Advantages and Challenges of Cooperative Learning in Two Different Cultures

Keramati, Mohammad Reza; Gillies, Robyn M.

doi:10.3390/educsci12010003

Cited by 15 publications

(17 citation statements)

References 46 publications

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“…Moreover, faculty also were discontented with the new activities. It is important to point out that, in cooperative learning environments, facilitators need to be guided on how to effectively set up cooperative learning conditions in their classrooms [77]. Gatchell et al's study also uncovered that, while activities aimed at developing teamwork, the latter turned out to be undermined.…”

Section: First Research Questionmentioning

confidence: 99%

Fostering Teamwork through Design Thinking: Evidence from a Multi-Actor Perspective

et al. 2022

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This study examines the effects of a design thinking intervention on first-year students’ teamwork skills from a multi-actor perspective. A design thinking course was evaluated throughout a semester. Six-hundred-and-forty university students participated, guided by twenty-six facilitators. The students received in-class training and worked in multi-disciplinary teams to develop a solution for a real-life problem. In this quasi-experimental study, data were collected twice: in the middle (t1), and at the end (t2) of the course. Each time, students were rated by their teammates, themselves, and the course facilitator, using a rubric to map teamwork skills. The results show a significant improvement in teamwork skills, as consistently observed in the three ratings. The results also show a significant effect of sex on the improvement over time. Female students showed more considerable progress than male students. This study addresses researchers’ demands regarding the lack of robust evidence to assess the impact of design thinking in higher education settings. Furthermore, building on the data from a large sample size and an intervention designed in a replicable way, this study contributes to the available empirical evidence that helps one to adopt and implement design thinking in universities to develop essential skills, such as teamwork.

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Section: First Research Questionmentioning

confidence: 99%

Fostering Teamwork through Design Thinking: Evidence from a Multi-Actor Perspective

et al. 2022

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“…The students who obtained education through the cooperative teaching method performed more effectively in the classroom when compared with the students who were receiving teaching through the traditional method of teaching. Numerous studies, such as Altun (2015), Keramati and Gillies (2021), Mendo-Lazaro et al (2022) are in agreement that cooperative teaching improved students' performance. A comparison tabulated in Table 3 indicates a slight difference in the mean scores of pre-test and post-test performance of the students in the control group where a single teacher taught the class.…”

Section: Resultsmentioning

confidence: 85%

An Experimental Study to Assess the Impacts of Cooperative Teaching on Academic Performance of Higher Secondary School Students in Faisalabad

Arshed,

Ahad,

Qayyum

et al. 2023

J. educ. soc. stud.

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The educational system in Pakistan is mainly dependent on traditional teaching approaches, which are often regarded as ineffective and have a poor impact on the academic performance of students. We conducted this experimental study to examine the cooperative teaching impacts on the academic performance of students studying at the higher secondary school level in tehsil Faisalabad. Collaborative learning is a valuable instructional approach where students allocate tasks among themselves, assist each other (especially those who have difficulty), offer positive and negative feedback, and work together to achieve a collective outcome. Through such collaboration, students exhibit greater engagement and academic success. In this study, we compared students' academic performance by comparing the experimental and control group students. Control groups comprised of total 40 students. A single teacher conducted academic activities with them. Whereas in the experimental group, total 40 students were taught through the cooperative teaching method. The research design of the control was a pre-test and post-test, which is representative of true experimental design, and the same was applied to the experiment in this study. The results revealed that the students in the experimental group who were taught through a cooperative teaching approach academically performed better as compared to control. This implies that cooperative teaching technique had a positive influence on the students’ academic performance. This is concluded that the cooperative teaching technique was better as compared to the conventional method of teaching. Therefore, this cooperative method of teaching should be implemented for other subjects and at other school levels.

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“…Other scholars convey on the use of cooperative groups and the debate which might come out in the group work (Finkbeiner & Koplin, 2002;Lee, 2012;Velandia y Fajardo, 2014;Roman et al, 2015;Mitchel et al, 2015;García, 2019;Fuentes et al, 2020;Keramati & Gillies, 2022). These authors point out to the diversity which there could be in this type of methodologies promoting the negotiation but also teaching and learning among the students.…”

Section: Strategies Used In the Classroom To Enhance Intercultural Co...mentioning

confidence: 99%

Interculturalidad en los procesos de enseñanza y aprendizaje del inglés como lengua extranjera

2022

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Introducción: Las instituciones educativas son espacios complejos en los cuales confluyen subjetividades propias de cada individuo y donde el lenguaje tiene un papel fundamental. En este sentido, los profesores de inglés deben ser mediadores entre las múltiples culturas en un aula de clases. La capacidad de utilizar el idioma de manera social y culturalmente apropiada, más la conciencia que deben tener los docentes y los estudiantes en el aula con respecto a la diversidad y complejidad es la base para la construcción de una sociedad democrática. Objetivo: Este artículo de revisión de la literatura pretende establecer la relación entre las percepciones de los docentes sobre la interculturalidad y los procesos de enseñanza y aprendizaje del inglés a través la concientización y contrastación que hace el estudiante de su propia cultura con respecto a otras, y mediante el análisis crítico de las relaciones entre las personas a través de las diferencias culturales. Metodología: Se utilizan técnicas cualitativas para la selección y recopilación de información por medio de la lectura y crítica de documentos y materiales bibliográficos. Usando diversas bases de datos y después de aplicar técnicas de selección en las fuentes primarias identificadas se conforma una muestra de cincuenta artículos científicos. Resultados y discusión: Luego del análisis temático, los resultados se presentan en tres categorías: estrategias utilizadas por los docentes en el aula para potenciar la competencia intercultural, desafíos que enfrentan y el papel que juegan los docentes como agentes culturales. Conclusiones: El estudio concluye que existen desafíos y limitaciones cuando se promueve la competencia intercultural en el aula. Los profesores son percibidos como modelos para los estudiantes, lo que se convierte en un esfuerzo primordial para ellos; pero al mismo tiempo, una labor digna considerando que las escuelas son laboratorios para iniciar la construcción de una sociedad más democrática y diversa. This literature review article is an examination between of teachers’ perceptions about interculturality and English teaching and learning. The ability to use the language in socially and culturally appropriate ways plus the awareness teachers and learners should have in the classroom in regards to the diversity and complexity is the basis for the construction of a democratic society. Using a variety of data bases and after dismissing many primary sources, 50 were selected. After the thematic analysis, the results are presented in three categories: strategies used by teachers in the classroom to enhance intercultural competence, challenges they face, and the role teachers play as cultural agents. The study concludes that there are challenges and constraints when intercultural competence is promoted in the classroom. However, this a paramount endeavour to build a more democratic and diverse society.

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Advantages and Challenges of Cooperative Learning in Two Different Cultures

Cited by 15 publications

References 46 publications

Fostering Teamwork through Design Thinking: Evidence from a Multi-Actor Perspective

Fostering Teamwork through Design Thinking: Evidence from a Multi-Actor Perspective

An Experimental Study to Assess the Impacts of Cooperative Teaching on Academic Performance of Higher Secondary School Students in Faisalabad

Interculturalidad en los procesos de enseñanza y aprendizaje del inglés como lengua extranjera

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