CHAPTER 5:
5.0 Introduction
With this chapter, the researcher aims at synthesising the findings from the primary research with previously identified concepts in the literature review and methodology chapters. This synthesis is created with the appreciation that as much as there exists different realities in social constructivism, the findings of this research should be relatable to conclusions made by other researchers. Nonetheless, the researcher believes in creating new knowledge on the subject matter and thus does not have a bias to establish relationships between her findings and those of previous studies. The researcher makes sense of information collected through the various cycles of research and shows how it answers the research questions and creates possible queries that future studies can aim to unravel. The chapter starts with a summary of the findings to introduce some of the key issues that were identified during the primary research.
5.1 Summary of the Results
The study sought to find out the impact and extent of cooperative learning in Advanced Subsidiary (AS)/ Year 1 Psychology Unit of Social Influence. The researcher examined how cooperative learning provides equal opportunity to all participants and encourages teamwork. In solving my problem Kagan’s (1994, 2010) construct of cooperative learning as a process will be drawn on to structure the Students learning experiences. This study further develops Kagan’s model of learning by asking Students to design the cooperative learning activities themselves, an action that I have found to be absent from the literature examined within this thesis. Overall, literature reveals that CL is based on the shared environment that fosters creativity and self-confidence in the students. The study used participatory research method that relates to the epistemology of social constructivism and involves both the students and the teachers.
The key findings were drawn from the research questions that were; students’ experience and perception concerning cooperative learning as part A-level psychology classes, how students create opportunities for corporate learning process within the Social Influence unit of A-Level Psychology and the extent of cooperative learning in Wilbur high. From the findings, the researcher was able to identify significant study themes in relation to cooperative learning.
The findings revealed that cooperative learning encouraged social constructivism that encourages the students to pursue common goals while being evaluated individually and as a team.

Study themes Lessons
School experience The experience and duration that both the students and staff have within an institution will influence their perception towards cooperative learning. According to the research, each of the participants had spent almost three years in the institution, hence was familiar with other students as well as the learning techniques
Perception of teamwork The objective and goal of cooperative learning is to support and encourage teamwork. The cooperative learning concept, therefore, creates an environment where students can freely express themselves and develop new skills. The study revealed that most of the participants had a basic comprehension of the concept of teamwork and its significance in the learning process.
The staff participants noted effective leadership and management skills could serve to promote teamwork.
Impact of cooperative learning Cooperative learning allows students of different learning capabilities to interact freely and share knowledge. The learning environment also allows the students to socialize, network and develop new skills. Hence, if appropriately administered, cooperative learning can significantly contribute to the improvement and achievements of many students.
Frequency and opportunity of teamwork Cooperative learning encourages teamwork among students. The study revealed that most of the participants understood the importance of teamwork, hence they exercised it in other classes and in extra-curricular activities.
Teamwork is adequately applied in team building exercises and group discussions.
Personalized learning The study indicated that personalized learning is still utilized as a mode of learning among the institution. Personalized learning caters to the needs of students with different learning capacities. With personalized learning, the students are allowed to learn at their own pace and plan their lessons to suit their respective schedules. However, some of the staff participants noted that with personalizing learning, managing individual learning pace for students could be challenging.
Challenges/Barriers The study revealed several challenges pertaining to both teamwork efforts and personalized learning. The participants noted that there was insufficient communication in most teamwork efforts. Additionally, personality clash was cited as a challenge in the teamwork exercises. However, most participants agreed that teamwork activities encouraged them to explore outside their comfort zones.
The study drew from student participants who undertake different studies in the school. Accordingly, the sample group represents views by staff and students from different departments of the school. All the interviewees were in their third year at the institution and, therefore, well conversant with the teaching techniques. They displayed good knowledge of teamwork, its benefits, and weaknesses. According to the findings, most of the staff and students at Wilbur High have a comprehension of the importance of teamwork to an effective learning process. Generally, the study revealed that the staff and management of the institution perceive teamwork as an essential tool in attaining the required outcomes in cooperative learning.
5.2 Classical Social Constructivism as evidenced in the Findings of the Study
Co-operative learning as defined in this study is ‘an instructional form of team/group effort in which students pursue common goals while being assessed individually and as a team’ (Spooner, 2015, p.37). Social constructivism as advanced by Vygotsky revolves around achieving learning and creating meaning through social encounters. Social constructivists argue that in a classroom, the student should be actively engaged in a collaborative enterprise with the tutor to develop new meanings. This argument is one of the key basis for the inclusion of both teacher and student samples in the study. However, a limiting factor is that the average time spent at Wilbur High is different for both samples: all students have been at the institution for at least 3 years, whereas all teachers, except one who did not answer, have been there for at least 1 year. A proposal for further research is to get a sample where both teachers and students have spent relatively equal periods in the same school.
