000			01786nam a22001937a 4500
005			20241009125152.0
008			241009b |||||||| |||| 00| 0 eng d
040			_cLDD
100			_aCecchini, Jose Antonio
245			_aHighly-structured cooperative learning versus individual learning in times of COVID-19 distance learning
260			_aUnited Kingdom:Taylor & Francis,2024
300			_b104-119p.
490			_aEuropean journal of teacher education _v47v,1
500			_aThis 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			_aDistance learning/education/covid-19
700			_aCarriedo, Alejandro/Mendez-Gimenez, Antonio and Fernandez-Rio, Javier
856			_yclick here to online access _uhttps://www.tandfonline.com/doi/full/10.1080/02619768.2021.1991305
942			_2ddc _cARTICLES _n0
999			_c174646 _d174646