University students’ perceptions of a holistic care course through cooperative learning: implications for instructors and researchers

Abstract

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.

Encouraging IS developers to learn business skills: an examination of the MARS model

“…First, learning self-efficacy increases engagement in a learning context. Individuals with a high level of learning self-efficacy tend to be actively involved in development and learning activities that often force them to explore new terrain (Pan et al, 2010). For example, Bouffard-Bouchard (1990) found that students with high levels of self-efficacy worked more practice problems than did those with low levels of self-efficacy.…”

“…Noe and Wilk (1993) presented that individuals with higher levels of self-efficacy are more likely to have a positive attitude toward learning, a belief that there are benefits to be gained from participation in such activities, and a greater awareness of their specific development needs. Pan et al (2010) also argued that individuals with high levels of learning self-efficacy are better able to cope with the stress involved in personal learning because they believe they can influence things in order to overcome obstacles in the learning process. In contrast, when encountering challenging (or even threatening) learning situations, people with low levels of learning self-efficacy tend to give up easily, attribute failure to themselves, and experience high levels of anxiety and/or depression (Bandura, 1986).…”

El Proyecto de Aprendizaje Tutorado Cooperativo: una experiencia en el grado de Maestra de Educación Infantil

“…Entre estas competencias destacan: el desarrollo de la capacidad crítica de los y las estudiantes (Escribano González, 1995), la creación de liderazgo y la mejora de la capacidad de comunicación (Domingo, 2008), la mejora en al autoeficacia (Cannon y Scharmann, 1996), el desarrollo de una actitud solidaria (Traver Martí y García López, 2006), la creación de un conocimiento holístico (Pan, Pan, Lee, y Chang, 2010) y la mejora de la disciplina y el compromiso de los y las estudiantes (Learreta Ramos, 2005).…”

From Learning Literature to Online Holistic Education

“…For example, very few empirical studies have focused on students' perceptions and experiences of holistic education in higher education (Ting, Pan, & Yang, 2008). Pan and his colleagues (Pan, Pan, Lee, & Chang, 2010;Pan & Wei, 2006) developed a qualitative method for investigating students' holistic education. However, they point out as one of their research limitations that holistic education needs to be examined through quantitative methods (Pan et al, 2010).…”