Deulen (2013, p.91) identifies the paradigm difference between andragogical and pedagogical models of learning as a crucial element in defining constructivism in learning. Generally, andragogy is used to define the methodology of choice when dealing with adult learners; however, its attribute of bestowing the learning responsibility to the student and identifying the teacher as a facilitator is agreeable in some aspects to the co-operative learning model. All the students interviewed understood that teamwork revolved around ‘working together’ and ‘pursuing a common goal’; however, none of them explicitly appreciated the role they play in equipping each other with knowledge. The teachers’ responses emphasize the value of social interaction among the students in learning through teamwork; an argument that highlights that the tutor’s role in these teams is mainly to create a Zone of Proximal Development. The fact that none of the students seem to consciously recognize this role exemplifies the presence of ‘scaffolding’ in teams at Wilbur High. Bruner (1978) defines ‘scaffolding’ as teachers giving cognitive support to students to assist them perform tasks they would not complete while working alone. When the students were asked on the barriers of personalized learning and teamwork, they highlighted the role of the teacher as an enabler for the learning to take place. One of the students pointed out that there are some teachers that ensure teamwork is achieved and is captivating for the learners, which increases its effectiveness. Another student noted that statements that a teacher makes to students during teamwork directly motivate or demotivate the learners. These results show that the students subconsciously recognize teachers at Wilbur High as a support system for co-operative learning. Subsequently, this finding agrees with the argument made in the literature review section that teachers should encourage students to assimilate knowledge and enquire on complex concepts during teamwork (Lavasani & Khandan, 2011).
In the literature review, the researcher established that learning occurs in historical and social contexts as argued in Coe et al (2014) and Derry (2015). Vygotsky identified the historical context as what a student understands and what they can do. During the interviews, the students expressed their reservations on working with team members with limited ability, although all students supported the need for teamwork. Peer-to-peer learning is symmetrical, but when a teacher is involved elements of asymmetrical teaching are introduced. However, the students highlighted that these elements cannot be transferred to interactions within the learner. Co-operative learning has been defined as combining ‘efforts’, hence, the reason the students felt that another learner outside their historical context was contributing less to the group. The responses by some of the students in regards to presence of children in a group being a barrier to learning in team indicates the existence of boundaries to the community that an individual is willing to interact with in social constructivism. In the methodology chapter, the researcher noted that all respondents in the student sample were of similar abilities and that it would be essential for future studies to integrate learners with different capabilities. Additionally, the reservation by the student sample interviewed to interact in teams with individuals with limited abilities also necessitates an interest to establish whether this dissuaded such individuals from volunteering for this research. Perhaps a hypothesis for this would be derived from a description social constructivism given in the literature review, “the classroom is a space in which problems are shared…” Individuals with different learning abilities have different problems, what one may consider as complex would be a simple concept for other members of the team. Subsequently, co-operative learning is difficult to achieve in such a setting as there lacks a common goal.
The lack of a common goal should not solely necessitate personalized learning; however, the need to understand each student in the classroom should drive this form of teaching. All the students interviewed recognized that teamwork/ co-operative learning involves completing a common task; this then creates the need for the American education system to explicitly state on who creates/defines this task. The researcher, in the literature review, established that the current policy is lacking in student involvement in designing learning activities. None of the teachers’ responses on personalised learning explicitly indicated a relationship between this concept and co-operative learning. The two issues that the researcher noted in the findings section were ‘students planning their own program’ and ‘individualised programs’. In addition, one of the tutors noted a breakdown in communication as teams were created; this respondent indicated that they had not spoken with anyone since being made subject leader. Using deductive reasoning, the researcher strongly believes that this breakdown is also evident as further sub-teams are created from the main team. Personalised learning is integrated into co-operative teaching by creating smaller groups within a class based on individual needs; this multiplicity of teams, however, should be aligned with the common goal of the class as a whole.
