The benefits of cooperative learning have been advocated in a wide range of educational contexts in higher education. There is, however, rare information on the contributions of holistic education courses on college students. Using grounded theory methods, this preliminary study was to explore participants' perceptions of a holistic care course through cooperative learning. The results indicated that five primary categories including learning environment construction, multiple learning processes, cognitive change, solitary learning and transfer, and personal growth emerged as prominent and consistent themes. Moreover, positive and negative feelings about the learning experience, a greater understanding of holistic knowledge, and an enlargement of the experiences of connecting to others were also found. Finally, a pattern of university students' construction of holistic knowledge was developed, and several research questions were generated. Future implications for research and practice on the holistic curriculum and cooperative learning in higher education were also suggested.

This study explored the participants' perceptions of using prayer and Scripture in a Christian-based stresscoping support group (CSCSG). Twenty-eight church attendances were recruited from a Presbyterian church in Taiwan. Based on the finding from qualitative analyses using a modified grounded theory approach, four themes related to the participants' learning experiences emerged. The four themes identified were stressful life events, stress-coping experiences, integration of Christian faith with life, and spiritual connection. A follow-up survey indicated that the participants perceived the experiences gained from the CSCSG as appropriate, important, functional, and constructive in coping with stress. Research questions and implications for church professionals are discussed.