N. Miller (Eds.), Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120–144). New York, NY: Cambridge University Press.
- Oortwijn, M. B., Boekaerts, M., Vedder, P., & Strijbos, J. W. (2008). Helping behaviour during cooperative learning and learning gains: The role of the teacher and of pupils’ prior knowledge and ethnic background. Learning and Instruction, 18, 146–159.
- Ploetzner, R., Dillenbourg, P., Praier, M., & Traum, D. (1999). Learning by explaining to oneself and to others. In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and computational approaches (pp. 103–121). Oxford: Elsevier.
- Slavin, R. E. (1993). When and why does cooperative learning increase achievement: Theoretical and empirical perspectives. In R. Hertz-Lazarowitz, & N. Miller (Eds.), An overview of the theoretical anatomy of cooperation in the classroom, Part III: The effects of task and reward structure on academic achievement (pp. 145–173). Cambridge: Cambridge University Press.
- Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, 43–69.
- Topping, K. (2005). Trends in peer learning. Educational Psychology, 25, 631–645.
- Webb, N. M. (1992). Testing a theoretical model of student interaction and learning in small groups. In R. Hertz-Lazarowitz, & N. Miller (Eds.), Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 102–119). New York, NY: Cambridge University Press.
- Wittrock, M. C. (1986). Students’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp. 307–318). New York, NY: Macmillan.