Author and Title	Abstract
Cutting the cord: student-led discussion groups in higher education. Kremer, John ; Mcguinness, Carol A case-study based in the UK.	As the world of higher education has become increasingly sensitive to employers’ needs so attention has focused on the development of skills and competences which will equip graduates to function effectively in the labour market. High on the list of graduates’ desired qualities are first, the ability to work in a team and second, the capacity for independent thought and action. At the same time, there has been a growing recognition that traditional methods of teaching (primarily tutorials and lectures) may be serving to perpetuate the opposite, namely dependency and passivity. With these issues in mind, the article outlines the experience of using leaderless group discussions and associated peer assessment as an integral part of an undergraduate degree programme. The practicalities of running the groups, the lessons which have been learnt over time, and the benefits for student learning are also discussed

Cooperative Learning Methods: A Meta-Analysis David W. Johnson, Roger T. Johnson, and Mary Beth Stanne A meta-analysis of co-operative learning methods. Two of the authors Johnson and Johnson were early advocates of this approach.	Cooperative learning is one of the most widespread and fruitful areas of theory, research, and practice in education. Reviews of the research, however, have focused either on the entire literature which includes research conducted in noneducational settings or have included only a partial set of studies that may or may not validly represent the whole literature. There has never been a comprehensive review of the research on the effectiveness in increasing achievement of the methods of cooperative learning used in schools. An extensive search found 164 studies investigating eight cooperative learning methods. The studies yielded 194 independent effect sizes representing academic achievement. All eight cooperative learning methods had a significant positive impact on student achievement. When the impact of cooperative learning was compared with competitive learning, Learning Together (LT) promoted the greatest effect, followed by Academic Controversy (AC), Student-Team-Achievement-Divisions (STAD), Teams-Games-Tournaments (TGT), Group Investigation (GI), Jigsaw, Teams-Assisted Individualization (TAI), and finally Cooperative Integrated Reading and Composition (CIRC). When the impact of cooperative lessons was compared with individualistic learning, LT promotes the greatest effect, followed by AC, GI, TGT, TAI, STAD, Jigsaw, and CIRC. The consistency of the results and the diversity of the cooperative learning methods provide strong validation for its effectiveness.

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