Abstract
This study seeks to examine whether students’ perceptions of cooperation changes by conducting synchronous remote classes that incorporate cooperative learning. In May 2020—when schools were closed due to COVID-19—synchronous remote classes centered on lectures were conducted three times for the mathematics class of 191 first-year junior high school students for them to become accustomed to synchronous remote classes. Further, synchronous remote classes that incorporated the basic structures of cooperative learning into lectures were conducted three times. The result showed that students’ perception of cooperation changed positively in terms of a decrease in the individual orientation factor and a decrease in the mutual benefit concern factor throughout the latter synchronous remote classes. In addition, the students’ perception of cooperation changed positively in terms of a decline in the individual orientation factor, even during the synchronous remote classes centered on lectures. These results indicate that when it is not possible to hold in-person classes, students’ perceptions of cooperation may change positively not only in synchronous remote classes that incorporate the basic structures of cooperative learning into the lectures, but also in synchronous remote classes centered on lectures.
