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ERIC Number: EJ1064966
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
Reference Count: 87
ISBN: N/A
ISSN: EISSN-1099-839X
Nurturing Cooperative Learning Pedagogies in Higher Education Classrooms: Evidence of Instructional Reform and Potential Challenges
Tadesse, Tefera; Gillies, Robyn M.
Current Issues in Education, v18 n2 May 2015
This article presents a pilot study that examined instructional practices and student outcomes of two courses designed using cooperative learning (CL) pedagogies in Ethiopian university context. The participants included 58 undergraduates and two teachers. The quantitative results showed that four inter-correlated pedagogical factors: Cooperative interaction, task orientation, academic challenge, and teaching effectiveness, together accounted for 69% and 52% of the variance in students' satisfaction and gains scores, respectively. Each factor significantly predicted students' satisfaction and gains, ß = 0.27. Also, the qualitative results demonstrated that the teachers were able to incorporate CL pedagogies to existing instructional practices. Correspondingly, students found that they were more focused on their learning, experienced more interaction and enjoyment, and gained more academically than they had achieved before being involved in this initiative. However, the academic culture and local constraints put negative influence on implementation; findings illustrate how shifting the focus of instruction from a content-centered form to a learning-centered form greatly impacts not only the learning in class but also other important indicators of students' success.
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ethiopia