An impressive body of research documents that group learning in general is a more effective teaching method than individual or competitive approaches, whether in face-to-face or online classes. Students engaging in cooperative learning specifically reap the benefits of greater achievement/learning, more positive attitudes toward learning, stronger ethics, higher sociability, deeper affiliation with other students, higher quality interpersonal relationships, and better mental health.
This essay describes an online, evidence-based teaching guide (https://lse.ascb.org/evidence-based-teaching-guides/inclusive-teaching) intended to serve as a resource for science faculty as they work to become more inclusive, particularly with regard to differences in race, ethnicity, and gender.
The robust relationship between metacognition to learning and comprehension has led to a multitude of successful learning programs that have been translated into educational settings. These comprise not only training in how to plan, monitor, and reflect on one's own learning, but also on one's own emotions, motivation, behavior, and learning context.