Boundary Crossings: Cooperative Learning, Collaborative Learning, and Problem-Based Learning
Boundary Crossings: Cooperative Learning, Collaborative Learning, and Problem-Based Learning
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边界跨越：合作学习、协作学习和基于问题的学习
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Claire H. Major
中科院分区：
文献类型：
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作者：
Neil Davidson;Claire H. Major
自1960年代以来，学校和高等教育对小组学习方法的兴趣与日俱增。这一领域的大量文献涉及理论、研究、课堂实践和教师发展。在文献中最具代表性的方法是合作学习、协作学习和基于问题的学习(PBL)。在本文中，作者通过回答以下问题对这些方法进行了比较和对比：每种方法的独特之处是什么？这三种方法有什么共同之处？它们有什么相似之处，又有什么不同之处？
Since the 1960s, there has been growing and sustained interest in small-group learning approaches at the school level and in higher education. A voluminous body of literature in this area addresses theory, research, classroom practice, and faculty development. The approaches most highly represented in the literature are cooperative learning, collaborative learning, and problem-based learning (PBL). In this article, the authors compare and contrast these approaches through answering questions such as the following: What are the unique features of each approach? What do the three approaches have in common? How are they similar, and how are they different?