5.3 Students’ Experience and Perceptions of Co-operative Learning as Part of their A-level Psychology Classes
Feasible programs of education consider the experiences and perceptions of a student as critical to their success and effective gain from the education system. An appropriate education system uses a framework designed and developed to give the student productive experiences and influence the students to have positive perspectives about cooperative learning. Positively active students have been found to be twice as likely to be engaged in learning, thereby improving attendance and attainment. The Critical Framework Theory of Education, as presented by Kellner (2003), suggests a framework that connects education directly to the correspondent sectors of human life. According to the data collected by the researcher, the overall quality of cooperative learning at Wilbur High was not a primary concern when the learners were keen on the information in their social influence unit rather than on the communication of information content. This finding together with the argument by Kellner (2003) indicate that education needs to be real to the students and not just abstract concepts and paradigms.
Together with the previously mentioned finding, the Critical Framework Theory supports the underpinning driver of this study that cooperative learning can improve student attainment. Lewin’s Theory, as Bo (1974, p. 1027) perceives it, concretizes the approach of this framework as a vital element of cooperative learning. In the theory where there is emphasis on interactions and cooperation in learning, Bo (1974, p. 1027) postulated that nature, life experiences and certain inborn characteristics – which are actually internal factors – influence the student individually, their behaviour and actions. This argument further reaffirms of social constructivism in learning with the significance of the social environment in the learning process further being reaffirmed. Results from the students’ diaries highlighted the realization by students on the significance of cooperative learning to their individual growth. However it is worth noting that dissimilar to past studies that included broad preparing of classroom teachers on the cooperative learning methods available to them, the present study used a teacher who had minimal genuine involvement in executing such learning and teaching strategies. The absence of experience may have weakened the quality of the cooperative learning experience for students, in this manner creating little change in the students over the time that the study was conducted.
Just as there are internal factors that affect a student’s perspective on cooperative learning, there are also external factors that are equally influential. In close relation to the above-discussed aspects, external environmental factors that shape one’s behaviour are closely related and have a classical association (Lynch 2007). It is possible to study and determine one’s behaviour from the impacts of external factors without necessarily involving internal and mental factors in the analysis. These external factors encompass the conditions of the environment, which are the stimuli that shape the behaviour. This then presents another critical theory of analysis, The Behaviourist Theory of Learning, which argues that the observation and scientific study of behaviour is the most convenient way of investigating psychological and mental processes. From the study, the findings showed that all the student participants had basic comprehension of the teamwork concept, hence cooperative learning. Therefore, it is considerable that the students get the best perspective of cooperative learning when the outcome of the learning process is made their responsibility. Nevertheless, from data collected from the staff, the conclusive finding is that collective efforts of the students and the staff would give better outcomes of cooperative learning. In the literature review, the researcher had indicated that the classroom is an environment where problems are shared, solutions achieved and knowledge co-constructed among individuals. In accordance with social constructivism, the teacher presents information in a classroom environment and the learner assimilates whatever is presented. The existence of different assimilation rates for each student then necessitates the need for teamwork, where students with faster rates can act as experts in the Zone of Proximal Development of the rest. This setting then helps achieve an andragogical model of learning based on each other’s abilities; Johnson and Johnson (1975) noted that learning is achieved from the cognitive abilities of a student and the abilities of his or her peers.
Generally, learning is a persistent changing process in a student’s performance potential, which is derived from experience and situational interaction with the world. In the focus team interviews conducted by the researcher, one of the respondents indicated their appreciation of cooperative learning as a continuum and not a one off process. The Behaviourist Learning Theory dominated most of the learning, teaching and practising schemes, and the Cognitive Theory proved effective as well. Different from the Behaviourists’ Theory, in Social Cognitive Theory, the learner is viewed as thoroughly integrated with the environment within which the learning occurs. The learner is more active and interacts with the environment, their behaviour and cognitive response to enhance learning. Their belief to accomplish self-sufficiency therefore, makes it possible to for them to observe and work with the learning models. Alkhalifa (2005) points out that, in their explanatory literature, the behaviourists’ theorists assumed the probable essence of mental processes and its contribution to the learning process.
Contrarily, cognitive psychology focuses on the study of people’s thinking prowess, understanding and knowhow. The cognitive theory emphasizes on learning how people comprehend and represent the outside world by their thinking and within themselves. It points out that the ways of thinking potentially influence behaviour. There are a number of strategies that fuel learning via cognitive processes (Ormrod, 2008) and these processes are cues, questioning, organizing, note-taking and virtual field trips. Cognitive theory of learning shows that an explanation of the different processes concerning learning is possible by analysing the mental processes first. After this, analysis of others like external factors can then follow. However, as the study finds, learning arises from both the students’ own cognitive abilities and the abilities of their peers. Subsequently, the study draws that learning is social rather than cognitive since the interactions with peers are the key influences on learning.
