Vedder Paul & Veendrick Annemarie (2003). Â« The Role of the Task and Reward Structure in Cooperative Learning Â». Scandinavian Journal of Educational Research, vol. 47, nÂ° 5, novembre, p. 529–542. ISSN 0031-3831. En ligne : <http://ejournals.ebsco. ... ID=3P0DGKGCRGV0N8GR8VR6>.
Added by: Marie Gaussel (23 Jun 2010 14:03:33 Europe/Paris)
|Resource type: Journal Article
ID no. (ISBN etc.): 0031-3831
BibTeX citation key: Vedder2003a
|Categories: Apprentissages et psychologie
Keywords: Ă©ducation prioritaire, motivation, pratique pĂ©dagogique, thĂ©orie de l'Ă©ducation
Creators: Vedder, Veendrick
Collection: Scandinavian Journal of Educational Research
Views index: 19%
Popularity index: 4.75%
|URLs http://ejournals.e ... 0DGKGCRGV0N8GR8VR6|
In cooperative learning both the task structure and the reward structure affect the quality of learning. How to optimise the effectiveness of cooperative learning by manipulating the task and reward structure is the central question in this paper. Two conflicting approaches are considered. In the developmental approach the task structure is seen as the key element in explaining why cooperative learning works or not. In the motivational approach the reward structure is seen as the core element. Evidence is presented that shows that cooperative learning cannot be effective unless the task and the reward structure are compatible. With simple tasks the reward structure hardly needs special attention. Feedback on task accomplishment is sufficient. With more complex tasks the reward structure needs more fine tuning with the task.
Added by: Marie Gaussel