Study of the Impact of Gender Emotion Difference in Cooperative Learning on the Efficiency of Classroom and Online Learning

Abstract

The purpose of this study is to explore the use of the “cooperative learning” method in the classroom and in online learning, and to compare the effects of the gender cooperative learning emotion differences on classroom learning and online learning efficiency. The results are as follows: (1) Gender emotion in “question comprehension analysis” indicated that there was no significant difference between the male students and female students when applying the “cooperative learning” method in classroom learning or in online learning. (2) The gender emotion in the dimension of “knowledge thinking application” showed that the difficult instruction could be applied to team cooperative learning after understanding, and at the same time, it could improve the learning emotion between peers. (3) Gender emotion in “group observation and learning” showed that male and female students were still used to “learning alone” while they were at school. (4) The gender emotion in “emotional interaction and communication” showed that in the age of rapid development of network information, the communication mode has changed with the new habit of information communication.