It could however be noted that A-level students have spent numerous years building up their own learning style and may be especially impervious to learning procedures altogether different from what they are usual to. In the event that cooperative learning is to have any long haul consequences for education at Wilbur High students must be presented to it from the earliest starting point of their learning experience at the school. In the event that students’ first introduction to cooperative learning does not happen until they commence A-Level studies, then one must expect little change (Li & Lam 2005, pp. 45-98). Probably, the more extended the measure of time spent in cooperative learning classrooms, the more prominent the effect; then again. Indeed at Wilbur High, in light of their age they have invested longer measures of energy than have some other secondary school youngsters in teacher-led classroom circumstances. As such the cooperative learning environment, incomparison may feel extremely remote to them (Krause, Stark & Mandl 2009, 158-170).
On account of this, it would be extremely intriguing to lead a longitudinal study and look at students who have learned in cooperative situations to students who have learned in teacher-led, grade orientated, competitive environments, and measure the distinctions in their learning, cognitive and social capacities. Assuredly, future studies ought to alter the cooperative learning vehicle to suit the school populace. Luckily, this learning strategy is very adaptable and can without much of a stretch be changed for usage in an assortment of settings, with straightforward and complex class educational initiatives. The most imperative change is the measure of time students spend in cooperative teams, in comparison to teacher-led learning experiences. In spite of the fact that educational initiatives normally taking into account rivalry, joining collaboration, when doable, would without a doubt have its advantages, as the literature review has shown.
After designing and implementing the right education system supported by the appropriate theoretical framework, what followed is use of an approach that makes the students responsible for their learning process. The study finds that in this manner, the students do not only recognize that their different perspectives, life experiences and even backgrounds point to cooperative learning as the most effective way towards success in their education. Subsequently, at this point, the students realize and recognize that they have to develop or even acquire certain self-management skills that are applicable to cooperative learning in their A-level Psychology classes. The opportunity to engage in teamwork increased as students advanced through school, since the complexity and dynamism in a learning environment also advanced in a similar way. The learning environment could be complex and dynamic due to issues like language barrier, though this might only apply to international students in foreign countries in pursuit of education. On the other hand, complexity is a result of the possible distracting agents that drive attention away from the coursework. As such, it becomes important to design a behavioural system that survives in a complex and uncertainly changing environment. Participant 6’s diary entry indicated the existence of distractions, ‘socializing about the unrelated work stuff…’ however, this respondent pointed out that planning activities for cooperative learning helped reduce this deviations from the coursework.
These affective aspects, uncertainties and complexities require self-management strategies that can be put in play to improve academic performance, productivity and time on-task. Elements such as goal setting, progress evaluation and behaviour monitoring make self-management a critical tool for successful development in social and learning environments (Rebori 2011). Focusing on behaviour monitoring, one can observe their own behaviour and record occurrences to evaluate progress. At this point, there is intrapersonal communication to support self-evaluation. In turn, it becomes possible to set own goals. The self takes an active role in implementing self-evaluation strategies. According to Rebori (2011), self-management then becomes an effective strategy for addressing behavioural problems that hinder progress. To complete self-management, graphing of progress enables one to represent visually their performance while with reinforcement they give themselves a positive consequence. Millis (2014) highlights two primary elements of cooperative learning: individual accountability and positive interdependence. Individual accountability involves each student being assessed separately regardless of them working in a team; this creates a culture of self-management. Additionally, this ensures that a learner earns the grades they are awarded, and that these results are indicative of the student’s abilities and not those of his or her peers. Noteworthy, students at Wilbur High support the need for individual accountability, as in the intervention results they are requesting for assessment of teamwork to be performed per individual. Positive interdependence, as defined by Millis (2014), is the need for tutors to give learners a reason to work as a team. The teaching faculty, therefore, supports cooperative learning, when it gives tasks that cannot be solved by one student. The researcher promotes positive interdependence by creating a focus team that creates the need for the participants to work together. On the other hand, the need for positive interdependence should not be implemented in assumption of the need to structure teams based on personalised learning objectives and social contexts. Both the students and teachers at Wilbur High indicated that social barriers might impede on the success of teamwork in cooperative learning, regardless of a group having a common goal.
