Cooperative Learning

Cooperative learning involves structuring lessons in small groups where individuals discuss matters. Through this learning, people engage with each other and learn together. Cooperative learning in traditional setup involves group setups where the educator meets the learners in small groups. On the other hand, online cooperative learning consists in setting up group work done and submitted online. Additionally, platforms like zoom help in group meetings with learners.

Questions and cues entail engaging learners by asking questions or giving cues to what is taught. When the teacher asks questions, learners are motivated to think and brainstorm on what they are learning. Questions and cues in a traditional setup involve issuing random tests or asking questions while teaching (Merriam & Caffarella, 2020). Online spaces have sites where the teacher can ask questions and students answer. Additionally, a teacher can issue a video while teaching, and students are expected to answer questions in between watching the video before it proceeds.Homework and practice allow the student to reflect on what they learned. Adults need homework to help them learn and refresh their memory of what was taught. Some home works can be issued as tests, while others discuss each other (Merriam & Caffarella, 2020). In a traditional setup, homework can be issued as a form of note-taking or questions given. Learners can be asked to read a chapter and summarize what they learn. In online spaces, an educator can ask students to do a given task in their free time and submit it at a deadline.

Summarizing and note-taking are techniques where students pick the main ideas and state them in their words. Summarizing and note-taking help students remember and understand what they are learning. Adults learning this practice can quickly memorize a given content (Merriam & Caffarella, 2020). In a traditional environment, learners use books to take notes and summarize their studies. On the other hand, online studies can involve summarizing through word documents. Learners can also use pictures and images to summarize and understand their learning.

Setting objectives helps learners understand what is expected of them. Additionally, giving feedback keeps learners informed of their progress. In a traditional environment, teachers can issue or read the learning objectives (Merriam & Caffarella, 2020). Additionally, teachers meet learners and inform them of the progress made. Feedback can also entail comments on assignments given. Conversely, online learning entails having discussions and feedback issued through messages and zoom meetings.

Handouts and charts are two tools effective in teaching. Handouts contain notes and information on the given content. Charts are visuals containing information on a given material. Handouts help in comprehensive learning and help learners get in-depth information (Merriam & Caffarella, 2020). Handouts can be physically in traditional setups, while in online setups, learners can download the handouts in pdf format. On the other hand, charts have brief and visual information making it easy for learners to grasp the main ideas (Merriam & Caffarella, 2020). Charts can also be printed or drawn manually in a traditional setup. On the other hand, online spaces have sites where individuals can download their charts.

Transformative learning theory focuses on changing how learners view and think. Learners develop opinions or change their assumptions after learning and engaging in situations that challenge their thinking (WGU, 2020). Best learning practices help learners gain knowledge and competency in a given area (WGU, 2020). These practices encourage learners to think and apply what they learn in their lives. Therefore, the best learning leads to transformative learning in individuals.

References

Merriam, S. B., & Caffarella, R. S. (2020). Learning in adulthood: A comprehensive guide (4th ed.). Jossey-Bass.

WGU. (2020, October 20). Adult learning theories and principles. Western Governors University. https://www.wgu.edu/blog/adult-learning-theories-principles2004.html