Effects of Cooperative Learning Strategy on Undergraduate Kinesiology Students' Learning Styles

Abstract

A growing body of research supports cooperative learning as an effective teaching strategy. A specific cooperative learning strategy, Team-based Learning, was applied to a convenience sample of four undergraduate sophomore-level motor behavior courses over four semesters from Fall 2002 to Spring 2004 to examine whether this strategy would affect students' learning styles. The data from the Grasha-Reichmann Student Learning Style Scales indicated that this teaching strategy was associated with a significant decrease in the negative Avoidant and Dependent learning styles and an improvement in the positive Participant learning style.

Team-based learning in Physical therapy undergraduate course: experiment report

“…When the learning through TBL by Physical therapy undergraduate students was evaluated, along with other health courses, Fernandes et al [30] associated the teaching method to a better collaborative behavior, better preparation for the patients' approach, reduction in the clinical error, improvement of the positive professional identity, clarity of function and attitudes in relation to the other health occupations. In kinesiology teaching to a group of Physical therapy post-graduation students, cooperative learning was seen to be effective to reduce significantly the negative styles of evasive and dependent learning and an improvement in the positive learning style of the participants [31].…”

Enhancing Social Work Education Through Team-Based Learning

“…It has been used across a range of academic disciplines, as well as in interprofessional education (Haberyan, 2007;Hernandez, 2002; Meeuw sen, King, & Pederson, 2005;Rider & Brashers, 2006). This article outlines the key principles and core components of teambased learning as developed by Michaelsen, Knight, and Fink (2004) and presents examples of its application in two undergraduate social work courses.…”