The study found that the staffs’ main idea was that learning is a social activity and it is through engaging with others that a person makes progress in understanding information and constructive reasoning. As it is with co-operative learning and the interactionism’s perspective, the students are in constant interaction and communication with each other. At this point, self-management and interpersonal relations skills are even more important to make the co-operation productive. Interpersonal management skills include interpersonal management by way of communication and relations. Use of interpersonal and communicational skills can help a one as a student to practice their management functions and skill of management rather effectively in various ways (March, 2011). However, there can be times when using communicational and interpersonal skills will not help to realize the importance and function of management skills. It is then important to develop or learn appropriate ways of using interpersonal and communication skill, aside from the time management. This view relies on the act that different elements or types of management skills are interdependent. The learning process is characterised by designed or optional group working, which involves discussions. This alone necessitates good communication skills and interpersonal relations.
The Theory of Constraints has typical attributes of improving communication, planning and capacity for analysis. In congruence to the theory, the study found that the students desired improvements on the education system and framework. A particular area was the instructions given to students by the teacher or tutor. In fundamental terms, the theory of constraints restricts a student to assignments related to coursework or tasks geared towards completing a coursework project. This then ensures to delineate underlying policy limitations from conflicting actions. The Thinking Process technique (Andersen, 2006) of this theory gives a quick map of the solution in proposal to see how far it would go in solving a problem. It also enables noting of missing elements without which a desired outcome may not be realized. The Theory of Constraints views any manageable system as a limited system with at least a constraint. The idea is to identify the restraint and redesign the system configuration around it to maximize on the subject concept. For psychology classes, the students appreciate how their different experiences and backgrounds are critical to co-operative learning in a dynamic learning environment. The success of this co-operation relies on their right perspectives, appropriateness of the theoretical education framework in place, as well as development and acquisition of proper management skills relative to interpersonal relations.
5.4 Students’ Understanding and Creation of Opportunities for Co-operative Learning Processes within the Social Influence Unit of A-Level Psychology
The researcher aimed to determine the ways that students understand and create opportunities for cooperative learning processes within the social influence unit of A-level psychology. From the findings in the literature review and the data collected, the students mostly applied the use of teamwork. As noted, social constructivism is a theory that stresses the importance of social interactions in the construction of knowledge. According to the model, learners reshape their mental models of reality through social collaboration. Since knowledge is impacted through social interaction, preferably in a team, the researcher seeks to understand the various ways the students interact in their learning. In line with the second research question, the researcher asked the participants if they understood what teamwork was all about. She also inquired what they perceived as the benefits of teamwork as well as the merits and disadvantages of teamwork. From the findings, the researcher asked the respondents some of their opinion and perceptions of teamwork. First, he sought to determine some of the collaborative ways the students and staff considered the best. The two main ones were teamwork and personalized learning.
As noted in the findings, half the students admitted that they preferred teamwork as their mode of learning. Rajid, one of the respondents notes that teamwork helps them to learn better as well as communicate better. Jade also admitted to preferring discussions while Alicia stated that her preferred mode of learning was team-building exercises. As indicated in the findings, the participants understood the meaning of teamwork and they understood that it entailed working with other people. In a learning set up, teamwork is expected between the students and the teachers for effective learning to take place. More so, the researcher also determined that many felt that working in teams was beneficial because it enhanced their memory as well as provide a forum where it easier for them to complete tasks allocated.
However one must likewise consider that the student sample under study was students voluntarily enrolled on a psychology course. The students may have been exceptionally suspicious of all changes inside of the psychology classroom, which would have influenced their reactions (Klein & Schnackenberg 2000, 332-341). While students were informed that their responses to the interviews were confidential, they may have reacted to them in a way they thought socially satisfactory to the researcher. This is a potential issue with all research; be that as it may, it is especially of concern when a teacher researches their own students.

Fifty percent of the students who participated in the research were aware of what personalized learning was. The staff, however, was more versed about it as they indicated that it is customized to suit individual needs. Personalised learning helps students to obtain knowledge in a manner that best suits them and their learning abilities. However, as noted by the staff who participated, this mode of learning is challenging because the teacher has to create separate systems for every student to suit their diverse and individual needs.
