Collaboration and Cooperation: A Case Study of Two Students’ Coursework in A Canadian Secondary School

DOI

10.2991/assehr.k.211220.041How to use a DOI?

Keywords

Behavioral economics; Experimental economics; School policy; Cooperation; Decision

Abstract

Since the outbreak of the COVID-19 pandemic, online teaching has been largely implemented. Schools, teachers and educators must understand the significance of communications among students during online teaching, and one way to encourage more collaboration is to assign group coursework. Higher contribution in group coursework from students indicates more collaboration among students. In order to find a way to encourage higher contribution, this study tested different grouping methods: random grouping and regrouping, grouping with similar ability, free grouping and free grouping with a penalty applied to non-contributor. Random regrouping did not have a significant impact on contribution; ability grouping had a positive effect on contribution; friendship was observed to be a negative factor in contribution when grouping and penalty applied also did not work with friendship. Due to this result, this study suggested schools and educators allocate students with similar ability together when grouping. In this way, a higher contribution is encouraged, and group coursework can play its role.

Copyright

© 2021 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Xingzuo Zhou
PY  - 2021
DA  - 2021/12/24
TI  - Collaboration and Cooperation: A Case Study of Two Students’ Coursework in A Canadian Secondary School
BT  - Proceedings of the 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021)
PB  - Atlantis Press
SP  - 246
EP  - 249
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211220.041
DO  - 10.2991/assehr.k.211220.041
ID  - Zhou2021
ER  -