As noted in the literature, students and staff need to understand the gaps in their knowledge about co-operative learning to adopt this holistic approach to learning. This can be explained further using Gordon Pasks learning strategies where he cited holistic learning as a learning strategy where the overall framework is considered and the areas within it are explored. Bits and pieces within the framework are picked, which leaves gaps and at times may generalize information. As noted, for this to be a success, both parties need to adopt reflectivity to determine the student’s strengths, weaknesses, and needs. However, each method is not without its challenges as indicated in the findings. For instance, some staff felt that personalized learning was cumbersome and time consuming. Designing the activities for both personalised learning and teamwork requires a lot of effort as indicated by participant 2, when interviewed. As dictated by social constructivism, students’ should be actively engaged in planning their learning activities. This would enhance their interest in learning as well as help them focus on the areas that complemented their abilities.
5.5 Extent Co-operative Learning is part of the Students’ Learning Experiences of Wilbur High
In the methodology chapter, the researcher embraces social constructivism through an exploration of teamwork as an element of cooperative learning and students’ perception of learning as a social endeavour. The methods applied assisted the researcher to gain insight into the experiences and perceptions of student respondents to formulate their reality of cooperative learning. With the third research question, the study aimed at establishing the extent cooperative learning was integrated into the learning experience at Wilbur High. While the discussion in this section may point to a particular answer to this question, it is vital to retaliate the existence of multiple realities as highlighted in the epistemology of social constructivism. Nonetheless, according to Rorty (in Law, 2007), ‘truth’ is anything that works, and what is evident from the responses is that cooperative learning is applied at Wilbur High. Additionally, in theory both groups of respondents had a positive outlook of this form of learning and its elements such as teamwork. However, the students’ responses in the intervention results indicated a desire by this group to have their performance in teams assessed individually and not simply holistically. This finding correlates with a reservation that the researcher noted in the tutors’ responses: this group feared challenging student behaviour. This reservation could have been born out of the appreciation of symmetrical learning teamwork in the institution achieved; subsequently, the teachers overlooked the need for them to act as enablers in the students’ Zone of Proximal Development. This constraint in implementation of cooperative learning at Wilbur High is not in entirety a creation of the teaching faculty; lack of support from the school’s top management was also to blame. As Vygotsky suggested when advancing social constructivism, learning is achieved through social encounters. The tutors at this institution had to achieve a balance between imparting knowledge and managing complex emotional lives of their students that significantly impeded the required social interactions.
5.6 Summation
Cooperative learning involves students working in teams to achieve a common goal, and this form of teaching is evident at Wilbur High. The students and tutors understand the basic tenets of teamwork: working together and having a collective objective. However, the research has highlighted on the critical need for structuring teams to avoid sub-optimality through members having different abilities. Cooperative learning (CL) should not be a façade for underachieving students; therefore, the need for individual assessment of each team member. Interestingly, the student respondents agree to this argument and consider collective assessment as one demerit of this form of learning in their school. When CL is coupled with personalised learning, it provides access to equal opportunities where all the students involved can be creative and thoughtful. This chapter highlights the importance of involving the learners in formulating CL objectives, as it increases their willingness to participate in achieving these goals. In addition, this inclusion helps the students understand what is required of them. The teaching faculty is also vital in achieving CL in a learning institution. Lack of support from senior leadership at Wilbur High has impeded implementation of this learning method. Nonetheless, the teachers are keen to create positive interdependence as it helps improve the learning process. Learning is a social process, and therefore, the social context of each student is critical in achieving study objectives; this necessitates the need for learners of relatively equal abilities to be grouped together. The term ‘relative ability’ is used because in each group there needs to be ‘experts’ that create a Zone of Proximal Development as explained in the literature review.

References
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Andersen, A. 2006. Theory of Constraints: Management System Fundamentals. Montvale: Institute of Management Accountants.
Bo E. 1974. Interactionism in personality from a historical perspective. Psychological Bulletin, 81(12), pp.1026-1048.
Deulen, A. 2013. Social Constructivism and Online Learning Environments: Toward a Theological Model for Christian Educators. Christian Education Journal, 10(1), pp.90-98
Kellner, D 2003. Towards a critical theory of education. Democracy & Nature, 9(1)
Lynch, R.2007. Behaviourist Learning Theory. Southampton: University of Southampton.
March, A. A. 2011. Communication and Interpersonal Relationships: The Attention Factor, 212(1), pp.457.
Millis, B. J. 2014. Using cooperative structures to promote deep learning. Journal on Excellence in College Teaching, 25(3&4), pp.139-148.
Ormrod, J. 2008. Human Learning. New Jersey, NY: Pearson Education, Inc.
Rebori, M. K. 2011. Goal Setting and Action Planning Skills. Community Board Development, 4(1).
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